“needs attention for inclusion”

Scarisbrick, Ormskirk, Lancashire, L40 9QE

Inclusion Needs attention

Leaders are improving inclusion and reducing barriers to learning and wellbeing through a range of strategic actions. They have established clear systems to guide staff in assessing additional needs. Leaders use specialist guidance and targeted support, for example adding comprehensive pastoral and financial help to practical initiatives to improve pupils’ access to learning. They ensure staff track pupils’ progress and evaluate the impact of interventions, adjusting provision quickly when needed.

Trafford · M31 4DD

Inclusion Needs attention

Leaders have established useful processes to promote inclusion, responding appropriately when needs arise. They gather broad contextual information, such as data on apprentices from disadvantaged postcodes. However, leaders recognise the need to make better use of this information to improve their strategic oversight of inclusion and to evaluate and refine their actions over time.

Balcombe, Haywards Heath, RH17 6HS · Part of Cool 4 School Clubs LTD

Inclusion Needs attention

Leaders do recognise the importance of inclusivity and strive to meet all children's needs. For instance, they adjust activities, as needed, to ensure that every child can participate. Additionally, to address children's medical and dietary requirements, leaders collect relevant information from parents and carers before children start, ensuring their individual needs are generally met while keeping them safe. During activities, leaders work to create an inclusive environment, where every child is involved. For example, when staff observe children playing alone, they invite them to join a group game. This helps children feel welcomed and valued.

Brenchley Road, Sittingbourne, Kent, ME10 4EG · Part of Fulston Manor Academies Trust

Inclusion Needs attention

Strategic leadership and oversight of inclusion lack rigour. Leaders are aware of the increasing needs of pupils that join the school. However, they are in the early stages of ensuring that they are effectively removing barriers to learning. Leaders' processes to identify and plan to meet pupils needs are not precise enough. This means that support is not always provided at the right time or in the right way. Leaders share information about pupils with special educational needs and/or disabilities (SEND), but teachers use this information inconsistently. Staff training to address these issues is well intended but the impact of this support is variable.

Wandsworth

Inclusion Needs attention

Inclusion is not consistently embedded across routines and learning experiences. Support for children who need additional help is not applied consistently, which limits participation for some children. The childminder does not ensure that those working with children have a sufficient understanding of English to enable them to interact and communicate with all children effectively. This reduces how effectively adults explain routines, reinforce expectations and support children to join in confidently. These inconsistencies are evident in how routines and learning experiences are implemented.

Anstey, Buntingford, Hertfordshire, SG9 0BY

Inclusion Needs attention

Leaders' oversight of alternative provision needs attention. They have not yet set a clear process to check quality of provision or routinely gather information about pupils' progress. Leaders have begun to review this area, and the work is at an early stage. This means they have not regularly evaluated how this support improves learning or wellbeing. As a result, there is limited assurance the provision meets pupils' needs.

112 Orchard Road, South Croydon, CR2 9LQ

Inclusion Needs attention

Inclusive practice is not consistent. Staff do not always use assessment information effectively to identify needs, apply strategies or adapt learning. Although assessment systems are improving, they are not fully embedded. This limits the precision of support. Leaders’ evaluation of interventions relies too heavily on informal evidence. Teaching does not consistently provide structured support. Outcomes remain uneven, particularly in reading. Additional funding through the pupil premium grant is used effectively, although the monitoring of progress is variable in terms of the impact this has. Leaders recognise these weaknesses and are taking appropriate steps to secure improvement. The school makes effective use of alternative provision.

Hampshire

Inclusion Needs attention

needs, such as special educational needs and/or disabilities, if asked to care for these children.

Ross-on-Wye, Herefordshire, HR9 7DE

Inclusion Needs attention

Inclusive practice is not consistently embedded across the setting. This means some children do not receive sharply focused support. Therefore, children do not always make the progress they are capable of and not all children's needs are fully identified, planned for or met. Children are included in daily experiences and develop a sense of belonging in a caring environment. The setting is generally welcoming, and most children are included in a range of activities indoors and outdoors. Leaders and staff know children and their families well. They use daily communication with parents and carers to understand children's needs. Leaders use any additional funding the setting receives effectively to support children's individual needs. For example, they provide children with extra resources, access to activities, such as football and music, and staff training to support their practice.

Leicester, Leicestershire, LE9 9GE

Inclusion Needs attention

Inclusion is not yet underpinned by sufficiently effective leadership. Leaders do not identify and access additional funding, such as early years pupil premium, that eligible children are entitled to. As a result, disadvantaged children and their families do not always receive the full support they need. This does not help to reduce barriers to children's learning or to make the progress they are capable of.

Stockport · M22 4QR

Inclusion Needs attention

Leaders know which children require additional support and have initiated referrals and multi-agency discussions where appropriate. They recognise inclusion as a priority and are aware of the funding available to support vulnerable children.

Sonning Common, Reading, RG4 9SJ

Inclusion Needs attention

Inclusion is not yet consistently embedded across the setting. Differences in how staff teach mean children do not always receive consistent, high-quality inclusive learning. Although leadership and systems are clear, there are still inconsistencies in staff practice, particularly for younger children. Staff understand the graduated approach, and this helps ensure that adaptations and reasonable adjustments are planned for across the curriculum.

Whiston, Prescot, Merseyside, L35 2XG · Part of Pope Francis Catholic Multi Academy Trust

Inclusion Needs attention

Leaders' inclusive work is at an early stage of development. The school has sharpened its approach to identifying pupils' individual barriers to learning this year. Staff understand pupils' contexts well and provide care and support for pupils who are known or previously known to social care. They identify special educational needs and/or disabilities (SEND) accurately and in a timely way. Leaders have provided appropriate training for staff about inclusive practices. This training is not consistently well implemented by all staff. As a result, there is variability in how well pupils' needs are met in the classroom, particularly for pupils with SEND.

Greatstone, New Romney, Kent, TN28 8SY · Part of The Lightyear Federation

Inclusion Needs attention

Leaders recognise the need for a more systematic approach to supporting pupils with special educational needs and/or disabilities, and other barriers to learning. They recognise the need for further training so that staff can more effectively adapt their input to support pupils. Leaders understand the need to monitor this robustly so that they can see if these actions are having the impact they need to, or where further support is needed. This includes how the school uses additional funding, for example for those in receipt of the pupil premium. However, this work is only just beginning.

Edgbaston, Birmingham, B15 3ED · Part of Childbase Partnership Limited

Inclusion Needs attention

The inclusive culture is not well embedded consistently across the setting at all times. Weaknesses in staff practice for younger children have an impact on children's wellbeing. For example, younger children are not always supported through tailored strategies that have been identified to develop their skills to communicate. As a result, at times, this has an impact on children's behaviour towards others.

Seighford, Stafford, Staffordshire, ST18 9PQ

Inclusion Needs attention

Work is taking place to strengthen the school’s systems for identifying and supporting the needs of vulnerable pupils. This includes pupils with special educational needs and/or disabilities, those in receipt of additional funding and pupils previously known to local authority social care. While reasonable adjustments to learning are put in place promptly, these are not always well matched to pupils’ needs. Interventions are not monitored as effectively as they could be. As a result, some pupils do not make as much progress through the curriculum as they could. Leaders are rightly focused on the need to improve their oversight of this support, so that all pupils receive the help they need to achieve well.

West Derby, Liverpool, Merseyside, L12 5EA

Inclusion Needs attention

Leaders prioritise inclusion, but they do not ensure that support for pupils with special educational needs and/or disabilities (SEND) is as effective as it should be. Staff understand pupils’ needs, yet the adaptations to classroom activities and resources for pupils who need them vary. As a result, some pupils with SEND do not learn as well as they could. Leaders have some oversight of support for pupils with SEND, but they do not check that provision for these pupils is appropriately effective in every class. Additional funding is utilised to enhance pupils’ wellbeing and widen their access to activities such as sport, music and educational outings. However, this funding does not have the intended impact on pupils’ learning and academic progress.

Walkden, Worsley, Manchester, M28 3QD

Inclusion Needs attention

Leaders do not have sufficient oversight of the additional support given to pupils with special educational needs and/or disabilities (SEND). This includes pupils with an education, health and care plan. This means that leaders do not have the information that they need to determine if this support is effective, or to make any necessary changes quickly enough. At times, leaders do not give sufficient thought to the progress of some pupils with additional needs. As a result, some pupils do not learn as well as they should. Although alternative provision is appropriately sought, leaders do not maintain effective oversight of it.

Elmley Castle Cofe, Pershore, Worcestershire, WR10 3HS

Inclusion Needs attention

Staff apply inclusive practices with varying success. In some lessons, pupils benefit from well-chosen resources and supportive adults. This enables most to access learning successfully. However, staff's ability to adapt teaching to reduce barriers to learning for all pupils is yet to be applied consistently.

Andover, Hampshire, SP10 1DP · Part of Bright Horizons Family Solutions Limited

Inclusion Needs attention

Leaders do not establish a culture in which early and accurate identification and assessment of children's needs is given sufficient priority. They do not demonstrate urgency when children show signs that they may be falling behind in their development. This is particularly evident in the variable support for children with special educational needs and/or disabilities and children who may face barriers to their learning.