Inclusion: The Golden Thread Running Through Our School
At Graven Hill Primary and Preschool, inclusion is not a strategy, an intervention or a programme — it is the golden thread that runs through every aspect of our culture. From our ethos to our curriculum, from Preschool to Year 6, inclusion shapes who we are, how we teach, and what we believe about children.
Our school ethos states that every learner is unique and deserves to be championed and supported to be the best they can be.
This belief is lived out daily in our classrooms, routines and relationships.
Why Inclusion Matters
Inclusion is rooted in the principle that every child — no matter their starting point, need, identity or barrier — deserves full access to the powerful knowledge, rich experiences and high‑quality relationships that help them thrive.
Our curriculum is deliberately designed to ensure that all children have equal access to knowledge, and that the structure and sequencing of learning supports our most vulnerable pupils to make strong progress.
This reflects a core truth: when you design with your most vulnerable learners in mind, everyone benefits.
This is a deeply held value of our Headteacher — that getting our provision right for children with the greatest needs is the most important measure of our success as a school. When we meet the needs of those who may face barriers, we remove barriers for all children. When we create clarity, predictability and emotional safety for one child, we strengthen it for everyone. When we ensure access to high‑quality vocabulary, teaching and modelling for those who struggle, we elevate the learning of the entire class.
What Inclusion Looks Like at Graven Hill
1. A Curriculum That Lifts Every Learner
Our curriculum is ambitious, knowledge‑led and research‑informed, with careful sequencing designed to support vulnerable and disadvantaged children to keep pace and succeed.
This prevents gaps emerging and ensures that no child is left behind.
2. A School Where Everyone Belongs
National guidance highlights that attendance, engagement and wellbeing are significantly improved when children feel they belong in their school community.
We create environments where children feel safe, connected and valued — because belonging is the first condition of learning.
3. Early Identification and Early Support
Current inspection and government frameworks emphasise understanding barriers early, intervening promptly and shaping support around each child’s lived experience.
This is deeply aligned with our approach. We know our children well and act early, thoughtfully and compassionately to meet their needs.
4. Relationships at the Heart of Practice
Our ethos states that every child has “a champion” — an adult who believes in them and never gives up on them.
Strong relationships are central to inclusion: children learn best when they feel seen, heard and understood.
5. A Community That Works Together
We partner closely with families because inclusion is a shared endeavour. When school and home work in unison, children experience consistency, understanding and strong emotional safety.
Our SEND Audit and What It Affirmed
Our recent SEND audit highlighted that inclusion is not something that happens in pockets at Graven Hill — it is woven into every area of our provision:
- in the curriculum
- in classroom practice
- in relationships
- in high‑quality early years provision
- in the way staff talk about children
- in the culture of kindness, belonging and high expectations
The audit affirmed what we already knew: inclusion is our golden thread.
Why We Believe Our Inclusion Offer Is Exceptional
Our ongoing monitoring and evaluation — supported by feedback from external professionals — gives us confidence that our inclusion offer is exceptional. This is because:
- Our children, including those with SEND or vulnerabilities, make strong progress
- They develop confidence, self‑advocacy and resilience
- They participate fully in school life
- They show kindness, empathy and a deep sense of community
- They are thriving both academically and personally
These outcomes align strongly with what believe exceptional inclusive culture looks like: schools where children feel they belong, where their needs are understood early, where barriers are actively removed, and where the whole system works to secure the success of the most vulnerable.