Inclusion at Malvern Wells CE Primary School

Let Your Light Shine

At Malvern Wells, we want every child to feel safe, known and valued, with the opportunity to reach their brightest potential. Our Christian vision, “Let Your Light Shine,” reflects our belief that every child is unconditionally loved by God and has something special to contribute. We welcome children and families of all faiths and none.

Inclusion is everyone’s responsibility. It shapes how we teach, build relationships and support children to participate in school life. Our values of Community, Commitment, Compassion and Courage guide this work.

Understanding each child

Children can face different barriers to learning, participation and wellbeing. These may relate to special educational needs or disabilities, financial disadvantage, anxiety, attendance, language, health, family circumstances or involvement with children’s social care.

We do not make assumptions about what a child needs because of a label or background. We listen to children and families, notice emerging difficulties and work together to understand what will help. Children do not need a diagnosis before we begin responding to an identified need.

Ambitious teaching and appropriate support

Our starting point is high quality teaching and an ambitious curriculum for every child. Teachers adapt their explanations, resources and activities so children can access learning, practise essential knowledge and develop independence.

Depending on individual needs, support may include:

• Clear routines, visual timetables and now and next boards.

• Explicit teaching, modelling and manageable steps.

• Adapted resources, communication support and additional practice.

• Movement breaks, support with fatigue and adjustments to the learning environment.

• Targeted teaching or specialist advice where further support is needed.

We review how well these approaches help children learn and participate, and adjust them when necessary.

Supporting children with SEND

We support children across the four broad areas of need:

• Communication and interaction.

• Cognition and learning.

• Social, emotional and mental health.

• Sensory and physical needs.

Class teachers remain responsible for the learning and progress of every child in their class, supported by the Special Educational Needs Coordinator and wider staff team.

Where additional support is needed, we work with families through the assess, plan, do, review cycle. We agree priorities, put support in place and review its impact together. We seek advice from external professionals when appropriate.

Belonging and emotional wellbeing

Children learn best when they feel safe and connected. We use predictable routines, calm language and supportive relationships to help children manage emotions and develop confidence.

When a child is struggling, we seek to understand what is behind the difficulty while maintaining clear expectations. Support may include a trusted adult, help with emotional regulation, adapted transitions or a shared plan with the family.

We work with families to address barriers to attendance and help children feel secure about coming to school.

Participation in the whole school day

Inclusion extends beyond lessons. We consider children’s access to collective worship, personal care, PE, trips, clubs, lunch and playtimes.

Our hillside building has significant physical constraints, including internal and external staircases. We discuss these openly with families and plan individual arrangements. Where needed, education can be organised on one level, although access to some spaces and opportunities remains limited.

We consider adjustments to movement, rest, personal care and activities, and review arrangements with children, families and relevant professionals. Further information is available in our Accessibility Plan.

Respecting difference

Through our curriculum and collective worship, children learn about disability, neurodiversity, cultures, religions and different family backgrounds. We help children understand that people may need different support to have fair opportunities.

Prejudice and discriminatory language are not acceptable at Malvern Wells. We respond promptly and use age appropriate teaching to help children understand the impact of their words and actions. Where appropriate, we involve families in this learning. Incidents are recorded, reviewed and acted upon by senior leaders.

Working together and checking the difference

Parents and carers bring valuable knowledge about their children. We welcome concerns and work in partnership to agree practical next steps. Children’s views also help us understand what is working and what needs to change.

We review learning and progress alongside attendance, wellbeing and participation. This includes pupil voice, discussions with parents at review meetings, uptake of clubs and trips, and regular checks on the quality of provision.

Our commitment is to keep noticing barriers, responding thoughtfully and reviewing whether our actions help each child learn, belong and let their light shine.

Further information and support

Please speak to your child’s class teacher if you have a concern about their learning, wellbeing or participation. Our school office can also help you contact the Special Educational Needs Coordinator.

Email: [email protected]
Telephone: 01684 561179

You can find further information in our SEND Information Report, SEND Policy, Accessibility Plan, Equality Objectives and Pupil Premium Strategy.

Worcestershire SEND Local Offer