Inclusion Through Quality First Teaching
At our school, we believe that every child deserves an excellent education. Inclusion is not something we "add on" - it is woven into everything we do. Our approach is built on Quality First Teaching (QFT): high-quality, evidence-informed teaching that meets the needs of all learners from the start. This means that the classroom itself - the way lessons are planned, taught and adapted - is the first and most important step in helping every child succeed.
What is Quality First Teaching?
Quality First Teaching is the foundation of inclusion. It means that all pupils receive teaching that is well planned, carefully sequenced and ambitious, regardless of their starting points. Our teachers:
- Present new ideas clearly and check understanding throughout lessons.
- Adapt teaching so that every child can access the curriculum without lowering expectations.
- Use modelling, scaffolding and targeted questioning to support learning.
- Build strong foundations in language, reading, writing and mathematics so pupils can succeed across all subjects.
- Deploy additional adults effectively to support independence and reduce barriers, rather than replacing the teacher's high-quality instruction.
This approach ensures that most children's needs can be met in the classroom without the need for heavy reliance on separate interventions. For pupils who need additional support - including those with special educational needs and disabilities (SEND), those who are disadvantaged, in care or previously looked after, or those facing other barriers - we use a graduated approach:
assess - plan - do - review.
This helps us identify needs early, make the right adaptations, and measure the impact of support.
Evidence-Informed and Research-Driven
Our Quality First Teaching and Inclusion Strategy is shaped by the latest research from the Education Endowment Foundation (EEF), which highlights that improving classroom teaching has the greatest impact on outcomes for all pupils - especially those who are disadvantaged or have SEND.
Key EEF evidence that informs our approach includes:
- High expectations for all pupils, avoiding practices that lower ambition.
- Carefully planned scaffolding that helps children achieve independence over time.
- Explicit teaching of vocabulary, oracy and reading to give every child access to a broad and ambitious curriculum.
- Responsive teaching and assessment, so teachers can adapt quickly when a child is struggling or excelling.
By embedding this research into our everyday practice, we make sure that support for pupils who face barriers is sustainable, impactful and rooted in high-quality classroom teaching, rather than relying solely on interventions outside lessons.
Working Together to Reduce Barriers
We know that some children will need more than classroom adaptations alone. When this happens, we work in partnership with parents, carers and specialists to plan the right support. Our use of pupil premium and high needs funding is carefully targeted to reduce barriers to learning and well-being, and is regularly reviewed for impact.
Everything we do is underpinned by our school values - Determination, Respect, Integrity, Valour and Excellence (DRIVE) - and our belief that every child should feel safe, respected and ready to learn. By focusing on high-quality teaching for all, and evidence-informed support for those who need it most, we ensure that every child can grow, explore and discover their full potential.