At Manor Farm Junior School, inclusion sits at the heart of our curriculum design, teaching practice and school culture. We recognise that inclusion is not an additional strand of provision, but a core responsibility that underpins high-quality education for all pupils.

Our curriculum is ambitious, coherent and carefully sequenced to ensure that every pupil can access rich learning opportunities, build secure knowledge and develop the skills they need to succeed. We hold high expectations for all learners, including pupils with SEND, those who are disadvantaged, pupils who speak English as an additional language, are known to social care and any others who may experience barriers to learning at different points in their education.

We design our curriculum so that it is:

· Accessible and adaptable, with clear learning goals and flexible pathways that allow pupils to engage meaningfully with learning

· Inclusive by design

· Relevant and representative, reflecting a diverse range of experiences, perspectives and contributions.

Teachers plan lessons that anticipate potential barriers and include appropriate scaffolding, modelling and challenge. Reasonable adjustments and adaptive teaching strategies ensure pupils can participate fully while still being challenged to achieve their best. We prioritise early identification of need and respond quickly to ensure pupils receive the right support at the right time. Assessment information is used thoughtfully to understand pupils’ strengths, gaps and progress, enabling staff to:

· Adapt teaching effectively

· Provide targeted interventions where needed

· Monitor the impact of support and adjust provision accordingly.

Inclusion within our curriculum extends beyond lessons. Strong relationships, consistent expectations and a supportive pastoral system help pupils develop confidence, resilience and a sense of belonging. We ensure all pupils can access:

· Enrichment activities and educational visits

· Wider curriculum experiences, including the arts, sport and personal development opportunities

· A positive learning environment where pupils feel safe, valued and respecte

SEND

Regardless of their starting point, background, individual needs, interests or aspirations, we will:

• stimulate our pupils' curiosity about the world and ensure they are equipped to reach their full potential,
• welcome our pupils into a community they feel part of and are proud to share with others
• give our pupils the confidence to do the right thing and the resilience we need to achieve our dreams.

We support children with a wide range of needs: Autism, Attention Deficit/Hyperactivity Disorder, language disorder, language delay, global delay, dyslexia, literacy/numeracy difficulties and social, emotional and mental health needs. We use a wide range of strategies to support children with SEND in school, which vary depending on the need of the child. For example, we use Nessy (an online programme for reading and spelling for dyslexia) and Dynamo (for dyscalculia). Support can be both within the class or in a small group where needed.

Our SENDCo is Miss Barnes, her role includes coordinating all our SEND provisions and needs.  In addition, Miss Dalby our Challenge & Support Partner from the trust works closely with the school. We have a passion for helping all children reach their potential and will identify pupils with SEND. The school has a nominated governor with responsibility for SEND. This is Jason Cash. The key contacts regarding SEND are the Headteacher and the SENDCo. They can be contacted via the office on 01494 814622.

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