--- title: Inclusion at OTS | Support for Every Learner description: The inclusion team ensures that children with additional needs receive the resources that they need to thrive at Orange Tree School. Learn more here. --- [![OTS logo](https://www.orangetreeschool.org/hs-fs/hubfs/OrangeTreeSchool%20logo_large.png?width=1391&height=797&name=OrangeTreeSchool%20logo_large.png "OTS logo")](https://orangetreeschool.org?hsLang=en) [![OTS logo](https://www.orangetreeschool.org/hs-fs/hubfs/OrangeTreeSchool%20logo_large.png?width=1391&height=797&name=OrangeTreeSchool%20logo_large.png "OTS logo")](https://orangetreeschool.org?hsLang=en) - [About](https://www.orangetreeschool.org/en-gb/) - [Welcome](https://www.orangetreeschool.org/welcome-message) - [Why OTS?](https://www.orangetreeschool.org/why-ots) - [Vision and ethos](https://www.orangetreeschool.org/vision-and-ethos) - [The Orange Tree approach](https://www.orangetreeschool.org/the-orange-tree-approach) - [Meet our team](https://www.orangetreeschool.org/meet-the-team) - [Inspection reports](https://www.orangetreeschool.org/inspection-reports) - [Policies](https://www.orangetreeschool.org/en-gb/policies) - [Advisory Board](https://www.orangetreeschool.org/governance-and-advisory-board) - [Learning](https://www.orangetreeschool.org/learning) - [Curriculum](https://www.orangetreeschool.org/curriculum-overview) - [Exam Results](https://www.orangetreeschool.org/exam-results-2026) - [Subjects](https://www.orangetreeschool.org/subjects-) - [Inclusion](https://www.orangetreeschool.org/inclusion-ots) - Case Studies - [Student life](https://www.orangetreeschool.org/student-life) - Term dates - [Term dates 2026-2027](https://www.orangetreeschool.org/term-dates-2026-2027) - [Key Dates](https://www.orangetreeschool.org/orange-tree-school-key-dates) - [The School Day](https://www.orangetreeschool.org/the-school-day) - [Attendance and Punctuality](https://www.orangetreeschool.org/attendance-and-punctuality) - [Therapy](https://www.orangetreeschool.org/therapy) - [School Meals](https://www.orangetreeschool.org/school-meals) - [Clubs](https://www.orangetreeschool.org/clubs) - [Admissions](https://www.orangetreeschool.org/admissions-overview) - [Overview](https://www.orangetreeschool.org/admissions-overview) - [Parents](https://www.orangetreeschool.org/admissions-parents) - [Parent Portal](https://orangetreeschool.isamshosting.cloud/auth/Account/Login?ReturnUrl=%2Fauth%2Fconnect%2Fauthorize%2Fcallback%3Fclient_id%3DiSAMS.Portal.Cloud.Parents%26redirect_uri%3Dhttps%253A%252F%252Forangetreeschool.parents.isamshosting.cloud%252Fcallback%26response_type%3Dcode%26scope%3Doffline_access%2520openid%2520iSAMS.CloudPortals.Api%2520iSAMS.Auth.ChangeAccountPassword.Invoke%26state%3D6288a9c4f299441b9ae0b37568787e77%26code_challenge%3DfuBUltrIR0eagPE4KtXBt1EUQxJW5HVFsvRZBXHs9fI%26code_challenge_method%3DS256%26response_mode%3Dquery%26acr_values%3DportalType%253AParents) - [Local authority funding route](https://www.orangetreeschool.org/local-authority-funded-route-parent) - [FAQs](https://www.orangetreeschool.org/admissions-faqs) - [News](https://orangetreeschool.org/blog) - [Newsletters](https://www.orangetreeschool.org/newsletters) - [Blog](https://orangetreeschool.org/blog) - [Events](https://www.orangetreeschool.org/events) - [Feedback](https://www.orangetreeschool.org/feedback) - Ridgeway Site - [Lead Teacher Welcome](https://www.orangetreeschool.org/lead-teacher-ridgeway) - [A Typical day at Ridgeway](https://www.orangetreeschool.org/ridgeway-typical-day) - [Pastoral](https://www.orangetreeschool.org/pastoral-ridgeway) - School Information - Meet the Team - [Admissions](https://www.orangetreeschool.org/-admissions) - [Term Dates](https://www.orangetreeschool.org/term-dates-ridgeway-2026-2027) - [Exam Results](https://www.orangetreeschool.org/exam-results-2026) - [School Magazine](https://www.orangetreeschool.org/book-club-and-magazine) - [Academic programme](https://www.orangetreeschool.org/academic-programme) - Contact Us - [Work with us](https://www.orangetreeschool.org/careers) - [Contact Details](https://www.orangetreeschool.org/contact) # Inclusion at OTS ![hero-jobbies-7](https://f.hubspotusercontent00.net/hubfs/395201/hero-jobbies-7.svg) ### Everybody learns in different ways. Whatever the need is, our Inclusion team ensures that students are supported in an inclusive environment. INCLUSION AT ORANGE TREE SCHOOL ## Different ways to learn. Support to thrive. A small, therapeutic and nurturing environment where individual needs are understood and learning is supported. Everybody learns in different ways. Whatever the need is, our Inclusion team ensures that students are supported in an inclusive environment. [Explore individual support ↓](https://www.orangetreeschool.org/inclusion-ots#inclusion-plans)[Talk to our team ↗](https://www.orangetreeschool.org/contact?hsLang=en) ![Colourful paper figures holding hands, including figures using wheelchairs](https://www.orangetreeschool.org/hubfs/Inclusion.jpeg) Different strengths. Shared opportunities. [Our approach](https://www.orangetreeschool.org/inclusion-ots#inclusion-approach)[A positive environment](https://www.orangetreeschool.org/inclusion-ots#inclusion-environment)[Small classes](https://www.orangetreeschool.org/inclusion-ots#inclusion-teaching)[Individual plans](https://www.orangetreeschool.org/inclusion-ots#inclusion-plans)[Therapeutic support](https://www.orangetreeschool.org/inclusion-ots#inclusion-therapy)[Access to learning](https://www.orangetreeschool.org/inclusion-ots#inclusion-access) 01 ### Small class groups No more than eight students, with a high staff to student ratio. 02 ### Individual support Individual Education Plans reviewed every term, with goals and support strategies. 03 ### A shared approach Staff, families and external professionals working together around the student. THE INDIVIDUAL MATTERS ## Understanding needs. Building on strengths. OTS celebrates neurological differences (neurodiversity) and is experienced with supporting children with Education, Health, and Care Plans (EHCPs). Due to the nature of the students at OTS, all students may require some form of additional support. At OTS, providing for a diverse array of needs is part of our expertise and we thrive on the opportunity to help students with additional needs to flourish in the setting. We believe that it takes a whole school community to achieve the best outcomes for students to thrive in a small, therapeutic, and nurturing environment. The Inclusion team regularly communicates with parents to ensure that they are fully informed throughout the process of support. Moreover, staff also work closely together to enable all pupils to fulfil their potential and feel positive about their learning. [Explore learning at OTS →](https://www.orangetreeschool.org/learning?hsLang=en) BELONGING AND CONFIDENCE ## A positive and inclusive learning environment. OTS creates a welcoming learning environment that provides students with the necessary structures, boundaries, and routines that can help enable individuals to manage their individual needs as part of school life. Students may present with many different behaviours and the school takes a positive approach to supporting students. Our high expectation of students is combined with a rewards system for good behaviour which we have found helps our students to build self-confidence, self-esteem, social interaction skills, and allows them to better understand themselves and others around them. ### Everyday support for participation - **Structure and routine**Clear expectations and familiar ways of working. - **Encouragement and recognition**A positive approach that builds confidence and self-esteem. - **Relationships and understanding**Support to develop social interaction and understand individual needs. TIME, ATTENTION AND ADAPTATION ## Small classes. Teaching that responds. OTS has a high staff to student ratio and has small class groups (no more than eight). This means that students can be given the time and attention that they need, targeted support strategies and interventions can be more effectively undertaken, and any concerns can be flagged immediately. Moreover, all our staff are familiar with the individual learning profiles of the students in their lessons and know how to adapt their teaching accordingly. The OTS curriculum focuses both on traditional academic subjects (english, maths, science etc.) as well as social and life skills. Students are therefore able to benefit from accessing a broad and balanced academic curriculum in line with national frameworks as well as develop the crucial skills and understanding that they will need to navigate everyday life. [Our curriculum →](https://www.orangetreeschool.org/curriculum-overview?hsLang=en)[Explore subjects →](https://www.orangetreeschool.org/subjects-?hsLang=en) FROM THE OFSTED REPORT · 2022 > "Working very closely in partnership with external professionals, staff consider pupils’ individual needs and plan for them meticulously. They routinely discuss any challenges and identify the most appropriate strategies to use. They provide the strongest support for all pupils. Leaders and staff are quick to identify where additional specialist support may be needed." \- Ofsted Report 2022 [Read inspection reports →](https://www.orangetreeschool.org/inspection-reports?hsLang=en) A PLAN FOR THE INDIVIDUAL ## Clear goals. Support reviewed every term. Individual Education Plans (IEPs) are individual support plans written and reviewed every term. These outline the specific goals - academic, behavioural, emotional, social - for a student and, importantly, what interventions and support strategies are required to meet those goals. Overseen by the Inclusion team, and often drafted in collaboration with parents, students, and teachers, IEPs provide a structured way through which students are guided and nurtured throughout their time at the school. IEPs also allow students to reflect on their own experience as learners and feel confident about discussing their own strengths and areas for improvement.  01 ### Identify goals Academic, behavioural, emotional and social goals for the student. 02 ### Plan support Interventions and strategies, overseen by the Inclusion team and often developed with families, students and teachers. 03 ### Review and reflect Termly review and opportunities for students to recognise strengths and discuss areas for improvement. SUPPORT WITHIN SCHOOL LIFE ## Therapeutic support, shaped around need. Students may also require targeted therapeutic intervention such as SaLT, OT, counselling. Where this is necessary and possible, the Inclusion team will help to integrate these within the fabric of school life. This both minimises disruption to academic study and allows for any additional strategies to be effectively implemented.  COMMUNICATION ### Speech and Language Therapy At OTS, our speech and language therapist works closely with parents/carers and teaching staff to support students’ communication by adapting the environment; differentiating the language of the curriculum; and helping students and staff to use different strategies to develop their communication skills. The speech therapist will develop specific therapy programmes to maximise students’ communication potential. Therapy sessions may be in class, in groups, or individually as required, with the aim to help students communicate as confidently and successfully as possible.  PARTICIPATION ### Occupational Therapy Our occupational therapist works with students who are having difficulty participating in school routines and activities, from concentrating in class to self-care tasks and social interactions. They use a variety of techniques including exercise programmes, sensory integration and cognitive-behavioural therapy to improve students’ functional abilities and enable them to participate as successfully and fully as possible in school life. Targeted therapeutic intervention, including counselling, is integrated where necessary and possible. Support depends on the individual student's needs. [Explore therapeutic support at OTS →](https://www.orangetreeschool.org/therapy?hsLang=en) ACCESS TO LEARNING ## Practical adjustments. Opportunities to participate. Students may require particular pieces of equipment or electronic devices in order to help them with their learning needs. In addition, for exams, certain access arrangement such as the use of a word processor, scribes, or rest breaks may be needed. In these instances, the Inclusion team will identify, determine and implement appropriate access arrangements and reasonable adjustments for both internal and external test and examinations. ### Support may include - **Assistive technology**Equipment or electronic devices to support learning needs. - **Examination arrangements**A word processor, a scribe or rest breaks where appropriate. - **Reasonable adjustments**Identified and implemented by the Inclusion team for internal and external tests and examinations. CONTINUE EXPLORING ## See how support connects. [**Learning at OTS ↗**An education for life](https://www.orangetreeschool.org/learning?hsLang=en)[**Therapy ↗**Support within the school day](https://www.orangetreeschool.org/therapy?hsLang=en)[**Curriculum ↗**Our approach and key stages](https://www.orangetreeschool.org/curriculum-overview?hsLang=en)[**Admissions ↗**Explore the admissions process](https://www.orangetreeschool.org/admissions-overview?hsLang=en) LET'S TALK ## Could Orange Tree be the right environment for your child? Contact our team to discuss the school, individual learning needs and the admissions process. [Contact the school ↗](https://www.orangetreeschool.org/contact?hsLang=en) ## A positive and inclusive learning environment OTS creates a welcoming learning environment that provides students with the necessary structures, boundaries, and routines that can help enable individuals to manage their individual needs as part of school life. Students may present with many different behaviours and the school takes a positive approach to supporting students. Our high expectation of students is combined with a rewards system for good behaviour which we have found helps our students to build self-confidence, self-esteem, social interaction skills, and allows them to better understand themselves and others around them. ## Excellent staff and a high staff to student ratio OTS has a high staff to student ratio and has small class groups (no more than eight). This means that students can be given the time and attention that they need, targeted support strategies and interventions can be more effectively undertaken, and any concerns can be flagged immediately. Moreover, all our staff are familiar with the individual learning profiles of the students in their lessons and know how to adapt their teaching accordingly. The OTS curriculum focuses both on traditional academic subjects (english, maths, science etc.) as well as social and life skills. Students are therefore able to benefit from accessing a broad and balanced academic curriculum in line with national frameworks as well as develop the crucial skills and understanding that they will need to navigate everyday life. ### "Working very closely in partnership with external professionals, staff consider pupils’ individual needs and plan for them meticulously. They routinely discuss any challenges and identify the most appropriate strategies to use. They provide the strongest support for all pupils. Leaders and staff are quick to identify where additional specialist support may be needed."                                                                                                                                                                                                                    - Ofsted Report 2022 ## IEPs Individual Education Plans (IEPs) are individual support plans written and reviewed every term. These outline the specific goals - academic, behavioural, emotional, social - for a student and, importantly, what interventions and support strategies are required to meet those goals. Overseen by the Inclusion team, and often drafted in collaboration with parents, students, and teachers, IEPs provide a structured way through which students are guided and nurtured throughout their time at the school. IEPs also allow students to reflect on their own experience as learners and feel confident about discussing their own strengths and areas for improvement.  ## Therapeutic interventions Students may also require targeted therapeutic intervention such as SaLT, OT, counselling. Where this is necessary and possible, the Inclusion team will help to integrate these within the fabric of school life. This both minimises disruption to academic study and allows for any additional strategies to be effectively implemented.  **Speech and Language Therapy** At OTS, our speech and language therapist works closely with parents/carers and teaching staff to support students’ communication by adapting the environment; differentiating the language of the curriculum; and helping students and staff to use different strategies to develop their communication skills. The speech therapist will develop specific therapy programmes to maximise students’ communication potential. Therapy sessions may be in class, in groups, or individually as required, with the aim to help students communicate as confidently and successfully as possible.  **Occupational Therapy** Our occupational therapist works with students who are having difficulty participating in school routines and activities, from concentrating in class to self-care tasks and social interactions. They use a variety of techniques including exercise programmes, sensory integration and cognitive-behavioural therapy to improve students’ functional abilities and enable them to participate as successfully and fully as possible in school life.   ## Assistive technology, access arrangements, and reasonable adjustments Students may require particular pieces of equipment or electronic devices in order to help them with their learning needs. In addition, for exams, certain access arrangement such as the use of a word processor, scribes, or rest breaks may be needed. In these instances, the Inclusion team will identify, determine and implement appropriate access arrangements and reasonable adjustments for both internal and external test and examinations. 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