At Parkhill Junior School, we believe that every child should have the opportunity to reach their potential and thrive, whatever their needs or abilities. We recognise that some of our children have particular learning needs, which require additional and personalised provision. Taking account of these needs and making provision to support individuals or groups of children is our priority. We therefore offer an inclusive learning environment and culture in order to support all of our pupils in making the best possible progress.

Our guiding principle is one of inclusion with the child placed at the centre of everything we do. We aim to provide Quality First Teaching for all our pupils. This includes appropriate differentiation for individual pupils, high quality resources and effective use of additional adult support. We aim to identify and break down possible barriers to learning so that all our pupils experience success. This does not mean treating all pupils equally; it means treating all pupils as individuals and ensuring they have the required provision to achieve the best possible progress. Children may have special educational needs throughout, or at any time during, their school career at Parkhill Junior School. Our Inclusion Policy details how we ensure that the needs of all our pupils with special educational needs are met.

The following principles shape our approach:

·         We value all children in our school equally.

·         All pupils are entitled to a broad and balanced curriculum which is differentiated to meet their individual needs and abilities.

·         All pupils should have the opportunity to be involved in every aspect of school life.

·         All children are entitled to experience success.

·         All children are entitled to have their particular needs recognised and addressed.

·         All children should be helped to reach their full potential – we have high expectations for everyone.

·         Good special needs practice is good practice for all pupils.

·         Additional intervention and support cannot compensate for Quality First Teaching.

·         Pupils and their parents/carers know their child best and should be full partners in planning and reviewing support for their child.

·         Pupils with SEND have a unique perspective on their own needs and should be central to all decision-making processes about their support.