Inclusion at Castleton CofE Primary School

We believe that every child is a unique individual with the right to reach their full potential. Our inclusive ethos is woven into everything we do, ensuring that all pupils—regardless of background, ability, or special educational needs—are valued, respected, and empowered to succeed.

We are committed to:

· High-Quality Teaching: Designing an ambitious curriculum that is universally accessible and adapted to meet individual learning styles.

· Early Identification and Intervention: Proactively assessing and responding to the physical, emotional, and cognitive needs of our learners.

· Collaboration: Working closely with parents, healthcare professionals, and multi-agency teams to provide wraparound support for our vulnerable learners.

· A Supportive Environment: Fostering a culture of empathy, resilience, and belonging across the entire school community.

To bring our vision to life, our inclusion strategy focuses on the following pillars:

1. Universal Quality-First Teaching

We deliver high-quality, evidence-based instruction designed to minimize barriers to learning without immediately removing children from the classroom.

· Adaptations: Lessons are designed with built-in scaffolds, visual cues, and multi-sensory activities to support diverse needs.

· Independence: Support mechanisms are carefully calibrated to build pupil confidence and prevent over-reliance on adult assistance.

2. Broad and Bespoke Targeted Support

Where additional needs are identified, we deploy a graduated response (Assess, Plan, Do, Review) to ensure interventions are timely and effective.

· Resource Deployment: We strategically utilise our notional SEND budget and targeted grants to fund specialist staff, targeted literacy/numeracy programmes, and sensory resources.

· EAL & Disadvantaged Groups: We provide tailored interventions for pupils with English as an Additional Language (EAL) and those supported by Pupil Premium, ensuring their specific barriers are successfully addressed.

3. Emotional Well-being and Relational Approaches

True inclusion extends beyond academic success to encompass mental health and social development.

· Trauma-Informed Practice: All staff are trained to recognize the impact of emotions on behaviour, prioritising restorative approaches and emotional regulation.

· Enrichment: We guarantee equity of opportunity by ensuring all pupils have access to inspiring activities, trips and broader social enrichment.

Review and Accountability

We hold ourselves accountable to this statement by continuously monitoring pupil progress, reviewing our intervention data and welcoming feedback from our parent community. This strategy is regularly scrutinized by the governing body and aligned with statutory requirements.