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 achieve this through a combination of people, policies, planning, provision and partnerships: 

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 invest in ELSAs (Emotional Literacy Support Assistants) who work in our Nurture Rooms on both sites.
• We have a 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: 

• We prioritise the emotional needs of all children with a trauma-informed Relationships and Behaviour Policy.
• Our School Values of Connection, Courage, Imagination and Care drive our policies for supporting Adopted Children, 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 have invested in the development of nurture rooms and additional sensory spaces on both sites that can be used both spontaneously and as part of a timetabled plan.
• 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 use the research-informed Hamish and Milo wellbeing resources and emotions curriculum to provide focused support when required.
• Ensure that children who are new to English or who speak a language other than English at home are effectively supported in class.

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.