Inclusion at Clifton

At Clifton Primary School, inclusion is at the heart of our approach. We are committed to ensuring that every child feels that they belong, is valued as an individual and has the opportunity to thrive. We recognise and celebrate the diversity of our school community and understand that children bring different strengths, experiences, backgrounds and needs to their learning.

We have high expectations for every pupil. Through high-quality, inclusive teaching, appropriate adaptations and carefully planned support, we work to remove barriers to learning and ensure that all children can access a broad, ambitious and engaging curriculum. Support is responsive to individual need, while maintaining high aspirations for what every child can achieve.

We believe that supporting pupils with SEND is a whole-school responsibility. Every teacher is a teacher of pupils with special educational needs and disabilities, and inclusive practice is an integral part of effective classroom teaching. Where children require additional or different provision, we work to identify needs early, put appropriate support in place and regularly review its impact.

We also recognise that children themselves and their families are central to this process. We listen to pupil voice, value parents and carers as partners and work closely with families and, where appropriate, external professionals to ensure that children receive the right support.

Our approach is underpinned by the SEND Code of Practice: 0 to 25 years and is built around the principles of:

• Belonging and inclusion – every child is a valued member of the Clifton community.
• High expectations and ambition – SEND should not be a barrier to aspiration or achievement.
• High-quality inclusive teaching – teaching is adapted to respond to pupils' strengths and needs.
• Removing barriers – we identify what may be preventing a child from learning, participating or thriving and consider how those barriers can be reduced.
• Early identification and support – needs are identified and addressed as early as possible.
• Pupil voice – children are involved in decisions about their learning and support in ways appropriate to their age and understanding.
• Partnership with families – parents and carers are valued partners in supporting their child's education.
• Working together – teachers, our Inclusion Team, families and external professionals work collaboratively to achieve the best possible outcomes for children.