We are a proudly inclusive school, with a desire to connect with and care for every child and adult in our school community at the heart of our ethos. 

We are firmly committed to providing an appropriate and high-quality education that is adapted to meet the needs of all pupils and ensure that all pupils with special educational needs and disabilities feel emotionally safe and able to thrive and reach their full potential. 

Our approach is underpinned by our whole school values of Connection, Courage, Imagination and Care. Each of these values plays a key role in how we support every member of our school community to sustain an inclusive approach. They provide the structure for a pupil-centred process that engages pupil, family, school and other professionals in planning for and implementing high quality, needs-led provision. This is to ensure all of our pupils are able to access learning and social development, achieving good progress, fulfilling their potential and promoting their mental health and well-being.

You can read more about our SEND philosophy and processes in the following documents:

Our SEND approach in summary: 

People:

• We have established key leadership roles to drive an inclusive approach. A Deputy Headteacher oversees our pastoral provision, an experienced SENCO and a deputy SENCO oversee our provision for children with special educational needs. In addition two EAL Leaders support children and parents across the school for whom English is not their home language.
• We have a highly skilled and committed team of Learning Support Assistants who work with children across the school.
• We have LSAs who specialise in offering Speech and Language, Phonics and Reading support across the school.

Policy: 

• Our School Values of Connection, Courage, Imagination and Care drive our SEND Policy, SEND Information Report and our Accessibility Policy.

All inclusion-related policies can be found here. 

Planning: 

• We implement an Individual Education Plan for any child who needs additional targeted intervention or support, to be reviewed with the class teacher three times per year.
• We implement a Provision Plan for any child who routinely needs specific adaptations (eg sensory breaks or learning aids) in order to access the curriculum, to be reviewed with the class teacher at least annually.

Provision:

• We ensure Ordinarily Available Provision (adaptations and resources to support inclusion) is available for every child who needs it in every classroom across the school.
• We ensure that children who are new to English or who speak a language other than English at home are effectively supported in class so that any underlying SEND can be accurately identified.

Partnerships:

• We maintain open communication with parents and cares of children with SEND, meeting regularly and deploying staff to understand needs and review provision.
• We ensure that translated versions of key communications are available in the school office and on the school website.
• Our Equalities Strategy plan ensures that strategic decisions that are made benefit all members of our community equally.
• We employ a trauma informed approach to working with parents, carers and families.
• We engage with local agencies, services and alternative provisions to provide holistic support which meets the needs of every child.

All key policies related to inclusion are available in our five most commonly spoken languages: