Inclusion

Definition of Inclusion at John Perryn Primary School

Inclusion at John Perryn means ensuring that every pupil is known, valued and supported to achieve well, thrive and belong, regardless of their starting point, background or barriers to learning or wellbeing.

Inclusion at John Perryn begins with high-quality, inclusive classroom teaching for all pupils. We recognise that this is the most effective way to reduce barriers to learning and that it benefits pupils who find learning hardest, while maintaining high expectations for everyone.

We define inclusion broadly, extending beyond special educational needs and disabilities (SEND) to include:

• pupils who are socioeconomically disadvantaged
• pupils with SEND, including those receiving SEN support or with an education, health and care plan
• pupils who are known (or previously known) to children’s social care
• pupils who face other barriers to learning and/or wellbeing, including attendance challenges, emotional wellbeing needs, English as an additional language, GRT, Asylum Seeker or Refugee status, caring responsibilities or other contextual factors

At John Perryn, we prioritise the early and accurate identification of need, including emerging and changing needs. Leaders and staff use assessment, professional knowledge, and the views of pupils and parents to understand barriers and to plan appropriate support.

Support is delivered through a graduated approach (assess, plan, do, review), ensuring that provision is purposeful, time-limited where appropriate, and adapted when impact is limited. We involve specialists when necessary and implement their advice to reduce barriers and improve outcomes.

We are committed to equity rather than equality. This means providing pupils with what they need to succeed, rather than the same provision for all, while avoiding lowered expectations or unnecessary dependence. Adaptations and interventions are carefully monitored to ensure they promote independence, access to high-quality teaching and long-term success.

We work in close partnership with parents, carers and external professionals, valuing their knowledge and aspirations. Pupils’ voices are actively sought and used to inform decisions, so that pupils feel safe, respected and that they belong within our school community.

Leaders at John Perryn reflect regularly on inclusion practice, use evidence to evaluate impact, and are open to challenge and continuous improvement, ensuring that inclusion remains a shared responsibility and a core strength of the school.