Inclusion

Inclusion at Woodchurch Road Academy

Our Approach

At Woodchurch Road Academy, inclusion is at the heart of everything we do. We believe every child has the right to thrive — academically, socially, and emotionally — regardless of background, need, or starting point.

Our inclusive approach is rooted in our core values of belonging, respect, and empowerment. We recognise that any child can experience barriers to learning at any point in their school journey, whether due to special educational needs, attendance, family circumstances, or socio-economic disadvantage. Our role is to identify and remove those barriers quickly and effectively so that every pupil can flourish.

We view diversity as a source of strength and enrichment for our whole community. Our curriculum, teaching, and pastoral care are designed to meet children where they are, valuing their individual stories and experiences. We strive to create a culture where all pupils feel safe, included, and ambitious for themselves and others.

Our approach follows a graduated response, ensuring that support is tailored, evidence-informed, and developed in partnership with families and professionals. This framework underpins three interconnected areas of inclusion: Special Educational Needs and Disabilities (SEND), English as an Additional Language (EAL), and Social, Emotional and Mental Health (SEMH).

1. Our Graduated Response to SEND

We follow the SEND Code of Practice and use a clear, graduated approach to identifying and meeting the needs of pupils with Special Educational Needs and Disabilities.

Our approach begins with high-quality, inclusive teaching that meets the needs of all learners. Teachers plan carefully to ensure every child can access the full curriculum through adapted tasks, clear modelling, and supportive classroom environments.

Where additional help is required, we provide targeted support through small-group work, structured interventions, or specific resources designed to close learning gaps and build independence.

For children with more complex or enduring needs, we provide specialist support in collaboration with families and external professionals, such as Educational Psychologists or Speech and Language Therapists. Each child’s provision is reviewed regularly to ensure that it is effective and responsive.

We are committed to working in partnership with parents and carers, listening to their insights, and ensuring that the child’s voice is central to all planning and decision-making.

2. Our Graduated Response to EAL

With around 20% of our pupils learning English as an additional language, our approach ensures that language development and cultural identity are equally valued.

In every classroom, teachers create language-rich environments where talk, vocabulary, and reading are central to learning. Language is modelled explicitly, supported through visuals, and scaffolded through discussion and collaboration.

For pupils new to English or developing proficiency, we provide targeted small-group sessions that focus on key vocabulary, phonics, and comprehension. Progress is carefully monitored, and strategies are adapted to ensure rapid language development alongside strong academic progress.

We work closely with families to understand children’s linguistic and cultural backgrounds, ensuring that our curriculum reflects and celebrates diversity. Home languages are valued as a strength, and we regularly showcase the cultures and experiences that make our community unique.

Our goal is for every EAL learner to become a confident communicator, achieving academic success while maintaining pride in their identity.

3. Our Graduated Response to SEMH

We understand that emotional wellbeing and mental health are essential for learning and for life. Our approach to SEMH (Social, Emotional and Mental Health) is proactive, compassionate, and consistent across the school.

We build a foundation of universal provision that promotes emotional literacy and belonging. This includes Crew sessions, Zones of Regulation, and Jigsaw PSHE, helping pupils develop the vocabulary and skills to recognise and manage their emotions.

When children need additional support, our Learning Mentor and pastoral team provide targeted small-group or 1:1 sessions focused on self-regulation, resilience, confidence, and positive relationships.

For pupils with more significant or long-term needs, we work with external agencies to provide specialist support plans, ensuring that every child receives the right help at the right time.

Every adult in school plays a role in promoting emotional safety and wellbeing. We use restorative approaches, consistent routines, and trusted relationships to help children re-engage positively with learning.

Our Commitment

Inclusion at Woodchurch Road Academy is not an initiative, it is a principle.
We are committed to ensuring that every child feels that they belong, matter, and can succeed. We continually review our practice, listen to our pupils and families, and use evidence-based approaches to remove barriers and raise aspirations for all.

Our inclusive culture reflects Ofsted’s vision of inclusion: a school where every pupil, particularly those with additional needs or vulnerabilities, receives the right support to learn well and thrive.