Our Inclusive Practice

At Bishop Martin Church of England Primary School, we are committed to nurturing a culture of community and belonging, where every child is recognised, respected, and supported to thrive. We believe that all children have the right to an ambitious curriculum and inclusive teaching that unlocks their potential and influences their aspirations at all levels. 

Through early identification and targeted intervention, we ensure that individual needs are met promptly and effectively, overcoming potential barriers to learning and/or well-being. Our dedicated staff, driven by high quality continuous professional development, create safe, regulated environments where pupils are encouraged to develop resilience, overcome challenges, and become confident learners who can express themselves with increasing clarity. 

We work in purposeful partnership with families, specialists, and the wider community to provide a cohesive network of support. By promoting emotional regulation and personal growth alongside academic achievement, we aim for achievement for all—empowering every child to feel valued, included, and ready to succeed and 'Learning Together, Growing in Faith'.

Our Inclusive GUIDING LIGHT Curriculum

The purpose of our GUIDING LIGHT Curriculum is to ensure that every child—irrespective of their starting point, needs, level of disadvantage or the barriers they may face—is successful in both life and learning. Our curriculum is thoughtfully designed to be accessible, aspirational and inclusive for all. 

Our GUIDING LIGHT Curriculum offers all our children hope for a future full of achievement, dignity, and opportunity. We recognise the unique strengths and potential of every learner and tailor our approaches to support each child in reaching their personal best.
As a school, we hold high expectations for all pupils, and we are relentless in our commitment to identifying and overcoming the challenges faced by all learners in line with legal frameworks. We strive to nurture self-motivated, resilient children who find joy in their learning journey, supported by a curriculum and delivery that is inclusive by design.

 

Our Pupil Premium Strategy

Pupil Premium Information

 

Inclusion by Design

We are ‘inclusive by design’ in all that we do.

• Inclusion (including support for those children with SEND and those socioeconomically disadvantaged) is everyone’s business.

• We have high aspiration and expectations for all pupils driven by our Christian Vision and values.

• Consistent systems, processes and policies ensure that all children and their families feel a sense of belonging in our school from when they join Bishop Martin. 

• Through Continuous Professional Development for all and specialist guidance when necessary, leaders quickly and accurately identify and support pupils who face barriers to their learning using evidence-based approaches. This includes those who are
  disadvantaged (through our robust pupil premium strategy), are EAL, SEND, LAC and Young Carers.

‘Inclusion by Design’ is tangible through all aspects of our school.

• Predictability is central to our whole-school culture with highly organised and structured routines that support all learners. We refer to this as the Bishop Martin BRIGHT Way.

• Other aspects include (but are not limited to): our school timetable including sensory circuits where needed, our equality objectives, accessibility plan (including the physical environment), school equality charter and our consistent learning environment.

How Continuous Professional Development Supports ALL Pupils:

• Training linked to inclusion is regularly built into the CPD schedule. Bespoke CPD takes place according to role for ALL staff.

• A focus is placed upon adaptive teaching supported by coaching.

• Subject specific CPD also takes place throughout the academic year with support for all areas of need - this includes those who are disadvantaged.

How the Curriculum Supports ALL Pupils:

• Our carefully planned curriculum features a progression model with high expectations for ALL pupils.

• All areas of the curriculum are available to all pupils with adaptive teaching (with a core focus on Strong Foundations).

• Our curriculum also incorporates our extensive ‘Personal Development and Wellbeing’ offer which is also inclusive in design to support all pupils (including those pupils who are socioeconomically disadvantaged, pupils with SEND and any other barriers to their learning or well-being).

How Assessment Supports ALL Pupils:

• Rigorous assessment procedures monitor achievement for all (supported by Trust Wide systems).

• We consider outcomes, progress in learning, engagement with our personal development opportunities, pupil voice and wider stakeholder voice.

• As a result, evidence-informed adaptations are made. This includes; adaptive teaching strategies, interventions (both academic and therapeutic) and curriculum adaptations.