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 Pupils'

These are pupils who are:

eligible for Pupil Premium (FSM; Ever 6; Armed Services)
Children who are Looked After (CLA)
Previously Looked After Children (PLAC / post-LAC)

'Vulnerable Pupils'

Our 'vulnerable pupils' are a wider group that may include disadvantaged pupils but also pupils with additional pastoral or welfare needs. At Tardebigge, we define ‘vulnerable pupils’ as those who face barriers to learning and their welfare. This includes:

disadvantaged pupils (see above)
pupils who have had involvement with social care (currently/previously) including rejected referrals
pupils with persistent attendance or punctuality concerns
pupils with SEND (with or without EHCP)
pupils with 'Young-carer'-type responsibilities
EAL pupils who are newly arrived
pupils experiencing family bereavement, illness, housing/financial instability, etc.
pupils with family member in prison
pupils who have been exposed to domestic or sexual abuse
pupils who exhibit low-level neglect
pupils currently or previously accessing external mental health and wellbeing support.