Inclusion

Intent, Implementation and Impact Statement

Intent

At St Bernard’s, inclusion is not an optional add-on—it is central to our identity as a Catholic school. Rooted in Gospel values of love, justice, service, and compassion, our intent is to ensure that every pupil, regardless of ability, background, or need, is valued, challenged, and supported to flourish.

Our Inclusion Intent aims to:

1. Provide equitable access to a broad, ambitious, and engaging curriculum that meets the needs of SEND, EAL, and disadvantaged pupils, ensuring scaffolds, enrichment, and challenge are embedded from the outset.
2. Promote adaptive and responsive teaching so that learning is tailored to pupil need, fostering independence, resilience, and confidence while maintaining high expectations for all.
3. Identify and address needs early, using evidence-informed interventions and ongoing assessment, in partnership with parents, carers, and specialist services.
4. Build a collaborative and accountable culture in which teachers, support staff, leaders, families, and external partners share responsibility for inclusion.
5. Develop staff expertise and professional practice through continuous CPD in adaptive teaching, emotional literacy, trauma-informed approaches, restorative practice, and inclusive pedagogy.
6. Embed emotional wellbeing, safety, and positive behaviour as integral to inclusion, using relationship-based approaches and tools such as Zones of Regulation and sensory support.
7. Reflect Gospel values and moral purpose through inclusive practice, enabling pupils to live out their faith through justice, service, and advocacy, exemplified in Caritas in Action initiatives.

Through this intent, all pupils are supported to access the curriculum fully, achieve their potential, engage confidently in learning, and contribute positively to the life of the school and wider community. Inclusion at St Bernard’s is not only a matter of compliance or strategy—it is an expression of our mission to educate in faith, nurture the whole child, and foster a school community in which every individual is respected, valued, and empowered to thrive.

At St Bernard’s, inclusion is not a standalone policy—it is woven into every aspect of our daily practice, curriculum design, and community life. We implement our Inclusion Intent through research-informed strategies, collaborative leadership, and deeply held Gospel values that promote equality, dignity, and compassion.

Implementation

1. Inclusive Curriculum Design
- All subjects are planned with scaffolds, enrichment, and challenge, ensuring access and aspiration for every pupil.
- Curriculum overviews highlight progression for SEND, EAL, and disadvantaged learners.
- Oracy, vocabulary and visual support are embedded throughout to strengthen understanding.
- Teachers adapt materials—not expectations—so that all pupils can meet ambitious goals.

2. Adaptive and Responsive Teaching
- Teachers use high-quality adaptive teaching rather than over-reliance on withdrawal or intervention.
- Support staff are trained to provide precise, purposeful support that fosters independence.
- Lesson feedback and scaffolding reflect the EEF’s “Five a Day” principles for effective support.
- Teachers assess and adjust in real time, responding to pupil need and feedback.

3. Early Identification and Targeted Support
- Needs are identified early through ongoing observation, assessment and dialogue with parents.
- SEN Support Plans and Provision Maps are updated termly, ensuring that provision remains relevant and effective.
- Interventions are evidence-based (e.g., Precision Teaching, Nessy), data driven and time-limited.

4. Collaboration and Partnership
- Inclusion is led by the SENDCo, but owned by all.
- Class teachers, support staff, and leaders meet regularly to discuss pupil progress, provision, and adaptations.
- Parents and carers are partners in planning and reviewing support.
- We work closely with specialist services, therapists and diocesan inclusion leads to refine practice.

5. Professional Development
- Regular CPD focuses on adaptive teaching, sensory regulation, communication, and emotional literacy.
- All staff are trained in trauma-informed and restorative practice.
- The SLT audit curriculum access for SEND and disadvantaged pupils as part of monitoring cycles.
- Inclusion priorities are integrated into performance management, subject leadership and governor link visits.

6. Emotional Wellbeing and Behaviour
- The school uses a restorative, relationship-based approach rooted in respect and forgiveness.
- Strategies such as Zones of Regulation, sensory spaces and emotional check-ins help pupils self-regulate.
- Staff promote emotional vocabulary and model empathy in every interaction.
- Inclusion and pastoral support work hand-in-hand to ensure safety, belonging and growth.

7. Faith and Moral Purpose
- Our inclusive practice reflects Gospel values: love, service, justice and hope.
- Caritas in Action underpins our moral teaching and social responsibility.
- Pupils are encouraged to see inclusion as a shared responsibility and an act of discipleship.

Impact

We evaluate the impact of our inclusive approach through measurable outcomes and lived experience. We know inclusion is effective when:

Pupil Achievement – SEND and disadvantaged pupils make strong progress from their starting points; attainment gaps close over time.
Curriculum Access – All pupils engage with the full curriculum; participation and enthusiasm are high across subjects.
Oracy and Confidence – Pupils can articulate learning, use key vocabulary, and express opinions clearly.
Wellbeing and Engagement – Behaviour incidents are low; attendance is strong; pupil voice reflects belonging and safety.
Parental Partnership – Families feel listened to, respected, and supported in their child’s education.
Staff Confidence and Practice – Staff demonstrate adaptive teaching, high expectations, and shared responsibility for inclusion.
Ethos and Faith in Action – Pupils show compassion, fairness, and advocacy for others—living out Gospel values daily.

Impact is reviewed termly through:
- Pupil progress meetings and SEND data analysis
- Learning walks and book looks focused on access and participation
- Pupil and parent voice
- Governor inclusion link reports
- Annual SEND Information Report and policy review

SEND Local offer bulletins