Overview

At Wilbury, and at Children First Academy Trust, we have a deep commitment to SEND and inclusion. We recognise that being inclusive means ensuring all have equal opportunities to achieve but also embracing differences and individuality that play a part in progress made. We value collaboration and working together, to ensure Inclusion is kept at the forefront of our thinking and decision making, understanding that all can play a role in creating an inclusive environment. Our values of Aspiration, Integrity and Resilience are pivotal in ensuring children with SEND have equal access to making progress. 

The Vision 

‘Inclusion for all’

Our vision is for all pupils to have access to a broad and balanced curriculum, appropriate for their stage in life, to achieve through this curriculum and have a positive experience of school. All pupils, irrespective of need, have the right to rich curriculum that will develop knowledge and skills. Children with SEND are no exception to this. It is our duty to ensure children with SEND have equal opportunities to experience a wide and varied curriculum that allows each individual to develop academically, socially and personally. 

Our core value is-

We will always assume competence for each child engaging in a learning experience, ensuring there is no limit or restriction to their potential to learn. 

Turning the vision to reality 

We turn the vision into reality by

• Following the Trust's AAE (Acceptance, Accessibility, Engagement) curriculum, adapted for our school's context and our children, in our Inclusion Bases, ensuring a robust, ambitious and comprehensive curriculum offer for our most vulnerable children
• Ensuring our mainstream curriculum delivery is inclusive, through the use of the high-quality inclusive strategies 
• Prioritising high quality CPD for all staff, including leaders, in the area of inclusion and SEND
• Investing in equipment, resources, environments and expertise to enhance our offer
• Being open minded, sharing expertise in the trust and outside professionals 
• Seeking feedback from all involved – children, parents, staff, leaders, local authority.

The Vision in Practice 

To put our vision into practice, our leaders and teachers will

• Demonstrate our core value of always assume competence in every learning opportunity every day – ensuring high expectations for the children 
• Ensure lessons are planned with the children at the forefront – delivering learning opportunities in different ways
• Use inclusive strategies so no child is left behind
• Carry the philosophy that what’s good for one is good for all
• Be risk takers in finding different ways to engage children who face challenges, discovering the best solution for them

 

The Four Pillars

Our SEND and Inclusion vision is underpinned by four pillars to ensure our children with SEND have the very best offer: 

Success markers

Success may look different but holds the same value. We acknowledge that each child with SEND is on their own individual learning journey and develop at their own pace. We recognise that progress can take many different forms. Our markers of success are where we begin to see progress in all areas of the child’s development – in academic, personal, social and emotional. We must ensure our children are given the tools needed to navigate life in the wider world. As the children grow through the trust, we would see a development in our children from their starting points. Where progress is stalled, we can drill down deeper and change our approach.

Shared responsibility

We are all teachers and leaders of children with SEND. Supporting children with SEND is a responsibility of all adults within the trust, no matter the role. From our trust executive team making key decisions, to our headteachers ensuring good outcomes and environments, to our SENCo’s who ensure our schools are providing tailored and appropriate support, to teachers and support assistants who provide engaging and immersive learning experiences, we all have a key role to play in ensuring our children with SEND get the very best deal. Creating and establishing an inclusive ethos is fundamental ensuring this takes place. Responding to the call to act on behalf of our children with SEND is important to ensure decisions are made with children at the centre.

Success not shortfall                                                        

Equal opportunities for all, inclusion at its finest. We believe every child, including those with SEND should have the opportunity to succeed, irrespective of challenges they may face. It is our responsibility to ensure children with SEND are exposed to and can access the exact same opportunities as those of their peers. We continue to strive for inclusive classrooms and environments, removing any shortfalls or potential barriers to learning and progress with high expectations for all. Within our trust, children are all seen as individual and are celebrated as this.

Individual but not isolated

Acceptance for all, creating inclusive school communities. It is important to keep at the forefront that each child is an individual. Whilst we provide different environments as part of our SEND pathways (see below), we will keep the fact that children are individual as central pillar. Ensuring children access, where appropriate, bespoke learning opportunities, environments, professionals, strategies and resources. We will do this through our inclusive practice model within our mainstream classroom and Inclusion bases at each stage, to ensure children’s individual needs are met and children are not isolated because of them.