Building Inclusive Communities, Supporting Every Child
At Goldwyn, inclusion is more than a principle – it is at the heart of everything we do. We believe that every child and young person deserves to feel safe, valued and able to thrive, regardless of their individual needs or circumstances.
Our approach is rooted in a whole-child philosophy, recognising that emotional wellbeing, relationships and personal development are fundamental to successful learning. Through personalised support, evidence-informed practice and strong partnerships, we work to remove barriers and create opportunities for all learners to achieve their potential.
Inclusion extends beyond our own students. We are committed to strengthening inclusive practice across the wider community through collaboration with families, schools and professionals. Whether through universal provision, targeted interventions, outreach services or school-to-school support, our aim is to build capacity, share expertise and ensure that every child has access to the right support, at the right time.
Together, we are creating inclusive environments where young people are empowered to engage, belong and succeed.
Our Inclusion Structure
Our Inclusion structure forms a core foundation of Goldwyn School. From the Principal through to every layer of leadership and support, inclusion and the wellbeing of our vulnerable learners remain our highest priority.
Leadership and Key Roles
Sarah Hopker – Assistant Principal (Inclusion/SENCO) – Leads on whole‑school strategy, policy and processes relating to inclusion.
Louise Ashman – Deputy SENCO – Oversees provision and planning for students with exceptional needs, including Children in Care (CIC).
Dionne Clifton (GA), Sarah Cave (GF), Carly Plumb (GP) Inclusion Leads – Support teachers in delivering high‑quality inclusive teaching and ensure learning environments are planned to meet a wide range of needs.
Andrea Higginson (GA), Emma Forster (GP) AENCO – Delivering academic learning interventions.
Sophie Holloway (GA), My Bellafonte (GF) SEMH Interventions Lead – Provides specialist support for students experiencing social, emotional or mental health challenges, including TISUK‑informed crisis intervention.
Emma Perry-Macleod (GA), Sophie Wilson (GF), Deborah Harker (GP) – Specialist Engagement Officer (SEO) – Leads on EBSA (Emotionally Based School Avoidance) and TISUK‑informed engagement work, with a strong focus on improving attendance.
