Sheringham Primary School

Inclusion Policy

Reviewed September 2025

At Sheringham we strive to ENABLE and INSPIRE all children to be happy, healthy and successful in their learning

(When we refer to all children we particularly refer to  the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs.)

INTRODUCTION

Sheringham Primary School is an inclusive school.  We expect all members of the school community to treat all pupils with a positive and caring attitude, and that every effort will be made to include all pupils in school life in its entirety. We adhere to the Equalities Act (2010), which is reflected in our Code of Conduct.

We value the individuality of all children. We hold a growth mindset, believing that the highest of aspirations can be achieved for all children with sufficient time and effort. As an example, we are thoughtful with our language, using terms such as pre-verbal rather than non-verbal to demonstrate optimism and high expectations. We dislike putting children in boxes with terms like ‘clever’ and ‘low-ability’ and instead encourage children to be resilient in the face of challenge, and persistent in reaching their goals.  

We believe that we have a responsibility to ensure that all our children succeed – not in a quick, superficial sense but in a deeper way where children can take the required skills and knowledge and apply them in complex ways. Education is not a race to see who can get to the end the fastest – we believe that we can extend and support all children to best prepare them for secondary school and life beyond.

This philosophy applies to all children and groups of children including:

·        girls and boys;

·        minority ethnic and faith groups;

·        looked after and previously looked after children

·        mid phase admissions

·        those entitled to pupil premium

·        children who are learning English as an additional language;

·        children with special educational needs and/or disabilities;

·        children who are at risk of disaffection or exclusion;

·        travellers;

·        asylum seekers and refugees.

AIMS AND OBJECTIVES

The inclusion policy is designed to:-

·        seek to remove the barriers to learning and participation that can hinder or exclude;

·        ensure that children are given equal opportunities to succeed in their education.

Quality First Teaching

We provide quality learning which benefits all children. Teachers plan to meet the needs of all learners within their class. Formative assessment is continually used to identify potential barriers in order that these can be addressed. To support this, the school implements a comprehensive programme of staff development and teachers are provided with support from the SENCo and from Year Group Leaders for additional in-class strategies.

The London Borough of Bexley’s Quality First Teaching & SEN Support Toolkit, is used by teachers to choose strategies that will best support the teaching and learning of children in their classroom.

‘Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may not have SEND.’

The London Borough of Bexley’s, Quality First Teaching & SEN Support Toolkit

Addressing barriers to learning

Where teachers are unable to address barriers to learning through quality first teaching within the classroom, children will receive additional support including, but not limited to:-

• Supplementary individual or small group teaching sessions
• Individual or small group interventions
• The provision of other curricular opportunities to meet the needs of individuals or groups of children
• Additional adult support
• Pastoral support for children and/or families
• A referral to the SENDCo through our initial concern form
• Referrals by SENDCo to specialist providers (See Children with SEND section)
• Specialist equipment or resources

Children with Special Education Needs and Disabilities

We believe that:

Every teacher is a teacher of SEND. Every leader is a leader of SEND

We are as committed to meeting the needs of any children with special educational needs and/or disabilities as we are to meeting the needs of all groups of children within our school. All reasonable steps are taken to ensure that children with SEND achieve their best possible outcomes. Please also see the SEND Information Report.

We provide the best environment, within our resources and Health and Safety considerations, to allow all children full access to all areas of learning. We know that not all children at Sheringham will be able to access the full age expected curriculum but they will be fully included by the provision of a curriculum that is appropriate to their level of cognition and emotional regulation and that gives them the best opportunity to make the most progress.

The school also takes account of pupils whose special educational needs and/or disabilities impact upon their behaviour and make reasonable adjustments to accommodate this.  The school behaviour policy can be found here.

A Graduated Approach

We will address these needs using a ‘Graduated Approach’ as defined by the SEND Code of Practice. This is a four part cycle through which earlier decisions and actions are revisited, refined and revised, leading to a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. The four stages of the cycle are: Assess, Plan, Do, Review.

All classroom entrances are wide enough for wheelchair access and the designated points of entry for the school also allow wheelchair access. Our Access Plan identifies how we intend to increase the extent to which disabled pupils can take advantage of all that the school has to offer.

Meeting the wider Needs of Individuals or Groups of Children

It is recognised that certain groups of children are statistically more likely to under-achieve academically against national expectations and experience a lack of opportunities. Therefore, the school seeks to identify and implement actions to redress this imbalance.

Identification

Data is analysed to identify attainment that is significantly below the expected level. Access to extra-curricular activities by vulnerable groups is also monitored.

Provision

Regular pupil progress meetings highlight vulnerable pupils within each class and teachers are supported in generating and delivering an action plan.

The school has a supportive culture where there is always someone available to listen to parents and children. All families are welcomed and become part of the ‘Sheringham community’.

Children with English as an Additional Language (EAL)

We welcome and value the cultural, linguistic and educational experiences that pupils with English as an additional language (EAL) bring to our school. We recognise and give status to children’s skills in their own language(s) and acknowledge the time it takes to become fluent in an additional language. EAL is a term used when referring to pupils whose main language at home is a language other than English. Our aim is to work together to meet the full range of needs of the children.