If you were to visit The Academy of Cuxton Schools, you would be struck by the upbeat and positive mood shown by children, staff, and parents. Children describe the school as a “safe and happy place to be”. This positivity is driven by an inclusive culture where all members of the community are encouraged to achieve and thrive. One staff member encapsulated the joy of working at Cuxton, stating “The laughter and camaraderie keep us together”.
This sense of working together is apparent in the high staff retention. SLT are proud of the ‘village school’ community feel that the school offers, with flexible working and strong relationships underpinning a staff body that is fully committed to the school. Staff appreciate the strong working relationships they are allowed to form, and in turn pupils appreciate the strong relationships they can have with support staff, particularly the Inclusion manager. Parents feel that issues are dealt with quickly, and they are listened to when providing feedback. Support is wide ranging, from support with food parcels, pre-used uniforms, and additional financial support for accessing school trips. One parent told out assessor that “They allow my children to be themselves, to be supported and not judged”. Staff ensure they receive plenty of specialist training to support the children they teach; they are trained for specialist emotional support, such as ELSA and mELSA, and they use I CAN books to celebrate the achievements of those with more complex needs. Through working together, and for each other, staff are able to embody the values of inclusion on a daily basis.
The children themselves are testament to the truly inclusive culture at Cuxton. One child told out assessor that when she spoke to staff about the noise levels during an activity, she was believed by the staff member, and adjustments were make sure everyone could learn in a matter fitting to them. Children are grateful for the respect and trust that staff show them, with an individualised approach showing the school’s unwavering commitment to inclusion. A knowledge of issues faced by the school community its not just limited to staff, pupils are also aware of important issues and are accepting of them, such as neurodiversity. Neurodiverse pupils are open and honest talking about their experiences, and the acceptance and support of their classmates helps with this. Assemblies are a regular tool used to help with inclusivity in the school, alongside the expansive resources on offer to learners with additional needs, such as ear defenders, chair bands, and iPads for extra writing.
The Inclusion Manager plays an integral role in implementing inclusive policy in the school. One resource beloved by all children is The Hazel Room. Children can use The Hazel Room to help them regulate and feel ready to learn. Children describe it as a “safe and quiet space for me to learn in”. It allows them to also build a toolkit to emotional wellbeing that they can apply when at home. Our assessor observed well-prepared interventions, well-trained LSAs, and children were keen to show their progress. The support the Inclusion Manager provides is praised across the school. They approach their job with knowledge, availability, and care, and knows that children and parents rely on them for information and support when faced with challenges. The Inclusion Manager attends external meetings with parents to support them with their children’s needs. Indeed, supporting the needs of their children is a whole school effort. The Chair of Governors helped to set up the Harvest Festival foods, with the SLT clearly dividing out tasks to support each other daily. The Headteacher plays an important role in the proactive approach at Cuxton. From developing the curriculum to overseeing the parent parliament, the Headteacher listens and supports at every opportunity. 
Communication is an area of strength for Cuxton. This starts at a trust leadership level, with the Chair of Governors and the Headteacher praising the benefits of this contact, whilst still maintaining autonomy. The SLT respect and trust each other, and are active participants in daily life at the school. Regular safeguarding checks and trust audits ensure all members of the community can have their voices heard and speak openly if they have a worry or concern. Staff told our assessor that “We check in with our children. It is so important that they are feeling OK before they can start to learn”, and this sentiment is reinforced by pupils and parents alike. Everyone is listened to, and knows how to access the support they need.
Inclusion is at the very heart of life at The Academy of Cuxton Schools. Every member of the community can avail of support and a listening ear, and in turn they are met with the unwavering commitment of a passionate team of educators. No child is left behind at Cuxton – the very best resources and staff trainings are on offer to ensure every learner can avail of a positive and inclusive education.