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Our Approach to Inclusion

Onslow Infant School is committed to providing an appropriate and high quality education to all its children. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life. We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.

Onslow Infant School is committed to inclusion. We aim to promote a sense of community and belonging; offer new opportunities to learners who may have experienced previous difficulties and we will respond to learners in ways which take account of their varied life experiences and needs.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We will actively plan for the provision and achievement of different groups of learners including:

  • girls and boys

  • learners with special educational needs

  • learners who need support to learn English as an additional language (EAL)

  • those who are gifted and talented

  • learners who are disabled

  • Autumn, Spring and Summer born learners

  • minority ethnic and faith groups, travellers, asylum seekers and refugees

  • those who are looked after by the local authority

  • others such as those who are sick; those who are young carers; those who are in families under stress

  • any learners who are at risk of disaffection and exclusion.


Our SEN Information Report

The Special Educational Needs and Disability (SEND) Code of Practice: 0 to 25 years (2015) states that:

“The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN.

The information published should be updated annually and any changes to the information occurring during the year must be updated as soon as possible.” (6.79)

The information required by these regulations is outlined in our SEN Information Report which can be downloaded from the top of this page (click on link to open SEN Information Report).

The information has been arranged in sections under key word headings to help readers locate information on specific subjects. The sections are:

1 Our Provision

2 Identification of Special Educational Needs

3 Consultation of Stakeholders

4 Reviewing Progress

5 Transition Programmes

6 Teaching and Learning

7 Staff Expertise

8 Monitoring

9 Inclusion

10 Social and Emotional Development

11 External Agency Support

12 Complaints

13 Surrey Local Offer

14 References and Links


Our Provision Map

Schools in Surrey have also been advised to publish their Provision Map: a document outlining examples of how we can adapt the curriculum, environment, resources and staffing arrangements in order to best meet the needs of our pupils.  Our Provision Map can be downloaded here (click on link to open Provision Map).

Our provision map is arranged in three ‘waves’ of teaching.  The SEND Code of Practice (2015) states that: “high quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people”.  This is the Quality First Teaching labelled as Wave 1.

Schools are required to “adopt a graduated approach with four stages of action: assess, plan, do and review”. If at the assessment stage schools determine that a child is not making expected progress they should plan additional provision to help close the gap between the child’s attainment and that of their peers.  This may take the form of a small group intervention i.e. Wave 2.

If, when reviewed, it is found that the additional provision has not succeeded in sufficiently accelerating the child’s progress then the provision should be altered.  After one or more cycles of review it may be found that the child requires more individualised support at Wave 3.

Many children receiving Wave 3 provision will be classified as having a Special Educational Need (SEN).  Further details regarding legal definition of SEN and our school’s process for the identification and support of those with SEN can be found in the school’s SEN Information Report (see section above).