Inclusion Strategy Statement Template

Download

Hogwarts Primary School - Inclusion Strategy Statement

Academic Year: 2026/2027

Total IMF Allocation: £11,750

Sen Notional Budget: £140,679

1. Our School's Inclusion Profile & Key Barriers

Statement of Intent

At Hogwarts, we are committed to creating an inclusive school where every child and young person is valued, understood and supported to achieve their full potential. We recognise that 24% of our cohort is on the SEND register, which is above the national average. This reflects the diverse range of strengths and needs within our school community and reinforces our commitment to ensuring that inclusion is at the heart of everything we do.

Our ultimate aim is for all pupils, including those with SEND and additional needs, to belong, participate, make progress and thrive. We want every child to feel safe, listened to and confident that their individual needs will be understood and met. We have identified three key barriers that require a whole-school response: the high incidence of speech, language and communication needs (SLCN) in Early Years; pupils working below age-related expectations in KS2 reading; and increasing persistent absence linked to emotionally based school avoidance (EBSA).

Our inclusion strategy focuses on early identification, high-quality teaching and targeted support. We will strengthen communication and language provision from the earliest stage, ensuring that children develop the vocabulary and communication skills needed to access learning. We will prioritise reading through evidence-informed approaches, appropriate intervention and carefully monitored progress. For pupils experiencing EBSA, we will develop supportive, individualised approaches that prioritise relationships, emotional wellbeing, belonging and a successful return to learning by creating a nurture room in school.

Our approach reflects the seven principles of inclusion recognising and valuing diversity; supporting participation; promoting equality of opportunity; removing barriers; providing appropriate support; developing positive relationships; and ensuring that every child has a voice. Inclusion is not about pupils fitting into the existing system; it is about adapting our provision so that barriers to learning and participation are identified and reduced so that everyone can feel they have a place in our school.

We recognise that successful inclusion depends on strong partnerships. We will continue to work closely with pupils, parents and carers, staff, external professionals and our wider community to understand individual strengths and needs, share information and co-produce effective support. Children and young people will be encouraged to express their views and take an active role in decisions about their education and wellbeing.

At Hogwarts, we will continually evaluate our practice and use evidence, pupil progress, attendance and family feedback to improve. Our ambition is simple: every child should feel that they belong, have the support they need to succeed, and believe that their future is full of possibility.

Detail of Barriers to Learning
Including notable trends or themes over time, such as a growing prevalence or increasing complexity.
Broad area of need Specific need category e.g. ASD, ADHD, speech and language, dyslexia, SEMH % of school cohort Current trend Projected target by 12–24 months (%)
1. Communication and interaction Early Years language development and social skills and play 18 to 25% of EYFS cohort (Nursery and Reception) 2026 In 2024 it was 8%.

2025: 16% and has increased again. 		By summer 2027 this would be down to 10% and continue to lower.
Increasingly, gaps have widened in early language and vocabulary acquisition. This has increased particularly, year on year, among our Pupil Premium children and EAL, especially the boys. With a lack of language, increased behavioural outbursts and personal hygiene becomes more tricky to support in school. Pupils are not ready to follow instructions, play collaboratively and learn in class.
2. Cognition and learning Difficulties in accessing phonics and developing confident reading fluency in Key Stage 2 – supporting neurodivergent learners to read by using adaptive teaching approaches. 73% of Year 1 pupils passed their phonics screener. In Year 2 it raised to 80%. The national target is set at a 90% pass rate, which we are behind.

Pupils in KS2 continue to struggle to read fluently and therefore access the curriculum. About 35% of pupils remain below ARE for reading, closing the gap only marginally in Year 6 to 30% in 2026. 		In 2024 we had a 76% Year 1 phonics pass rate that has gradually declined.

2025: 74% Year 1 pass rate.

Reading SATs over the last 3 years remain mostly at 65% of pupils meeting ARE or above. We would like to see this reaching 75% plus. 		To achieve 90% pass rate for phonics screener.

To meet > 75% ARE for KS2 Reading SATS.
Despite quality first teaching and fidelity to the phonics scheme (RWI), pupils continue to struggle with the transition between phonics readers and becoming a fluent, confident reader who can comprehend what they’ve read. As a result of lower reading ability, students find it difficult to fully access the curriculum. There has been a big push on language and vocabulary in planning and teaching in KS2 for the last two years, but this doesn’t seem to be making an impact on our lowest 20/30% of readers.
3. Social, emotional and mental health Persistent absenteeism linked to emotionally based school avoidance (EBSA) in Key Stage 2. Reducing persistent absenteeism among SEMH pupils by 15%.
How are pupils helping you understand these barriers?
This may include examples of ‘emotion’ check-ins, colour scales, small group discussions supported by adults, observations of play and interaction, story-based or drawing activities, or SEND pupil groups exploring playground or classroom challenges.
What evidence of lived experience is being captured?
This may include examples of pupil voice through drawings, photos or adult-recorded conversations; parent/carer insight; case studies showing progress; observations of regulation, engagement and interaction over time; or transition feedback from pupils moving between classes or key stages.
4. Sensory and/or physical needs Need for upgrading a quiet, sensory space that helps de-escalation. Measuring a drop in behavioural incidents and an increase in positive pupil voice feedback regarding school accessibility and feeling supported.
How are pupils helping you understand these barriers?
This may include examples of ‘emotion’ check-ins, colour scales, small group discussions supported by adults, observations of play and interaction, story-based or drawing activities, or SEND pupil groups exploring playground or classroom challenges.
What evidence of lived experience is being captured?
This may include examples of pupil voice through drawings, photos or adult-recorded conversations; parent/carer insight; case studies showing progress; observations of regulation, engagement and interaction over time; or transition feedback from pupils moving between classes or key stages.

Planned Activities and Budget

Description of activity noting evidence and barrier numbers addressed Activity type whether it is universal or targeted Total budgeted cost this should account for spend from IMF and core budget allocations Intended outcome Success criteria
Evidenced-based support and early intervention / High quality, adaptive teaching / strong partnership with families

1. Academic Barriers: gaps in early language and vocabulary.

Use Talk Stars, screen Early Years pupils to the Language Development Milestones and provide an instant online intervention for those pupils in EYFS and Year 1 who are displaying difficulties with speech, language and communications skills.

35% of pupils in previous years have not made a GLD to the ELGs; there has been a particular weakness in communication and language skills for the last three years.

In 2026, a research trial in the summer term found pupils using Talk Stars made on average 10 months progress in 2 months when using the language program 3 times a week. 		Universal and targeted – nursery can use it universally and Reception and Year 1 as targeted support.

Pupils can also log into the platform with parents at home for an extra communication boost and connection with school and home. 		Total cost - £200 for unlimited access and CPD training for the year. Pupils using the program will: speak with greater confidence and clarity; improve their breadth of vocabulary; follow instructional language; develop pre-phonics skills; improve their attention and listening.

15% more pupils will meet GLD.

Home will feel more connected with the speech, language and communication support provided by school. 		Reduce time between initial classroom concern to targeted and scaffolded intervention.

Pupil progress data shows gaps narrowing for pupils with SEND vs non-SEND peers through termly review meetings.

Pupil, parent and staff feedback shows increased access to learning throughout the day and better engagement and behaviour due to the success of timely intervention.

Pupils transitioning year groups in 2027/28 will be ready for their next steps of learning.
Evidenced-based support and early intervention / High quality, adaptive teaching that results in inclusive environments and accessibility / strong partnership with families

2. Academic Barriers: pupils not being able to read and spell to the expected standard.

Screen pupils working towards their year groups expectations in reading, using Literacy Gold’s dyslexia screener to identifying specific areas of strength and weakness, creating a bespoke learning pathway.

About 35% of pupils remain below ARE for reading in KS2, closing the gap only marginally in Year 6 to 30% in 2026 and 2025.

In 2025, Literacy Gold ran a research trial where they found in 12 weeks, pupils gained on average 12 months progress when playing three times a week on Engaging Eyes and a bespoke reading program for their specific needs. 		Targeted online support.

It can also be used at home to engage families and help them see support school is providing. 		Dyslexia Screener - £150 stand alone, or £100 if bought with the learning bundle.

Learning bundle: £799.

Unlimited access and CPD training available. 		Pupils experience adaptive teaching and learning in class, meeting their exact areas of need – phonological awareness, phonics, eye-control, vocabulary support, fluency etc.

Reading and spelling confidence, enthusiasm and self-belief improve and ability to access the curriculum.

Parents and teachers understand their children’s needs and can support appropriately. 		To achieve 90% pass rate for phonics screener.

To reduce time between classroom concern about dyslexia to intervention and real reading progress and understanding of pupils’ specific needs.

Staff can identify and respond to emerging needs earlier.

Baseline tracking completed for identified cohorts. Pupil progress data shows gaps narrowing for pupils with SEND/PP vs non-SEND/PP peers through termly review meetings.

To meet > 75% ARE for KS2 Reading SATS.

Pupils’ confidence, independence and engagement grow – internal behavioural logging displays a reduction in behavioural incidents.

Pupil and staff feedback shows increased access to learning.
Enriching provision beyond the classroom that all children can access / A safe and respectful culture, fostering belonging, attendance and participation in learning / Strong partnerships with families and wider services / Inclusive environments with continuous improvements to accessibility.

3. Social, emotional and attendance barriers: persistent absenteeism

Enriching provision beyond the classroom that all children can access/ A safe and respectful culture, fostering belonging, attendance and participation in learning/ Strong partnerships with families and wider services/ Inclusive environments with continuous improvements to accessibility.

4 Sensory and/ or physical needs: behavioural escalations due to sensory exhaustion