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At the New Forest Small School we also have a ‘special needs’ inclusion policy, whilst ensuring that we retain a good balance of children. Specifically tailored educational programmes, made in consultation with the parents, are offered that will stretch the more gifted child, and support those for whom English is a second language, and give the necessary extra support to children with learning difficulties. We have had remarkable success with children with mild to medium spectrum Aspergers Syndrome, ADHD, depression, dyslexia, dyspraxia and behavioural difficulties to such an extent that many of these children are soon able to lead perfectly ‘normal’ lives. Parents who have struggled with their child for many years, for various reasons, suddenly find that they can start to enjoy their family life, as their children, content in themselves and self-disciplined, no longer need to push the boundaries.

This success can best be illustrated in the School Play we staged three years ago. The main parts in the play, Pinocchio, were given to the primary aged children – 7 to 9 years old, with the secondary class assisting with the minor roles. The starring role was given to a 9 year old child with Aspergers Syndrome who was also experiencing great difficulties at home. His performance was quite outstanding. Not only did he remember every single one of his many lines – he was in every scene – but he also delivered his lines with a depth of feeling and confidence that belied his years. The second main part was taken by a 7 year old whom before he joined us had been attending his local state school where he was suffering from depression and constant illness. A quiet, sensitive boy, who had withdrawn into himself, he soon began to blossom at our school, and, like all the other children in the play, performed with remarkable maturity and confidence. A church minister, who has 2 of his children at our school, remarked after the play that he had seen many plays in his capacity as minister but had never witnessed such an outstanding performance. High praise indeed – and for children, many of whom, had been regarded as ‘failures’ in their previous schools.