Stokeinteignhead Primary School
Curious, Determined, Resourceful and Respectful
Stokeinteignhead Primary School
Curious, Determined, Resourceful and Respectful

Inclusive Education


Valuing the individuality of all children



We believe that every child is unique and special, and we aim to provide a broad and balanced curriculum for all. We are committed to developing cultures, policies and practices that are inclusive.

We have systems to identify when children have barriers affecting their learning and tailor specific interventions to enable pupils to overcome their barriers. This practice of personalising learning applies to all pupils across the learning spectrum including pupils who are identified as academically more able.


The school enjoys a strong academic reputation. Our End of Key Stage 2 SAT results are consistently well above the national.

Work is well planned, challenging and differentiated appropriately and the whole-school curriculum is designed to provide exciting and creative learning opportunities. Expectations are consistently high across the school and children are encouraged to be independent thinkers and learners, and to have enquiring minds.


Where children are identified as needing additional learning or behavioural support, the school adheres to the 2104 SEND Code of Practice. We ensure that each child’s needs are individually and appropriately catered for, and that any relevant outside agencies are involved in providing guidance and support.

Through assessments and/or observations a teacher may feel a child needs to be placed on the Special Needs Register.

With support from the Special Educational Needs Co-ordinator (SENCO), provision is carefully planned. Strategies to help support the child’s learning and development is discussed with parents.


The SENCO is responsible for supporting, planning and monitoring interventions . This monitoring is used to ensure systems are effective and impact positively on pupil progress.

Following discussions with parents and carers, pupils may be placed onto the SEN Register at some point in their school career. For many, this involves a short burst of targeted intervention which may lead to them being removed again, while for others the support process is a longer one.


In all cases our aim is to provide the very best education for pupils, allowing all children to fully achieve their potential.