At Wilberforce Primary School, inclusion is at the heart of our educational approach. We are committed to ensuring that every child, regardless of background or ability, receives high-quality teaching and the support they need to thrive. Our school upholds high expectations for all pupils and actively works to remove barriers to learning through a structured and responsive approach.
We believe that effective learning principles benefit all children, including those with Special Educational Needs and Disabilities (SEND). Our teaching team uses appropriate scaffolding to help pupils gain independence in their learning. Through the Assess, Plan, Do, Review cycle, we identify challenges early and implement tailored support strategies. Collaboration among class teams and strong partnerships with parents—especially those with children on the SEND register—are central to our inclusive ethos.
Children with Education Health Care Plans (EHCPs) receive their full legal entitlements, and we engage external professionals when additional provision is needed. We monitor the progress of all pupils closely, using a proactive “keep-up” approach rather than reactive “catch-up” methods. Our learning environments are thoughtfully designed to support diverse needs, including those of pupils with English as an Additional Language (EAL).
Targeted interventions are used to complement high-quality teaching, ensuring every child has access to the full curriculum. At Wilberforce, we are proud to say that pupils with SEND achieve as well as their peers, reflecting our dedication to inclusive excellence.
Here is a link to our Inclusion Flowchart which outlines how concerns are raised about a child and the process we take to make sure the right support is put in place. Here you can find our school offer, which outlines the different types of support a child on our SEN register might receive.
Below are our principles for effective inclusion, which outline how we work to ensure that pupils with special educational needs achieve as well as their peers: