Understanding each child is the starting point for effective support. We take account of children’s strengths, interests, experiences and needs, drawing on classroom observations, assessment and conversations with children and families. We recognise that difficulties can arise for different reasons and may change over time. Looking beyond a label or an isolated incident helps us understand what is making learning or participation difficult and identify appropriate next steps.

We recognise that fairness does not always mean providing identical support. Depending on individual needs, adaptations may include changes to resources, communication, seating, routines or the classroom environment. Children may also benefit from additional preparation, sensory or movement breaks, or adult guidance. We consider how support enables children to participate and learn, reviewing it as their needs change. Throughout, we aim to build confidence and independence so children can increasingly apply skills for themselves.

Some children need additional teaching or targeted support alongside classroom provision. This should address an identified need, connect with wider learning and help children use their developing skills in everyday situations. Staff review how children respond and adjust support where necessary. When further expertise is needed, our SENDCo works with families and appropriate professionals to seek advice. Recommendations help inform teaching, adaptations and individual strategies, with a focus on improving learning, participation and independence.

Children’s access to learning can be affected by financial pressures, family circumstances and experiences beyond school. We work sensitively with families to understand these barriers and identify practical support. Our Pupil Premium priorities include communication and language, aspirations, achievement, reading and participation in wider opportunities. Targeted funding can help with access to music, clubs and visits, while our free pre-loved uniform provision reduces costs. Where other professionals are involved with a family, we work collaboratively to support the child’s education and wellbeing.

We maintain clear expectations while seeking to understand the barriers that may affect a child’s attendance, behaviour or wellbeing. Our behaviour curriculum explicitly teaches routines, relationship skills and strategies for managing challenges, with additional practice and support where needed. We recognise that behaviour can communicate an unmet need and consider appropriate adjustments alongside clear boundaries. When attendance is a concern, we work with families to understand the causes and reduce barriers, recognising that children should not be held responsible for circumstances beyond their control.