Upholding the key principles of Inclusion as set out in the Special Educational Needs and Disability Code of Practice (2015), we strive to support children with additional achieve the best possible outcomes in preparation for life‐long learning.

In order to ensure that we are responsive to the needs of our pupils we are committed to –

• Fostering high aspirations for all learners

• Ensuring all pupils have access to a broad, balanced and relevant curriculum through high quality teaching and differentiated and personalised learning opportunities

• Early identification of individual pupils strengths and areas of development

• Minimising potential barriers to learning through early identification and careful consideration of additional support and/ or resources

• Fostering parent and school partnership, placing the child and family at the centre of shared decision making processes

These principals are underpinned by our commitment to the ongoing evaluation of pupils needs. Using the Graduated Approach, the continual cycle of Assess, Plan, Do and Review ensures that additional needs are carefully planned and catered for, minimising potential barriers to learning.

This cycle is designed to ensure that 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.