Our Inclusion Ethos

At Weald Community Primary School, we believe that every child is unique, valued and capable of achieving great things. Inclusion is at the heart of everything we do. We are committed to creating a school where all children feel safe, respected and supported, and where differences are celebrated as part of our vibrant school community.

We strive to remove barriers to learning so that every child can access a rich, ambitious curriculum and experience success. Our ethos is built on the belief that children learn best when they feel understood, nurtured and confident. We work in partnership with families, staff and external professionals to ensure that every child receives the right support at the right time.

At Weald, inclusion is not an add‑on — it is woven into our culture, our relationships and our daily practice.

How We Support Children at Weald

We recognise that children may experience a range of needs during their time with us, and these may be long‑term or short‑term. Whatever the challenge, we are committed to identifying needs early and providing high‑quality, personalised support.

Our approach includes:

Early Identification

We closely monitor children’s progress, wellbeing and engagement so that any emerging needs are recognised quickly. Early identification allows us to put effective support in place without delay.

High‑Quality Teaching

Inclusive, adaptive teaching is at the core of our provision. Teachers use a range of strategies — modelling, scaffolding, visual support, structured routines and targeted questioning — to ensure every child can access learning.

Targeted Interventions

Where additional support is needed, we offer a range of evidence‑based interventions. These may be delivered one‑to‑one or in small groups and are tailored to each child’s specific needs.

Pastoral and Wellbeing Support

We know that emotional wellbeing is central to learning. Our staff build strong relationships with children and provide nurturing support to help them feel secure, confident and ready to learn.

Working in Partnership

We work closely with parents and carers, valuing their insight and experience. When appropriate, we also collaborate with external agencies to ensure children receive specialist guidance and support.

Smooth Transitions

We support children carefully as they move between year groups and on to their next school. Our transition processes ensure that every child feels prepared, understood and ready for the next stage of their journey.

At Weald CPS, we are proud to be an inclusive environment.

We are fully committed to ensuring all pupils, regardless of their background, additional educational needs, race or gender, are able to fulfil their potential. We strive to ensure our learning environments meet the needs of all children.

SEND 

Our Leader of Learning Success (SENCO) is Mrs Lisa Drogomirecki and she has the responsibility of co-ordinating special educational needs within the school.

If you have any questions regarding the SEND provision then please contact the SEN team.

Reporting

It is the responsibility of the Headteacher, or a delegated member of staff, to produce regular reports for the Governor’s Learning and Development Team on:

• The progress made by narrowing the gap, by year group, for pupils in receipt of free school meals
• An outline of provision made since the last meeting
• An evaluation of the cost effectiveness in terms of the progress made by the pupils