At Hermitage Primary School, inclusion is not simply an ambition; it is a culture that underpins everything we do. We are determined not only to meet the educational needs of every pupil, but to enable every child to thrive.

We want our children to develop a love of learning, build resilience when things are difficult, and show kindness to themselves and others. We want every child to feel that they belong, that they are valued and that they can succeed.

We recognise that children have different starting points, experiences and needs. At different times, some pupils may experience barriers to learning or circumstances that place them at a disadvantage. At Hermitage, we define disadvantage as:

‘Pupils experiencing circumstances or conditions beyond their control that could reduce their opportunities to succeed.’

Guided by the SEND Code of Practice and the Equality Act, we identify needs early and respond with precision. However, inclusion at Hermitage extends beyond statutory frameworks. It is embedded in our everyday practice through adaptive teaching, strong relationships, high expectations and a deep commitment to ensuring that every child belongs.

Our curriculum is unapologetically ambitious for every child. We do not lower expectations; instead, we increase and adapt support so that all children can succeed.

Our approach to inclusion is rooted in our school values and underpinned by three key aims. Our inclusion offer:

• Develops independence
• Encourages resilience
• Empowers confidence

We believe these qualities equip children to take increasing responsibility for themselves and their learning as they progress through school. They prepare our pupils well for the transition beyond primary school and for the next stage of their education.

Our inclusion offer is not limited to children with Special Educational Needs and Disabilities (SEND). It is an offer for every child at Hermitage Primary School. We recognise that different children will need different levels and types of support at different points in their school journey.

This is captured in a principle that sits at the heart of our approach:

Essential for some, beneficial for all.

This principle drives our approach to teaching, learning and inclusion. Through strong relationships, responsive and adaptive teaching, appropriate support, and a culture of acceptance and respect, we create an environment in which every child has the opportunity to participate, belong and thrive.

Inclusion at Hermitage means recognising that equality does not always mean giving every child the same thing. It means understanding each child, identifying what they need to succeed and ensuring they have the right support and opportunities to do so.

We recognise and value parents and carers as essential partners in supporting children’s learning, development and wellbeing. Through open communication, shared understanding and collaborative decision-making, we work together to identify needs early, remove barriers and ensure consistent support between home and school.