What inclusion means at Peppard

We believe that every child should have access to a broad, ambitious and enriching education, regardless of their starting point or individual needs.

Inclusion is much wider than SEND. Children may experience barriers to learning or participation for many different reasons and at different points in their lives. Our approach is therefore centred on understanding the individual child, identifying barriers early and putting the right

High-quality teaching for every child

Inclusive practice starts in the classroom.

Our teachers maintain high expectations for all pupils while adapting teaching to enable children with different needs to access the same ambitious curriculum alongside their peers.

This may include visual support, carefully chosen scaffolds and resources, adapted teaching approaches, clear routines, support with vocabulary, practical resources and strategies that help children to regulate their emotions and become increasingly independent learners.

Our practice is informed by Oxfordshire's Ordinarily Available Provision, and staff continually develop their understanding of adaptive teaching, SEND and neurodiversity.

Where a child needs more than our universal classroom provision, we use a graduated Assess–Plan–Do–Review approach to identify appropriate additional support and evaluate the difference it is making. This approach is embedded within our Inclusion Policy.

Early identification and the right support

Children's needs can change over time, so we do not wait for a diagnosis before considering how we can remove a barrier to learning.

Teachers, our SENDCo and school leaders work together to identify emerging needs through assessment, observation, pupil progress meetings, attendance and behaviour information, pupil voice and conversations with families.

Where additional support is needed, this may include targeted teaching, emotional literacy or pastoral support, additional resources, reasonable adjustments or advice from external professionals.

We regularly review support to ensure that it is making a positive difference and helping children to develop confidence and independence, rather than creating unnecessary dependence on adult support.

Belonging, wellbeing and relationships

Children learn best when they feel safe, understood and that they belong.

Positive relationships are therefore fundamental to inclusion at Peppard. Our staff take time to know our children and understand what helps each of them to succeed.

Our approach brings together learning, behaviour, emotional wellbeing and attendance rather than considering these in isolation. We recognise that behaviour or difficulties attending school can sometimes indicate an underlying barrier or unmet need.

Our children also benefit from the distinctive opportunities available at Peppard, including learning beyond the classroom and our use of Peppard Common, alongside wider enrichment, physical activity, spiritual development and opportunities for pupil leadership.

An inclusive curriculum

Being a small rural school makes it particularly important that we actively help our children understand the diversity of the wider world.

Through our curriculum, books, PSHE, RE, collective worship and wider school experiences, children encounter different cultures, faiths, families, identities, abilities and experiences.

We want our pupils to leave Peppard confident in who they are while demonstrating kindness, respect and understanding towards people who may be different from themselves.

Working in partnership with families

Parents and carers know their children exceptionally well, and successful inclusion depends upon strong relationships between home and school.

We aim to work with families rather than simply provide support to them. Where concerns arise, we encourage early conversations so that we can understand what a child is experiencing, agree appropriate strategies and review their impact together.

Children's views are equally important. As they grow, we support pupils to understand their own strengths and needs, express what helps them and become increasingly involved in decisions about their learning and wellbeing.

Investing in Inclusion – 2026/27

During 2026/27, Peppard Church of England Primary School has received £4,847 through the Government's Inclusive Mainstream Fund.

We are using this additional funding to strengthen provision across the school, including investment in adaptive teaching and classroom resources, early identification and assessment, inclusive curriculum resources, emotional regulation and wellbeing, attendance and transition support, partnership with parents and professional development for staff. INCLUSION NATIONAL STRATEGY 20…

Our Inclusion Strategy Statement sets out how this funding is being used and, importantly, how we will evaluate whether it is making a difference for our children.

Our work is monitored throughout the year by the Headteacher and SENDCo and scrutinised by governors. We consider evidence including children's progress and participation, attendance, pupil and parent voice, staff confidence and the quality of inclusive classroom practice.