Inclusion Strategy 2026 | St Mary's Catholic Primary School

Inclusion Strategy – St Mary's Catholic Primary School

This statement details our school's approach to delivering inclusive practice for all children, including those with SEND, funded through our core school budget (including the notional SEN budget) and the Inclusive Mainstream Fund (IMF), known locally through Telford & Wrekin's Inclusive School Forum (ISF) as Additional Inclusion Funding (AIF).

Strategy Overview

Detail	Date
Academic year/years that our current Inclusion Strategy covers	2026-2027
Date this statement was published	October 2026
Date on which it will be reviewed	October 2027
Statement authorised by	Headteacher and Governing Body
Budget	TBC

Statement of Intent

At St Mary's Catholic Primary School, inclusion is rooted in our Catholic faith and our mission to"Love One Another." Inspired by the teachings of Jesus, we believe that every child is a unique child of God, deserving of dignity, respect, opportunity and belonging.

We are committed to ensuring that all pupils, regardless of need, ability, background or circumstance, are welcomed, valued and enabled to flourish academically, socially, emotionally and spiritually within our school community. We strive to create an environment where barriers to learning and participation are identified early and addressed effectively through a culture of high expectations, compassion and support.

Our Inclusion Strategy reflects both Telford & Wrekin's vision for inclusive practice and the principles underpinning the Inclusive Mainstream Fund. We believe that children learn best when they feel safe, understood, respected and included. Through high-quality teaching, reasonable adjustments, meaningful family partnerships and targeted support, we aim to ensure that every child experiences success and develops confidence, independence and resilience.

Our approach is built on the principles of belonging, participation, achievement, partnership, early intervention, inclusion and positive outcomes. We work collaboratively with parents, carers, governors and external professionals to ensure that children and families are central to decision-making and that support is responsive to changing needs.

Additional Inclusion Funding (AIF) enables us to strengthen our graduated response and provide provision that is additional to and different from ordinarily available provision where pupils present with increasing or complex needs. Through our mission to Love One Another, we are committed to ensuring that every child is known, supported and empowered to achieve their God-given potential.

Barriers to Learning and Participation

This details the key barriers to learning and participation that we have identified amongst our pupils, necessitating inclusive universal approaches and targeted support.

	Detail of Barrier to Learning
1	Growing numbers of pupils presenting with speech, language and communication needs which impact learning, understanding, social interaction and independence.
2	Increasing levels of social, emotional and mental health needs, including anxiety, emotional dysregulation, low self-esteem and difficulties managing change and challenge.
3	Increasing complexity of SEND needs requiring personalised provision, specialist advice, enhanced adult support and multi-agency involvement.
4	Difficulties with social interaction, communication, friendships and participation during less structured parts of the school day.
5	Specific learning difficulties affecting literacy, numeracy, memory, processing and wider curriculum access.

Activity in this Academic Year

Description of Activity (including barriers addressed)	Activity Type	Total Budgeted Cost
Implement a five-step graduated response involving assessment, planning, implementation, review and refinement of provision. This will include person-centred planning, pupil voice, parent consultation and regular monitoring. (Barriers 1-5)	Universal	Core budget
Deliver high-quality adaptive teaching through visual timetables, pre-teaching, overlearning, sensory strategies, flexible grouping, assistive technology and trauma-informed approaches. (Barriers 1-5)	Universal	Core budget
Deliver targeted interventions including Talk Boost, Speech and Language programmes, vocabulary groups and communication-friendly approaches. (Barrier 1)	Targeted	Core budget and AIF
Deliver interventions including ELSA, mentoring and emotional wellbeing support. (Barrier 2)	Targeted	Core budget and AIF
Deliver Precision Teaching, phonics interventions, Literacy Pathway, Freshstart, Numicon Breaking Barriers, SNIPS, Number Sense programmes and small-group tuition. (Barrier 5)	Targeted	Core budget and AIF
Deliver Lego Therapy, Social Stories, Circle of Friends, peer mentoring and structured social groups. (Barrier 4)	Targeted	Core budget and AIF
Provide targeted adult support and specialist resources to facilitate access to learning, independence and emotional regulation. (Barriers 2, 3 and 4)	Targeted	AIF
Obtain specialist advice and support from Educational Psychology, Speech and Language Therapy, Occupational Therapy, CAMHS, Family Connect and other agencies where appropriate. (Barrier 3)	Targeted	Core budget and AIF
Deliver ongoing staff training and professional development to strengthen inclusive practice and build staff expertise. (Barriers 1-5)	Universal	Core budget

Intended Outcomes

Intended Outcome	Success Criteria
Pupils with SEND and additional needs successfully access learning within mainstream classrooms.	Provision reviews, pupil voice and assessment information demonstrate improved access to learning and participation.
Pupils make progress from their individual starting points.	Progress data, provision maps and review meetings demonstrate sustained progress and achievement.
Pupils show improved emotional wellbeing, self-regulation and resilience.	Reduced incidents of dysregulation, improved engagement and positive pupil voice.
Pupils develop positive relationships and a stronger sense of belonging.	Improved participation at playtimes and lunchtimes, positive behaviour data and increased confidence in social situations.
Families feel listened to, informed and involved in decision-making.	Parent feedback indicates confidence in school provision and positive partnership working.
Staff confidence in meeting a range of additional needs continues to develop.	Monitoring, training evaluations and classroom observations demonstrate effective inclusive practice.
Pupils with increasingly complex needs remain successfully included within mainstream education wherever appropriate.	Reduced barriers to participation, positive outcomes and effective graduated response planning.

Further Information

Our inclusion strategy is underpinned by a five-step graduated approach:

Step 1 - Know the Child

Develop a holistic understanding of each pupil through assessment, observation, pupil voice, family engagement and collaboration with professionals.

Step 2 - High-Quality Inclusive Teaching

Ensure all pupils access high-quality, adaptive teaching supported by reasonable adjustments and inclusive classroom practice.

Step 3 - Targeted Support and Intervention

Implement evidence-informed interventions matched to identified barriers, including speech and language, emotional wellbeing, cognition and learning, and social interaction.

Step 4 - Specialist Support

Seek specialist advice and multi-agency support where needs become increasingly complex.

Step 5 - Review and Refine

Evaluate provision through Assess-Plan-Do-Review cycles to ensure support remains effective and responsive.

At St Mary's Catholic Primary School, inclusion is not simply about providing support. It is about creating a community where every child experiences the love, dignity and respect they deserve as a child of God. Guided by our mission to Love One Another, we are committed to ensuring all children feel they belong, are able to participate fully in school life and are supported to achieve their God-given potential.