Inclusion at Bleasdale School
At Bleasdale School, inclusion means that every child belongs, is valued, and is supported to thrive as an individual. We believe that all children and young people, regardless of their needs or starting points, deserve an education that is ambitious, meaningful and respectful of who they are.
Our inclusive ethos
Bleasdale School is a specialist school for pupils aged 2–19 with severe, profound and complex learning needs, Autism and associated needs. Inclusion at Bleasdale is not an “add‑on” – it is at the heart of everything we do. Our approach is rooted in being:
- Child‑centred – every pupil is known deeply as an individual
- Inclusive by design – barriers are identified early and removed wherever possible
- Ambitious – we hold high expectations for all pupils, whatever their needs
- Relational – strong, trusting relationships underpin learning and wellbeing
- Collaborative – families and professionals work together to support each child
These principles are embedded across the school through our culture, curriculum and daily practice.
Meeting individual needs
All pupils at Bleasdale have Education, Health and Care Plans (EHCPs). We use these, alongside careful assessment and professional knowledge, to ensure that each child’s learning, communication, wellbeing and care needs are met.
Our inclusive practice includes:
- Personalised learning pathways (TO BE, TO DO and TO KNOW) matched to pupils’ developmental stages
- A graduated approach of assess, plan, do, review, working closely with families
- High‑quality support for communication, including total communication approaches
- Sensory‑informed environments and regulation strategies
- Strong safeguarding systems and pastoral support
Progress and wellbeing are reviewed weekly through our PAWS (Progress, Attitudes and Welfare Support) meetings, ensuring that support is responsive and joined‑up.
Working in partnership with parents and carers
We recognise that parents and carers are experts in their children, and we value their role as partners in learning. We are committed to open, honest and supportive coaching communication, and parents are involved in:
- EHCP reviews and transition planning
- Daily communication using agreed methods
- Sharing achievements and progress through Evidence for Learning
- Workshops, events and community activities
- Shaping next steps for their child’s education and preparation for adulthood
- Knowing, living and breathing “Learning Together, Achieving Together”
Our strong partnership approach is reflected in our Leading Parent Partnership Award (LPPA) reaccreditation in 2026.
Equality, respect and belonging
Bleasdale School is committed to equality of opportunity for all. We do not believe in treating everyone the same; instead, we work to understand and remove barriers so that every pupil can access learning, feel safe and be successful.
This commitment is set out in our Single Equalities Policy, which reflects the Equality Act 2010 and protects against discrimination related to disability, gender, race, religion or belief, age, sexual orientation and other protected characteristics.
We actively promote:
- Respect for difference
- Positive attitudes towards disability
- Inclusive language and practice
- A safe, welcoming environment for pupils, families, staff and visitors
Inclusion beyond the classroom
Inclusion at Bleasdale extends beyond lessons. Pupils are supported to:
- Take part in community activities and real‑life learning
- Develop independence and life skills
- Prepare for adulthood from an early age
- Build confidence, identity and a sense of belonging
We work closely with health, social care and education partners to ensure pupils and families receive co‑ordinated, holistic support.
Our Commitment
We are proud of the inclusive culture at Bleasdale School and remain committed to continual reflection and improvement. We listen carefully to pupils, parents and professionals, and we use evidence to shape our practice so that inclusion is not static, but constantly evolving.
At Bleasdale, every child matters, every voice is valued, and every success is celebrated.
Lancashire Music Service
Our music teacher, cellist Maja Bugge from the Lancashire Music Service is working with our pupils every Tuesday. In 2025 and 2026 we have launched an audio/visual composition project where Maja works with each class using recordings of the children’s own musical and visual output to create imaginative compositions. You can see some of the work here: