A fully inclusive environment

We are committed to provide equal educational opportunities to all children, regardless of their abilities, backgrounds, or experiences.

Our classrooms are inclusive and recognise and value the diversity of children and create a learning environment where all pupils feel supported, valued, and challenged.

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We use a variety of teaching methods and materials that cater to the diverse learning needs of children. This can include using visual aids, hands-on activities, and technology to help students understand and engage with the material.

By fostering a positive, supportive, and inclusive learning environment, inclusive classrooms help children develop the skills and knowledge they need to succeed in school and beyond.

Every one of our classes has an Inclusion Trolley packed full of resources. Inclusion trolley resources help to make sure that all children have access to tools that help them to be ready to learn. These resources help children with self-regulation, focus and attention.

Our Inclusion Trolley resources include

Fidget Resources

Fidget tools, sometimes referred to as sensory tools or fidget toys, are designed to help with self-regulation. Fidgets come in a variety of formats and have been shown to help children focus, relax and maintain attention to instructions.

Weighted Resources

Weighted resources help to provide constant, even, deep pressure input, creating a reassuring feeling to children.

See what our children think of weighted resources!

Ear Defenders

Easy access to the ear defenders will reduce anxiety that the child might experience about possible trigger events, and enable them to have control over their auditory/hearing environment; however it is important that children are exposed to challenging sounds in a way that enables them to learn how to cope. 

See what our children think about using Ear Defenders:

Other Resources

Now and next boards  and visual timetables help with understanding the organisation of tasks and the school day. Work recovery task boards help children to complete tasks independently with regular learning breaks. Coloured overlays support children who suffer from visual stress.

Sensory

Sensory Circuits uses sensory-based movement activities that help children and young people to achieve the ‘just right’ level of alertness they need to prepare themselves for the day’s learning. 

Find out what our children think about Sensory Circuits.  

Cat Café

We have our very own Cat Café for children to visit and care for the robotic cats while they learn about valuable social skills. Many pupils find the Cat Cafe a less threatening environment where they can be relaxed  and talk about feelings and worries. They can even improve their reading skills with the cat themed books.  

Find out what our children think about the Cat Café. 

Makaton

We use Makaton to support all children to develop communication, language and literacy skills. It supports integration as children with and without language difficulties can communicate, learn and play together more easily. It is particularly good for children that struggle with 

communicating what they want and how they feel, making themselves understood, paying attention, listening to and understanding speech and remembering and sequencing. 

Watch some of our children doing Makaton. 

Inclusion Team

We recognise that our education system needs to quickly and more radically shift to close equity gaps and to better prepare our young people for the 21st century. We are transforming our school and embarking on a journey to create a fully inclusive school where there are no barriers to participation and aim for our classrooms to work for 100% of children, 100% of the time.

As part of our journey we have expanded our team and created an Inclusion Team to support our vision, our parents and our pupils. We recognise that school can be challenging for children with additional needs and we also understand that this can cause extra stress and anxiety for parents. We welcome contact from parents if you feel we could support you or your child.

You can read more about our Inclusion Team below:

Teacher Voice - Interventions

Sensory Circuit 

“Sensory circuit supports the children with sensory processing needs. When they first arrive in the morning and after lunch, it helps them to release excess energy and come to lessons ready to learn. They are calm and less fidgety.” – Year 5 teacher 

Lego Therapy 

“Lego therapy really helps to improve the social communication skills of pupils. Children from my classes that have attended Lego have improved their ability to listen to instructions and to communicate what they are thinking or feeling with greater clarity.” – Year 4 teacher 

Language Through Colour 

“Language Through Colour is great for supporting sentence building and questioning. As a teacher I find it easy to adapt it to support all children. The colours also make it more visual.” – Year 2 teacher 

Clever Hands 

“Children rapidly improve their fine motor skills which has a direct impact on their handwriting.”  – Year 1 Class Teacher 

Precision Teaching  

“When children struggle to recall number facts, daily precision teaching has supported them to increase their knowledge. The children love it as it is a short, sharp intervention that gives them immediate positive feedback.” 

SEND

We are committed to delivering a fully inclusive environment by providing equitable opportunities for all. Our approach is underpinned by our core values of collaboration, inclusion, ambition, innovation and nurture.

We believe that all children have the right to succeed and we aim to meet the individual needs of our pupils at all times. There will be no barriers to achievement within our learning community and our teachers will build strong relationships to facilitate the learning of all. We hold the same expectations for pupils with special educational needs and/ or disabilities (SEND) as for those without but remain fully aware that some children require a different approach in order to achieve success.

  • Adaptations are made to teaching to enable us to deliver personalised learning that is tailored to meet academic, social and wellbeing needs
  • Through the innovative use of digital technology, we will create a level playing field for all children, irrespective of their language skills, reading ability or any other factors that may present learning challenges
  • Our schools are flexible learning environments that are tailored to equip all children with the skills needed for the 21st century
  • We are able to provide a wide range of interventions and strategies which will minimise barriers to learning in an engaging way that is fun and simulating
  • Child voice is an integral part of decision making
  • We have a joined-up approach to supporting the success of every child which is built on working collaboratively with families, with expertise within The Stour Academy Trust and with outside agencies

For full, detailed information about our support for children with SEND please view our SEN Policy and SEN Information Report on our policies page.

We follow the Mainstream Core Standards. This Kent guidance outlines support for children with SEND.

Mainstream Core Standards

Mainstream Core Standards Guide For Parents

Further information about services and opportunities for children with SEND is outlined in the Kent Local Offer.

www.kent.gov.uk/education-and-children/special-educational-needs

Click here for the latest Kent SEND newsletter for families:-

Support and advice is also available from IASK.

View our SEN Policy and SEN Information Report on our policies page.

Speech and Language

Speech  

We are committed to identifying and intervening with children with an identified speech need.  This is through work on a 1:1 basis with children.  We work on speech sound development using a range of strategies: 

  • Cued articulation
  • Language through colour
  • Play based games.  

 

The aim of these interventions and strategies are to give children the skills they need to be able to communicate with their peers and adults.   

Language 

Working with children 1:1 and small group focussing on language development.  Language needs are identified through classroom observations and the Language Link assessment.   

We use a mixture of resources like Language for thinking, Pictoys and black sheep press, which are used by the NHS, as well as visuals to support play based games.

Speech and Language TA

Our Speech and Language Teaching Assistant plays a crucial role in supporting our children with speech, language and communication barriers.  

  • Individualised Support: Working closely with teachers and our Trust speech and language therapist to support with early identification and intervention. Carrying out observations and assessments that support the identification of specific speech and language needs of each child. 
  • Providing tailored interventions: Creating a plan for bespoke interventions based on the child’s needs, ensuring that support is personalised and effective. 
  • Working collaboratively: Working with outside agencies, such as NHS speech therapists, to implement strategies recommended for each child. Holding and attending meetings with parents, teachers and other professionals to discuss a child’s progress and adjust support as needed. 
  • In-class support: Working alongside teachers to provide in-class support, facilitating communication and ensuring that the learning environment is inclusive. Providing teachers with additional or adapted resources to support children in their classroom provision.  
  • Use of visual aids and technology: Using visual aids to enhance understanding, like pictures, charts, and diagrams to support language comprehension, and where appropriate, the use of assistive technology tools. 
  • Encouraging communication: Creating opportunities for children to communicate with their peers, fostering social interaction and language development. Providing positive reinforcement and encouragement to children as they express themselves, building their confidence and motivation. 
  • Monitoring progress: Collecting data on the progress of each child, helping to evaluate the effectiveness of interventions and make necessary adjustments. 
Inclusion team

Well-being

We envision a community where well-being is the cornerstone of each child’s journey, and every individual feels valued, supported, and equipped to thrive emotionally, socially, and academically. Our commitment to well-being encompasses the cultivation of self-esteem, the nurturing of meaningful relationships, and the development of essential emotional regulation skills. 

Our vision is for each child to shine brightly at Sturry C or E Primary School with a sense of self-assuredness, a network of meaningful relationships, and a robust set of emotional regulation skills. We believe that a focus on well-being is the key to unlocking the full potential of every student, paving the way for bright and promising futures. 

We use a number of ways to recognise if a child is struggling with their relationships or self esteem and use these to determine what support a child needs – based on their individual profile. We have a dedicated nurture room and school pets.  

  • Boxall profiles 
  • Wellbeing referrals from teachers or parent 
  • 1:1 mentoring 
  • Regulation strategies  
  • Emotional Well Being Team (NELFT) 

Find out what some of our children think about nurture provision:

Bushcraft

More than ever before the impact of outdoor learning on children’s health and wellbeing, wider achievements, attainment and personal development is being recognised by practitioners. Our Bushcraft Club can have a transformative effect on self-confidence and develop a strong sense of self-esteem. The children face challenges and overcome obstacles which teaches them to trust in their own abilities. They work in teams to communicate and solve problems, improving social skills.  

Find out what some of our children think of Bushcraft Club.