Our Commitment to Inclusion

At Barnwell Academy, we believe that every child deserves access to a high-quality, ambitious and inclusive education. We are committed to ensuring that all pupils feel valued, supported and able to achieve their full potential, regardless of their individual needs or starting points.

Inclusion is at the heart of everything we do. We recognise that children learn in different ways and that it is our responsibility to identify and remove barriers to learning, enabling every pupil to participate fully in school life.

Our approach is built upon high expectations, strong relationships and a commitment to providing the right support at the right time.

We believe that:

• Every child is entitled to a broad, balanced and ambitious curriculum.
• High-quality teaching is the foundation of effective SEND provision.
• Teaching should be adapted to respond to pupils' individual needs while maintaining appropriate challenge.
• The views of children and their parents and carers are central to successful outcomes.
• All pupils should experience success, develop confidence and become increasingly independent.
• Inclusion is the responsibility of every member of staff.
• Effective SEND provision benefits all learners.

Universal Provision

Universal provision is the high-quality teaching and support available to all pupils as part of everyday classroom practice.

At Barnwell Academy, we recognise that strong universal provision is the foundation of an inclusive education. Through carefully planned and delivered teaching, we aim to ensure that all pupils can access learning, participate meaningfully and achieve success.

Our universal provision includes:

• Clearly sequenced learning that builds upon pupils' existing knowledge and understanding.
• Explicit teaching, clear explanations and effective teacher modelling.
• The development of language, communication and vocabulary.
• Regular checks for understanding and responsive teaching.
• The use of visual prompts, practical resources and worked examples where appropriate.
• Positive relationships, consistent routines and supportive learning environments.
• Opportunities for guided practice, retrieval and independent application.
• High expectations for all pupils, alongside appropriate support to achieve them.

Teachers continually assess pupils' understanding and respond to their needs, making adjustments to teaching to ensure that learning remains accessible and appropriately challenging.

Universal provision benefits every child, including those with identified special educational needs and disabilities.

Our approach to universal provision is informed by Sunderland's Ordinarily Available Offer (OAO), which sets out the high-quality teaching, reasonable adjustments and inclusive practices that should ordinarily be available to all children, including those with special educational needs and disabilities (SEND). This guidance helps us ensure that barriers to learning are identified and addressed early, and that children receive appropriate support without the need for a formal diagnosis.

Ordinarily Available Offer

Adapted Provision

Adapted provision involves making thoughtful adjustments to teaching, resources, the learning environment or the support provided to meet pupils' individual needs.

At Barnwell Academy, we recognise that some pupils require additional adaptations to access learning successfully.

Our approach focuses on removing barriers to learning rather than unnecessarily reducing expectations or limiting access to the curriculum.

Adaptations may include:

• Additional modelling, explanations or guided practice.
• Visual supports, word banks, writing frames and practical resources.
• Adjustments to the pace or presentation of learning.
• Breaking complex tasks into smaller, manageable steps.
• Alternative methods of recording or communicating understanding.
• Targeted adult support or small-group teaching.
• Adaptations to the classroom environment.
• The use of appropriate assistive technology or specialist resources.

Adaptations are carefully considered and responsive to individual needs. They are reviewed regularly to ensure that they remain effective and support pupils in making progress.

Our aim is to provide pupils with the support they need to access ambitious learning while developing the confidence and skills to succeed increasingly independently.

Scaffolding and Developing Independence

At Barnwell Academy, we recognise that effective support should enable pupils to become confident, capable and independent learners.

Scaffolding is an important part of our approach to inclusive teaching. It involves providing temporary support that enables pupils to access learning they may not yet be able to complete independently.

Scaffolding may include teacher modelling, worked examples, visual prompts, sentence starters, guided practice and carefully structured tasks.

Faded Scaffolding

Faded scaffolding is the gradual reduction of support as pupils develop the knowledge, skills and confidence needed to succeed independently.

Teachers carefully consider the level of support each pupil requires and adjust this as learning becomes more secure.

For example, a pupil may initially complete a task with adult guidance, before progressing to the use of prompts or worked examples and eventually completing similar tasks independently.

Support is reduced when pupils demonstrate that they are ready, rather than according to a fixed timescale.

This approach helps pupils to:

• Develop confidence in their own abilities.
• Apply their knowledge and skills independently.
• Build resilience and perseverance.
• Take increasing responsibility for their learning.
• Avoid unnecessary reliance on adult support.

Our ultimate aim is to ensure that pupils receive the right support at the right time, with a clear focus on developing independence and preparing them for future learning.

Additional and Specialist SEND Support

We recognise that some pupils will require support beyond the universal and adapted provision available through everyday classroom teaching.

Where a pupil is identified as having special educational needs, we work closely with the child, their family and relevant professionals to understand their needs and identify appropriate support.

We follow the graduated approach outlined in the SEND Code of Practice:

Assess → Plan → Do → Review

Assess: We identify pupils' strengths, needs and potential barriers to learning through assessment, observation and discussions with pupils and families.

Plan: We identify appropriate outcomes, strategies, adaptations and additional support to meet the pupil's needs.

Do: Teachers, supported by the SENDCo and other professionals where appropriate, implement the agreed provision.

Review: We evaluate the effectiveness of support, consider the pupil's progress and make adjustments where necessary.

This ongoing process ensures that provision remains purposeful, responsive and focused on improving outcomes for pupils.

Where appropriate, we work alongside external agencies and specialist professionals to ensure that pupils receive the support they need.

We value the contribution of parents and carers and recognise that positive partnerships between home and school are essential to successful SEND provision.