At Hunningley, we are determined to create a school culture where every child is known, valued and able to thrive, regardless of starting point, need or background. Inclusion is not an intervention; it is a whole-school commitment to equity, high expectations and excellent teaching for all.
We believe that inclusion starts in the classroom. Every teacher is a teacher of SEND, and the primary responsibility for meeting the needs of pupils with SEND sits within high-quality classroom practice. Through ambitious teaching, effective adaptation and strong relationships, all teachers ensure that every pupil can access, participate in and succeed within a broad and ambitious curriculum.
We align this intent with Ofsted's Quality of Education judgement by ensuring that every pupil has access to a broad, ambitious curriculum, taught well, and designed to secure strong and better progress for all. We also align with Behaviour & Attitudes expectations by fostering a culture where pupils feel safe, respected and able to learn without disruption.
Drawing on the EEF’s two-part model, we recognise that inclusion is achieved through:
- High-quality, adaptive teaching for all pupils, delivered through evidence-informed practice.
- Targeted, time-limited support, carefully matched to need and designed to remove barriers to learning.
The Steplab Inclusive Teaching principles emphasise that inclusive classrooms are built on predictable routines, explicit instruction, strong relationships and proactive adaptations. We commit to these as core features of our daily practice.
- We adopt the Durrington Research School’s stance on the language of high expectations, ensuring that every child experiences a culture of 'you can do this, and we will help you get there.' Our language, curriculum and pedagogy communicate ambition and belief.
- We recognise that high-quality direct instruction, frequent checks for understanding, and responsive teaching are the most effective tools teachers have to raise standards for all learners. These practices ensure clarity, reduce cognitive load, and allow teachers to identify misconceptions early, supporting Ofsted’s expectation that teaching is 'designed to help learners know more and remember in the long term.'
- Alex Firlamb’s The Scaffolding Effect reinforces our intent to build pupils’ independence through structured support that gradually releases responsibility. We aim for pupils to become confident, self-regulating learners who can access the full curriculum.
- We also acknowledge research showing that labelling children, whether by perceived ability, background or need, can lead to lowered expectations and reduced opportunities. Labels can unintentionally narrow what adults believe a child can achieve, and therefore narrow what the child comes to believe about themselves. Our commitment is to remove labels, not limit potential.
The long-term importance of inclusion is clear:
Children who do not achieve expected standards at the end of primary school are significantly less likely to achieve a Grade 4 or above in GCSE English and maths (DfE data shows fewer than 20% do so).
Pupils who fall behind early are four times more likely to experience persistent disadvantage in later schooling.
Lower educational attainment at 11 is strongly associated with reduced employment prospects, lower lifetime earnings, and poorer health outcomes.
Inclusion at our school means:
- Removing barriers, not lowering expectations
- Providing scaffolds, not substitutes
- Ensuring access, not separation
- Believing in every child’s potential, not predicting limits
- Holding the highest expectations for every learner, every day