Inclusion Strategy

Abbotskerswell Primary School Inclusion Strategy 2027–2029

At Abbotskerswell Primary School, inclusion is at the heart of our vision and values. We are committed to ensuring that every child is known, valued and supported to achieve their full potential regardless of need, background or starting point.

Our inclusion strategy outlines how we identify and meet commonly occurring and predictable needs through high-quality teaching, adaptive practice, effective early intervention and strong partnerships with families. It reflects our commitment to the Department for Education's Seven Principles of Inclusion and builds upon our Ordinarily Available Inclusive Provision (OAIP).

This strategy is funded through the school's core budget, including the notional SEND budget, together with the Inclusive Mainstream Fund (IMF). The IMF is used to strengthen and enhance our inclusive offer but is not the sole source of funding for inclusion.

Our Inclusive Vision

We believe:

Every child has the right to belong, participate and succeed.
High-quality teaching is the most effective support for all learners.
Inclusion is everyone's responsibility.
Early identification and intervention improve outcomes.
Families are essential partners in supporting children.
Diversity and neurodiversity are strengths within our school community.
Barriers to learning and participation should be identified and removed wherever possible.

Current Inclusive Practice at Abbotskerswell

Our inclusive practice includes:

Inclusive Classrooms

All classrooms:

Have clear organisation and uncluttered learning spaces.
Use buff-coloured backgrounds, accessible fonts and visual supports.
Display visual timetables and key vocabulary.
Promote independence through accessible resources.
Include working walls that support memory and retrieval.
Provide adaptive resources for handwriting and motor development.
Use visual timers and consistent behaviour systems.

Inclusive Teaching

Teachers:

Deliver adaptive, evidence-informed teaching.
Use scaffolding, modelling and explicit instruction.
Employ flexible grouping and collaborative learning.
Use CPA approaches in mathematics.
Explicitly teach vocabulary.
Support independence through carefully planned scaffolds.
Use technology to remove barriers to learning.

Inclusive Culture

We:

Operate a relational behaviour approach.
Promote the values of Ready, Respectful and Safe.
Recognise behaviour as communication.
Use restorative conversations.
Celebrate diversity and neurodiversity.
Ensure pupils have trusted adults and a strong sense of belonging.

Early Intervention

We:

Monitor progress continuously.
Identify emerging needs quickly.
Engage parents early.
Use targeted interventions where appropriate.
Review provision regularly to ensure impact.

The Seven Principles of Inclusion

(A) Ambitious Leadership and Governance

What We Already Do

Inclusion is a standing priority for leaders and governors.
SEND and inclusion are considered in all school improvement planning.
Individual pupils' needs are discussed regularly.
Leaders maintain strong relationships with families.
Governors receive information regarding SEND and inclusion.

Development Priorities

Further evaluate the impact of inclusive provision.
Expand collaboration with local schools and specialist services.
Continue to develop governor understanding of inclusion.

IMF Allocation: £1,500

Funding will support:

Participation in local inclusion networks and collaborative practice.

(B) Early, Evidence-Based Support

What We Already Do

Early identification of additional needs.
Ongoing assessment and responsive teaching.
Flexible grouping and pre-teaching.
Targeted support where required.
Close communication with families.

Development Priorities

Strengthen intervention evaluation.
Develop staff confidence in evidence-based interventions.
Increase opportunities for vocabulary and language interventions.

IMF Allocation: £2,000

Funding will support:

Intervention resources.
Staff training in evidence-based programmes.
Assessment and progress tracking tools.
Time to evaluate intervention impact.

(C) High-Quality Teaching for All

What We Already Do

Quality First Teaching is the foundation of provision.
Adaptive teaching is embedded.
Explicit instruction and modelling are used consistently.
Technology supports curriculum access.
Curriculum leaders consider SEND within monitoring and planning.

Development Priorities

Further develop adaptive teaching strategies.
Strengthen staff expertise in SEND-inclusive pedagogy.
Enhance use of assistive technology.

IMF Allocation: £2,500

Funding will support:

Professional development focused on adaptive teaching.
Staff training in communication and interaction needs.
Additional assistive technology and software.
Teacher release time for collaborative planning and coaching.

(D) Accessible and Enriching Provision Beyond the Classroom

What We Already Do

Pupils access trips, clubs and wider opportunities.
Outdoor learning opportunities are embedded.
Additional spaces support regulation and participation.
Support is provided where barriers to participation exist.

Development Priorities

Increase participation of vulnerable learners in clubs and enrichment.
Develop independence and life skills opportunities.
Ensure all educational visits are fully accessible.

IMF Allocation: £1,000

Funding will support:

Additional staffing or resources for enrichment activities.
Adaptations for educational visits.
Resources to support participation and independence.

(E) A Safe and Respectful Culture that Fosters Belonging and Attendance

What We Already Do

Relational Behaviour Policy.
Consistent expectations across school.
Behaviour care plans where required.
Strong attendance monitoring systems.
Safe spaces available for regulation.
Positive relationships underpin all practice.

Development Priorities

Strengthen pupil voice regarding belonging.
Further develop emotional wellbeing provision.
Expand opportunities for structured lunchtime support.

IMF Allocation: £1,500

Funding will support:

Development of regulation and wellbeing resources.
Structured lunchtime provision.
Pupil wellbeing surveys and belonging measures.
Staff training linked to emotional wellbeing and SEMH.

(F) Strong Partnerships with Families and Wider Services

What We Already Do

Termly SEND meetings with families.
Open communication with leaders.
Early discussions when concerns arise.
Collaborative planning around individual provision.

Development Priorities

Establish a SEND parent forum.
Develop workshops and information sessions.
Improve signposting to external support services.

IMF Allocation: £750

Funding will support:

Parent workshops.
Information resources.
Family engagement events.
Contributions from external specialists.

(G) Inclusive Environments with Continuous Improvements to Accessibility

What We Already Do

Classrooms are organised and accessible.
Visual supports are embedded.
Breakout spaces are available.
Resources promote independence.
Learning environments are designed with vulnerable learners in mind.

Development Priorities

Continue sensory-friendly adaptations.
Enhance transition support.
Develop use of technology to improve accessibility.
Review accessibility across shared spaces.

IMF Allocation: £750

Funding will support:

Visual supports and communication resources.
Sensory and regulation equipment.
Transition materials.
Accessibility improvements in learning spaces.

Inclusive Mainstream Fund Summary

Area	Allocation
Ambitious Leadership & Governance	£1,500
Early, Evidence-Based Support	£2,000
High-Quality Teaching	£2,500
Accessible & Enriching Provision	£1,000
Safe & Respectful Culture	£1,500
Family Partnerships	£750
Inclusive Environments	£750
Total	£10,000

Measuring Impact

Success will be evaluated through:

Pupil progress and attainment data.
Attendance data.
Behaviour and wellbeing information.
Participation in clubs, trips and enrichment.
Parent and pupil voice.
SEND review meetings.
Intervention impact evaluations.
Governor monitoring and challenge.
Staff confidence and professional development outcomes.

Review

This strategy will be reviewed annually by the Headteacher, SENDCo and Governing Body to ensure it remains responsive to the needs of our pupils and reflects best practice in inclusive education.

Together, we are committed to ensuring that every child at Abbotskerswell Primary School is known, belongs, participates and succeeds

Priority	Actions	Timescale	Lead	Success Criteria	Monitoring
1. Ambitious Leadership & Governance	Develop termly inclusion dashboard showing SEND, attendance, behaviour and attainment. Introduce annual inclusion self-evaluation. Governors receive inclusion training annually. Strengthen links with local inclusion networks and specialist provision.	Year 1: Dashboard established, governor training completed (Primary Partnership) Year 2: Refine data analysis and evaluate impact of provision.	HT / SENDCo / Governors	Governors confidently challenge leaders. Inclusion data informs school improvement. Improved evaluation of provision.	HT reports, governor meetings, SIP reviews
2. Early Evidence-Based Support	Develop intervention overview identifying entry/exit criteria. Introduce consistent intervention evaluation. Train staff in evidence-based interventions. Expand vocabulary and language interventions.	Year 1: Audit current interventions, establish evaluation process. Year 2: Review effectiveness and adapt provision based on impact.	SENDCo	All interventions demonstrate measurable impact. Earlier identification of need. Improved progress for targeted pupils.	Provision maps, intervention reviews, pupil progress meetings
3. High Quality Teaching for All	Continue adaptive teaching CPD. Coaching programme focused on inclusive pedagogy. Develop staff expertise in communication & interaction needs. Increase use of assistive technology.	Year 1: Whole staff CPD and coaching cycle. Year 2: Embed practice through monitoring and peer support.	HT / SENDCo / Subject Leaders	Adaptive teaching consistently evident. Increased staff confidence. Improved access to learning.	Lesson visits, pupil voice, work scrutiny
4. Accessible & Enriching Provision	Audit participation in clubs and visits. Remove barriers to participation. Develop independence and life skills opportunities. Ensure all visits are fully accessible.	Year 1: Audit completed and barriers identified. Year 2: Increased participation from vulnerable pupils.	SENDCo / PE Lead / Educational Visits Coordinator / PD leader	Increased participation in enrichment activities. Improved confidence and independence.	Registers, pupil voice, trip evaluations
5. Safe, Respectful Culture & Belonging	Introduce annual belonging survey. Expand emotional wellbeing resources. Develop structured lunchtime provision. Review regulation spaces and behaviour support.	Year 1: Surveys introduced and lunchtime provision developed. Year 2: Refine provision using pupil feedback.	HT / Pastoral Lead / SENDCo	Increased sense of belonging. Reduced behaviour incidents. Improved attendance for vulnerable pupils.	Behaviour analysis, attendance, pupil surveys
6. Strong Partnerships with Families	Establish SEND Parent Forum. Deliver parent workshops each term. Improve signposting to external agencies. Develop family feedback systems.	Year 1: Parent forum launched. Two workshops delivered. Year 2: Regular programme embedded with increased parent engagement.	SENDCo	Improved parental engagement and satisfaction. Stronger home-school partnerships.	Parent surveys, attendance at workshops, SEND reviews
7. Inclusive Environment & Accessibility	Audit learning environments. Increase sensory-friendly adaptations. Develop transition resources. Expand use of accessibility technology. Review accessibility plan annually.	Year 1: Environmental audit completed. Transition resources developed. Year 2: Improvements implemented and reviewed.	SENDCo / Site Manager / HT	Learning environments consistently support inclusion. Smoother transitions. Improved pupil independence.	Learning walks, accessibility reviews, pupil voice

Whole School Success Measures (by July 2029)

Consistently high-quality adaptive teaching across all classes.
Measurable improvements in progress for pupils with SEND and other vulnerable groups.
Improved attendance for pupils with additional needs.
Increased participation in clubs, educational visits and wider opportunities.
Positive pupil and parent feedback regarding belonging and inclusion.
Staff confidence in inclusive practice continues to grow.
Governors are confident in monitoring the impact of inclusion.
Inclusion is fully embedded within school improvement planning and self-evaluation