Inclusion at Redriff Primary School
At Redriff, inclusion is not an add‑on — it is the foundation of who we are. Our school community is built on five core values: aspirational, adventurous, individual, enlightened, and compassionate. These values shape our belief that every child is unique, valued, and entitled to an environment in which they can thrive. As our SEND policy states, “We believe all children are unique and entitled to an environment which enables them to thrive.”
We are proud to be an inclusive school with a SEND‑first approach, meaning that the needs of our highest‑needs pupils are considered first in all decisions, policies, and practices. Our Trust follows “SEND first principles to ensure that the needs of the highest needs children are considered in all policies, procedures and initiatives.”
Our Inclusive Vision
Our vision for inclusion is simple: Every child should have the relationships, support, and learning opportunities they need to flourish and thrive.
We take a whole‑child, whole‑school approach, valuing children’s strengths, individuality, communication, independence, and social‑emotional development. As our policy states, “We value the whole child and take a holistic approach to child development, with an emphasis on oracy, communication, developing independence and social‑emotional skills.”
We work in true partnership with families, recognising that parents and carers are children’s most influential educators. We aim to “empower families to support their child, advocate for their rights and equip children to thrive.”
Our Graduated Approach to Need
At Redriff, our graduated approach is embedded into everyday practice and begins with excellent inclusive teaching in every classroom. All teachers are teachers of SEND, and high‑quality, adaptive teaching is the first step in meeting children’s needs.
Our graduated approach includes:
1. Quality First Teaching
Every child receives high‑quality, inclusive teaching that is adapted to their strengths, needs, and barriers. Teachers use evidence‑informed strategies, the Adaptive Teaching Toolkit, and resources such as the HIVEs Handbook and Bexley Toolkit to ensure learning is accessible and meaningful.
2. Targeted Support (Wave 2)
If a child needs more than classroom adaptations, they may receive short‑term, evidence‑based interventions delivered by teachers, HLTAs, or specialist staff. These are time‑limited, reviewed regularly, and designed to remove barriers swiftly.
3. Specialist Support (Wave 3)
Where needs are more complex, we work closely with external professionals such as Speech and Language Therapy, Educational Psychology, Occupational Therapy, CAMHS, and the Autism Support Team. This ensures children receive the specialist assessment and intervention they require.
4. Ongoing Review and Partnership
We follow a robust Assess–Plan–Do–Review cycle, involving children and families at every stage. Provision is monitored through progress meetings, provision maps, One Page Profiles, and regular communication with parents.
You can find our graduated approaches to supporting need here:
A SEND‑First Culture
Inclusion is everyone’s responsibility. Class teachers, leaders, support staff, therapists, and external agencies work together to ensure children with SEND receive the right support at the right time. As our policy states, “All teachers here are teachers of children with SEND.”
We are proud to host The Boathouse, our autism resource base, and to be accredited by the National Autistic Society for our high‑quality autism provision.
We also believe in inspiring the wider community. “By modelling outstanding inclusion we can demonstrate what is possible for all schools to achieve.”
Our Commitment to Families
We aim to ensure every family feels welcomed, informed, and supported. Our pastoral team, learning mentors, therapists, and safeguarding staff work closely with parents to build strong relationships and ensure children feel safe, understood, and ready to learn.
As our policy states, “We learn from our families about their beliefs and values and welcome all who support our school values into our community.”