Inclusion
At Wilson’s, inclusion is not a separate strand of our work, it shapes everything we do. Our core aim is unapologetically ambitious: whatever a pupil’s background, circumstances or individual needs, he should be given the tools, opportunities and support to achieve in the fullest sense — academically, personally and through his contribution to the life of the school.
Academic selection does not mean that every pupil has the same starting point, experiences or needs. Nor does high attainment mean that a pupil cannot face barriers. We therefore seek to know pupils as individuals, understand what may affect their learning, participation or wellbeing, and respond sensitively and intelligently.
Ambition for all
Every pupil at Wilson’s follows the same ambitious curriculum and has access to the same breadth of opportunity. Our expectations are equally high for all: background, disadvantage, SEND or other individual circumstances do not change what we believe every pupil at Wilson’s can achieve.
For most pupils, high-quality teaching and our universal academic, pastoral and co-curricular provision provide all they need to flourish. Some benefit from additional assistance to ensure that they can participate equally. This may include support through the Pupil Premium, the 16–19 Bursary or additional academic or pastoral provision.
Where an individual pupil’s needs require it, our SEND provision enables appropriate adaptations and reasonable adjustments to be made, drawing on specialist and external expertise where necessary.
The principle is straightforward: the same curriculum, the same opportunities and the same ambition for every pupil, with additional assistance or adaptation where it is needed to make that ambition possible.
Knowing pupils and identifying barriers
Effective inclusion begins with knowing pupils well. Teachers, form tutors, Heads of Year, Pupil Support Managers, the SENCO team, Safeguarding team and other pastoral leaders consider academic progress, attendance, participation, personal development and wellbeing together rather than in isolation. Pupils and parents are important partners in understanding individual needs and deciding what support may be most effective.
This matters particularly in our context. Without our approach a pupil could achieve highly while still not achieving as highly as he could; attend regularly without participating fully; apparently cope while experiencing difficulty; or succeed academically without flourishing more widely.
Our understanding of vulnerability is therefore deliberately broad.
Our extensive pastoral curriculum and the accompanying care, guidance and support offered by pastoral leaders help pupils to manage difficulties and prevent concerns from becoming more serious. All pupils have access to our Wellbeing Centre and a range of professionals who visit the school regularly to provide support, including a School Nurse, Counsellor and Child Wellbeing Practitioner. When additional expertise is needed, we work with external professionals and local services to provide pupils and their families with appropriate specialist support.
Participation, development and belonging
Inclusion is about much more than high quality teaching. We want every pupil to participate fully in life at Wilson’s and to develop a genuine sense of belonging and pride in his school.
Access to our universal timetabled Enrichment offer, our co-curricular programme, sport, music, drama, CCF, the Duke of Edinburgh’s Award, Houses, trips, societies, leadership and service is therefore central to our understanding of inclusion. Financial or other barriers do not prevent pupils from enjoying the breadth of a Wilson’s education.
We consider not only pupils’ academic progress and attendance but also their personal development, wellbeing and involvement in school life.
Relationships across the school are founded on kindness, courtesy and consideration. Pupils are encouraged to support one another, contribute to their community and recognise their responsibilities towards those whose experiences may differ from their own.
Admissions & Outreach
Our commitment extends beyond pupils currently on roll. We recognise that young people have not all experienced the same opportunities and that some have encountered greater barriers prior to secondary transfer.
Our admissions arrangements give priority to boys eligible for income-related free school meals. This recognises the barriers they may have faced.
We are committed to inclusion as part of Sutton’s school system. Through extensive outreach with local primary schools, particularly those serving disadvantaged communities, boys and girls come to Wilson’s for sustained teaching and enrichment in English and Mathematics and to benefit from specialist Science teaching, facilities and activities. Wilson’s pupils, including Sixth Formers, work directly with younger pupils and alongside qualified teachers, sharing their knowledge, enthusiasm and time.
Many of these children may continue their education elsewhere. The aim therefore is not related to admission to Wilson’s, but to widen opportunity in its own right: developing knowledge and confidence, encouraging academic curiosity and ambition, and sharing the expertise and resources of Wilson’s with the wider community.
Non Sibi Sed Omnibus
Whatever his background, circumstances or needs, we want every pupil to enjoy the same ambitious Wilson’s education, achieve exceptionally well, participate fully, develop personally, discover his talents and leave ready to flourish in whatever comes next.
The ambition is the same for everyone. Where additional assistance or adaptation is needed to realise it, we provide this sensitively and without lowering expectations.
Inclusion at Wilson’s is therefore neither a separate intervention nor a lowering of ambition. It is part of what Non sibi sed omnibus (not for oneself, but for all) means in the daily life of the school.