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Student Inclusion & Diversity

The Student Diversity Department supports students in a variety of ways to help them reach their potential.

In collaboration with outside agencies and parents, Student Diversity staff support teachers in the development of inclusive and flexible approaches within their classrooms, determining student goals and development of individual learning plans. Students who find it more difficult to access some areas of the curriculum without added prompting and support are also supported within the mainstream classroom by Educational Support Officers.

The department also is responsible for the implementation of additional programs outside the mainstream classroom which support and enrich student learning. Identification methods will vary according to the students and the program being provided. A range of possible identification methods include a combination of:

  • Teacher Observation
  • Developmental Checklists
  • Whole School Screening
  • Achievement Tests
  • School Assessments
  • Outside Assessments
  • Examples of Student Work
  • National Benchmark testing


Guidelines for the education of students with diverse needs:

The definition of students with diverse needs is a broad one and encompasses a wide range of differences and abilities in learning. It is a commitment of the school, in cooperation with parents, to implement programmes specifically designed to meet the educational needs of students with learning differences and difficulties.

The following principles underpin the policy and provide the foundation for King’s to develop learning programmes for all of its students.

  • To realise their potential, all students need to participate in programmes designed to meet their individual learning needs.
  • Students come from a range of socio-economic and cultural backgrounds. A comprehensive range of identification tools is required to ensure accurate and relevant assessment of student’s individual learning ability and potential.
  • Students have a wide range of personalities, abilities, interests, learning styles and levels of motivation. A variety of flexible approaches to programming should be available for all students to fulfil their learning potential.
  • Teachers have the responsibility to implement strategies which recognise student’s learning abilities and endeavour to meet their needs within educational programmes.
  • King’s has the responsibility to ensure all teachers have access to appropriate professional development opportunities in differentiating the curriculum and the education of all students.
  • King’s has the responsibility to ensure policy implementation is monitored effectively.
  • King’s has the responsibility to ensure teachers have the skills and appropriate resources to assist in achieving the overall aim of the policy.
  • It is the responsibility of the school community to identify its students with diverse needs.