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Inclusion Policy V4

 

Reference:

Education Regulations (Early Childhood Services) 2008; Licensing Criteria, 2008 C101 and C107; Human Rights Act, 1993; Children’s Act, 2014.

To be implemented in conjunction with the Curriculum Assessment and Planning Policy.

 

‘Inclusion’ refers to:

A process involving a programme, curriculum or education environment where each child is welcomed and included on equal terms, can feel they belong and can progress to his/her full potential in all areas of development.

 

Statement of Intent:

At Windsor Montessori we value the ability, individuality and cultural background of all tamariki/children by providing each tamaiti with the opportunities they need to reach their full potential as active learners within an inclusive culture.

We achieve care and inclusion in education by continually reviewing and reflecting on the approach implemented by our preschool, and by working in partnership with parents/whānau/caregivers, tamariki and kaiako/teachers.

We ensure that the education and care provided is fully inclusive of all tamariki, parents/whānau/caregivers and relevant agencies.

Our environment is motivated by co-operation, support and delight in one another’s accomplishments. Tamariki discover themselves and their environment as they channel through many avenues of learning through making connections and feel the importance of belonging to a nurturing, supportive and inclusive community.

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What inclusion looks like:                                                                    

Leadership is naturally born and competition subsides as tamariki engage in the spirit of compassionate understanding. Inclusion also lends itself to problem solving and expanding the mind. It encourages co-operation, tolerance and helps all tamariki to be more accepting of individual differences. Tamariki develop a greater diversity of friendships, higher self-confidence and a deeper ability to express empathy and compassion.

Tamariki have the opportunity to practise their leadership skills by serving as role models. Creativity is stimulated in all tamariki as they learn to view the world from new and different perspectives as they also learn to appreciate ideas and styles that differ from their own.

All tamariki benefit from the expertise and guidance of kaiako implementing new materials and a variety of teaching methods to support the learning needs of all tamariki at our preschool.

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The Ethos of Windsor Montessori:

We will ensure an inclusive culture, recognising that every tamaiti is an individual who has their own learning style. We believe that all tamariki are unique, but share many similarities, thus promoting equality and diversity throughout our preschool.

We will promote and nurture the identity of each tamaiti attending our preschool and ensure that their emotional and physical well-being is of paramount importance at all times.

 

Te Tiriti o Waitangi Commitment:

The principle of Whakamana/Empowerment will guide our inclusive practice.

Tamariki will be empowered to achieve their best through Ngā Hononga/Relationships – rich, respectful, reciprocal and responsive relationships between tamariki, whanau, kaiako and relevant support agencies (when required) which will acknowledge, support and celebrate diversity.

 

Inclusive Practice:

All tamariki have the right to access the full depth and breadth of the curriculum. We provide an environment that invites, acknowledges, and celebrates the diversity that each tamaiti and their whānau bring. This includes those with disabilities, health needs, diverse family types, refugee, migrant and minority families. An inclusive curriculum is strength-based and respects and connects with Māori values and the principles of Te Whāriki.

We create a community culture that ensures all tamariki can be actively involved in meaningful play and learning with and alongside their peers. This includes providing additional support or removing barriers when required.

All kaiako are on a learning journey to gain a deeper understanding of how tamariki learn and to build deeper relationships so that they know when and how to provide additional support and/or remove barriers for tamariki to promote active participation for more meaningful learning.

Kaiako will seek professional development where it is available to gain a greater knowledge of inclusive practice and how to implement this further in their teaching practice.

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Core Principles of our Practice:

  • Kaiako will work in partnership with parents/whānau/caregivers.

  • Support tamariki with their ability, identity, cultural background and sense of belonging.

  • Support tamariki to become respectful of difference and to embrace diversity.

  • Foster each tamaiti critical thinking in order to confront bias and discrimination.

  • Embrace the Montessori approach to learning that can adapt to meet the needs of all types of learners.

  • Tamariki will feel secure and know that their contributions are valued.

  • Tamariki will know they belong and are valued as unique individuals.

  • Tamariki will feel strong and confident about their identity.

  • Tamariki will experience success in their learning and their achievements will be celebrated.

  • Tamariki are encouraged to participate fully, having particular regard for and being cognisant of tamariki with a variety of abilities.

 

Windsor Montessori acknowledges the need to work in partnership with other agencies in meeting the individual needs of tamariki.

 

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Date: Term 3 2027

Next Review Date: Term 3 2027

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