An inclusive education. High expectations. Every child. Every day.

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Our commitment

At The Grange Community Primary School, inclusion is at the heart of everything we do. Our commitment to being a school Where Children Come First means that every child is valued, understood, supported and challenged to achieve their very best.

We believe that every child has the right to an ambitious, broad and balanced education, positive relationships, a strong sense of belonging and opportunities to succeed academically, socially and personally.

Our Universal Offer describes the high-quality education, care, support and opportunities that we provide for all children as part of everyday school life.

It is not dependent on a diagnosis, an Education, Health and Care Plan (EHCP) or identification as having special educational needs. It is the foundation of our inclusive approach and the starting point for meeting every child's needs.

We recognise that children learn, communicate, develop and respond in different ways. Our responsibility is to understand those differences, identify potential barriers and adapt our provision so that children can participate, make progress and experience success.

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1. High-Quality, Inclusive Teaching

Every child at The Grange is entitled to high-quality teaching that is ambitious, carefully planned, responsive and inclusive.

 

Our teachers:

• Have high expectations for every pupil, including those with SEND, disadvantaged pupils and children learning English as an additional language.

• Plan learning that builds progressively on prior knowledge and understanding.

• Explain new learning clearly, using explicit instruction, modelling and guided practice.

• Adapt teaching to respond to pupils' individual starting points, strengths and barriers.

• Use scaffolding, visual resources, concrete materials and other strategies where appropriate.

• Provide opportunities for children to practise, revisit and apply their learning.

• Check understanding throughout lessons and respond promptly to misconceptions.

• Support children to become increasingly confident and independent learners.

 

We do not believe that inclusion means reducing ambition. We believe in providing the right support so that every child can access appropriately challenging learning.

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2. Communication, Language and Reading

We recognise that communication, language and literacy are fundamental to children's learning, relationships, confidence and future opportunities.

 

Our universal provision includes:

• Language-rich classrooms where adults model and develop high-quality spoken language.

• Explicit teaching of vocabulary across the curriculum.

• Opportunities for discussion, questioning, explanation and purposeful talk.

• High-quality texts that develop children's knowledge, imagination and enjoyment of reading.

• Systematic synthetic phonics teaching and regular opportunities to practise and apply phonics knowledge.

• Carefully planned teaching of decoding, fluency and comprehension.

• Daily opportunities to engage with reading and written language.

• Reading journals and strong partnerships with parents and carers to support reading at home.

• Early identification of children experiencing difficulties with reading, language or communication.

 

We are committed to ensuring that children become confident, capable readers and communicators.

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3. Mathematics and Mathematical Understanding

At The Grange, we believe that every child can develop confidence and competence in mathematics.

 

Our universal mathematics provision includes:

• A mastery approach that supports secure understanding of mathematical concepts.

• Mastering Number approaches in Reception and Key Stage 1.

• Carefully sequenced learning that builds on prior knowledge.

• Use of concrete resources, pictorial representations and abstract methods to support understanding.

• Explicit modelling of mathematical methods and thinking.

• Regular opportunities to develop number fluency, reasoning and problem-solving.

• Mathematical discussion, explanation and vocabulary.

• Responsive assessment to identify misconceptions and adapt teaching.

 

Children are encouraged to explain their thinking, make connections and develop positive attitudes towards mathematics.

 

4. An Accessible and Ambitious Curriculum

Our curriculum is designed to provide every child with the knowledge, skills, experiences and understanding needed to succeed and participate fully in the world around them.

 

We provide:

• A broad, balanced and ambitious curriculum.

• Carefully sequenced learning that builds knowledge and understanding over time.

• Meaningful opportunities to revisit and retrieve previous learning.

• Explicit teaching of subject-specific vocabulary and concepts.

• Adaptations that remove barriers while maintaining appropriate ambition.

• Practical, creative and experiential learning opportunities.

• A curriculum that celebrates identity, diversity and belonging.

• Opportunities to explore fairness, responsibility, relationships, culture and the wider world.

• Enrichment experiences that develop children's interests, talents and aspirations.

 

Our curriculum reflects our belief that all children should feel represented, respected and included.

 

5. Positive Relationships, Behaviour and The Grange Way

Positive relationships and consistent expectations are fundamental to our school community.

The Grange Way provides the shared expectations that guide how we behave, learn, play and treat one another.

 

Our universal approach includes:

• Warm, respectful relationships between children and adults.

• Clear, consistent expectations and predictable routines.

• Positive recognition and reinforcement of appropriate behaviour.

• Explicit teaching and modelling of respectful relationships.

• Support to understand emotions, manage difficulties and make positive choices.

• Calm, consistent adult responses to behaviour.

• Opportunities to repair relationships, reflect and learn from mistakes.

• A culture where difference is respected and bullying and discrimination are challenged.

 

We recognise that behaviour can communicate an unmet need. Adults seek to understand the reasons behind behaviour while maintaining appropriate boundaries and expectations.

 

Our aim is for every child to feel safe, respected and ready to learn.

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6. Emotional Wellbeing, Regulation and Belonging

Children learn best when they feel safe, secure, connected and understood.

 

Our universal provision supports emotional wellbeing through:

• Positive relationships with trusted adults.

• Welcoming, predictable and supportive classroom environments.

• Opportunities for children to express their feelings and seek help.

• Emotional check-ins and responsive adult support.

• Age-appropriate teaching about emotions, relationships and wellbeing.

• Purposeful movement and learning breaks where appropriate.

• Access to calm spaces and regulation strategies when needed.

• Support with transitions and changes in routines.

• A culture that values children's voices and experiences.

 

We recognise that emotional regulation develops over time and that children may require different approaches to feel ready to learn.

Our response is based on understanding the individual child rather than expecting one strategy to work for everyone.

 

7. Inclusive Learning Environments and Adaptive Practice

We aim to make our classrooms welcoming, purposeful and accessible to all learners.

 

Our universal classroom practice is supported by six key elements:

1. Visual timetables – helping children understand routines, anticipate transitions and develop independence.

2. Check-ins and learning breaks – supporting emotional readiness, regulation, attention and engagement.

3. Explicit instructions – ensuring that expectations are clear, sequenced, modelled and understood.

4. Scaffolding – providing temporary support that removes barriers and develops independence.

5. Formative assessment – identifying what children know and understand, and adapting teaching in response.

6. Purposeful use of technology – supporting access, communication, learning and independence where appropriate.

 

These elements form the basis of our Six Elements of Inclusive Classroom Practice staff guidance.

Not every child requires every adaptation. Our teachers use professional judgement and knowledge of their pupils to select approaches that are appropriate, proportionate and effective.

 

8. Play, Physical Development and Personal Development

We believe that children's development extends far beyond academic learning.

 

Our universal offer includes:

• An inclusive OPAL approach to play, encouraging creativity, independence, collaboration and managed risk.

• Opportunities for physical activity, PE, sport and healthy lifestyles.

• High-quality PSHE and relationships education.

• Assemblies and shared experiences that strengthen our school community.

• Opportunities for pupil leadership, responsibility and participation, including the School Council.

• Creative, musical, sporting and cultural experiences.

• Opportunities to develop resilience, confidence, empathy and problem-solving skills.

• Support to develop friendships, social communication and positive relationships.

 

We want every child to experience the joy of childhood, develop their interests and feel that they belong to The Grange community.

 

9. Early Identification and Responsive Support

We recognise that children's needs may change over time and that some pupils will require additional support to access learning or participate successfully.

 

Our universal approach includes:

• Regular assessment of children's learning and progress.

• Careful observation of engagement, communication, behaviour and wellbeing.

• Early discussion with parents and carers when concerns emerge.

• Listening to children's views and experiences.

• Professional dialogue between teachers, teaching assistants, phase leaders and the SENCo.

• Reviewing the effectiveness of classroom adaptations.

• Identifying barriers and responding before difficulties become entrenched.

 

Where universal provision alone is not sufficient, we use a graduated approach of Assess → Plan → Do → Review to identify and provide additional targeted or specialist support.

Children do not need a formal diagnosis before reasonable adjustments can be considered or appropriate support provided.

Additional provision builds on, rather than replaces, high-quality universal teaching.

 

10. Working in Partnership with Families

We recognise that parents and carers know their children well and play a vital role in their education and development.

 

Our universal offer includes:

• Open, respectful and constructive communication.

• Opportunities to discuss children's progress, achievements and needs.

• Early conversations when concerns arise.

• Practical guidance to support learning and reading at home.

• Partnership working to support attendance, wellbeing and positive behaviour.

• Listening to families' perspectives and experiences.

• Shared responsibility for supporting children to flourish.

 

We believe that strong relationships between home and school help children feel secure, confident and successful.

 

11. Safeguarding, Safety and Attendance

Every child has the right to feel safe, protected and included.

Safeguarding is central to our school culture and is the responsibility of every adult.

 

Our universal provision includes:

• A safe, welcoming and well-supervised school environment.

• Clear safeguarding procedures and trained staff.

• Teaching children how to recognise risks, develop healthy relationships and seek help.

• Age-appropriate online safety education.

• A strong culture of listening to children and taking their concerns seriously.

• Attendance monitoring, early communication and support to address barriers to regular attendance.

• Working with families and other professionals where concerns arise.

 

We recognise that safety, attendance, wellbeing and educational progress are closely connected.

 

12. Reviewing the Impact of Our Universal Offer

Our Universal Offer is not simply a statement of what we provide. It is a commitment to ensuring that our everyday practice makes a positive difference.

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School leaders regularly consider:

• Whether children are accessing learning and participating fully in school life.

• Whether teaching is responsive to different starting points and needs.

• Whether classroom adaptations are effective.

• Whether children are making progress from their individual starting points.

• Whether pupils are developing independence, confidence and positive relationships.

• Whether pupils and families feel listened to and included.

• Whether additional needs are identified and responded to promptly.

• Whether our provision is consistently implemented across the school.

 

We use assessment information, classroom visits, pupil and parent voice, staff discussion and wider school monitoring to evaluate our practice and identify improvements.

 

Our ambition is not simply that support is available, but that it is effective.

 

Our Promise to Every Child

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At The Grange Community Primary School, we believe that inclusion is not something additional that happens for a small number of children.

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Inclusion is the way we teach, the relationships we build, the environments we create and the opportunities we provide.

Every child deserves to be known.

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Every child deserves to belong.

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Every child deserves to be challenged.

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Every child deserves to succeed.