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Inclusion at

Coteford Junior School

Inclusion is at the heart of Coteford Junior School’s ethos.

We follow the SEN code of practice and work supportively to meet a wide range of needs. Because every child is unique, we understand that their education may need to be adapted to allow them to reach their potential. Staff at the school are highly skilled at mapping curriculum and delivering lessons that meet the needs of all children – no matter what special educational need or disability they may have; this includes higher achieving pupils.


Staff follow a clear structure for identifying needs. Teachers and Learning Support Assistants are continually assessing pupil progress in order to set personalised activities and targets. Our school is vibrant and busy because we use all available rooms and spaces to run small group lessons or 1:1 interventions. We work closely with pupils, parents, carers and other professionals to make decisions about what is best for each child. We are flexible, creative and resourceful in our determination to deliver the best, individually-tailored education possible.


At Coteford Junior School, we are adapted to meet the needs of pupils with physical disabilities: the building is all one level with wide corridors and electric doors; we have a physio room where therapy can take place and a minibus with a tail-lift. All children learn a range of disability sports such as Boccia and sitting volleyball and we have a Paralympic section on sports day every year. Within our school community, we see the child rather than the disability and our pupils are naturally accepting of differences. This is something that makes us incredibly proud.


For many years, we held the Inclusion Quality Mark. We no longer apply for this award, choosing instead to spend the money on valuable resources. We are confident that our commitment to pupils with special educational needs and disabilities speaks for itself and underpins every aspect of Coteford life.

‘There is a strong reference to Inclusion throughout the school, both formally and informally.  The culture is such that the staff continually strive to make sure that the children's many and varied needs are met.  The children, therefore, realise that they are very much valued by the staff, and are confident that they will be supported in their learning.  The atmosphere in all classrooms is one of determination, and confidence that progress will be made and the aims of the session be achieved.'