SEND and Inclusion

What inclusion means to us

Being an inclusive school means making every child feel secure, known and supported, with a strong sense of belonging from the moment they join our community. Inclusion is rooted in the care we show children each day and in the relationships we build, ensuring that all children feel loved, valued and respected for who they are. We enable children to access learning by knowing our children deeply – understanding their individual strengths, needs, interests and barriers, and adapting provision, teaching and support accordingly. Our inclusive approach recognises that children do not exist in isolation; we take time to know our families, their circumstances and their needs, and we work in partnership with them so that children feel safe, understood and ready to learn.

How we know it is working

We know our inclusive approach is effective through a range of evidence and ongoing reflection. Pupil voice helps us understand how children feel about school, their learning and their sense of belonging. Regular reviews, alongside phonics and wider attainment data, allow us to identify progress, gaps and next steps early. We also observe how children demonstrate positive learning behaviours, confidence and engagement in lessons and across the wider school day. These insights are strengthened by broader strategies and robust systems that enable us to identify need, target support precisely and adapt provision, ensuring that all children are given the opportunity to thrive.

Disadvantaged and Vulnerable Pupils

At Tardebigge, we define ‘disadvantaged and/or vulnerable pupils’ as those who face significant barriers to learning and achievement. This includes pupils with current or historical safeguarding concerns; Looked After and Previously Looked After Children; pupils in receipt of the Pupil Premium Grant; pupils with persistent absence; and pupils accessing external mental health and wellbeing support.

We also recognise that pupils with SEND may face additional disadvantages in accessing learning, and we therefore include them within our definition of ‘disadvantaged and/or vulnerable pupils’.