Inclusion

At Queen's Manor Primary School, we believe that every child deserves to feel valued, supported and empowered to achieve their full potential. Inclusion is at the heart of everything we do. We celebrate diversity, embrace individuality and work hard to ensure that every pupil experiences a genuine sense of belonging within our school community.

All staff work together to ensure that all pupils who have special educational needs or a disability are identified, and the appropriate support is provided. We have an inclusive culture, where children are welcomed and valued through their learning and personal achievements. We are committed to ensuring that all children have access to our broad and balanced curriculum.

Our Principles of Effective Inclusion

Below are our Principles for Effective Inclusion, which outline how we work to ensure that pupils with special educational needs have access to high-quality teaching and any barriers to learning are removed so that all learners can thrive.

Putting the Right Support in Place

At Queen’s Manor we follow a graduated approach to identifying and supporting additional needs, ensuring that help is provided at the earliest opportunity and reviewed regularly.

Our Inclusion Flowchart and School Offer outline how concerns are raised about a child’s progress, the actions we take to make sure the right support is put in place and different types of support a child on our SEN Register might receive.

The SCERTS Framework

Queen’s Manor uses the SCERTS Framework, (Social Communication, Emotional Regulation and Transactional Support), an evidence-informed approach developed by Dr Emily Rubin, specifically designed to support autistic children and young people.

The SCERTS approach is used both across our mainstream school and Specialist Autism Base, The Pavilion.

SCERTS focuses on three key areas:

Social Communication (SC)

Developing spontaneous, meaningful communication, emotional expression and secure relationships with adults and peers. The long-term aim is for children to become confident communicators who can express needs, preferences, emotions and ideas, while participating successfully in social interactions.

Emotional Regulation (ER)

Supporting children to regulate their emotions, manage sensory experiences and maintain a calm-alert state that enables learning, participation and wellbeing. Emotional regulation skills help children cope with change, everyday challenges and social situations.

Transactional Support (TS)

Ensuring that adults, environments and learning experiences are adapted to meet individual needs through visual supports, communication systems, structured teaching, sensory supports and responsive interactions.

Click here for more information about the SCERTS approach.

For further information about our Specialist Autism Base, The Pavilion, please click here.

Working Together with Families

Staff work closely with parents to ensure children achieve their best.

We are committed to ensuring that families:

• Feel listened to, respected and supported.
• Are involved in decisions about their child's education.
• Have regular opportunities to discuss progress and provision.
• Receive clear information about support and next steps.
• Can contribute to planning and reviewing outcomes.

Your child’s class teacher is your first point of contact if you have any questions, concerns or need information. They can be contacted by speaking to the teacher at the end of the day, or you can arrange a meeting via the school office.

Mr Richards, our Inclusion Lead, meets with all parents of children on the SEN Register at least termly. This dialogue makes sure parents can be part of the assess, plan, do and review process for their child. Parents will also work with outside agencies, sharing important information and developing strategies on how best to support their children. If you wish to speak to Mr Richards, please contact the school office on 02073854343 or send an email to admin@queensmanorprimary.org.uk

Please find our Inclusion Policy and SEND Information Report linked below.