Glasshouses School

Inclusion Intent, Implementation and Impact

December 2019


The Intent and Implementation of Inclusion at Glasshouses Primary School – November 2019

As a Rights Respecting school, our inclusion intent is based around the following articles;

Article 23

You have the right to special education if you have a disability.

Article 28

All children have the right to a good quality education.

Article 29

All children have the right to an education that helps to develop their talents and abilities.


We are determined that every child will reach their full potential at Glasshouses. Every child, whether they are Pupil Premium, LAC,  SEND or EAL, should be educated to the highest standard, enjoy their time in school, achieve their full potential and begin to be able to contribute to society and lead full and independent lives in modern Britain and beyond.

We want teachers and support staff to feel empowered, trained, skilled and supported to differentiate across every curriculum area to enable learners to access work throughout subjects independently or with tailored and carefully-planned support. Pupils are tracked and data collated, examined and used to inform practice regularly and effectively.  

The development of pupil knowledge and understanding over time

The starting point of every child in every subject or area of development is built upon using thorough formative and summative assessment and knowledge of the pupils to inform planning. We are determined that all children will know and remember more over time.

We believe that differentiation is not simply via outcome. Rather than expecting learners to bend to the needs of the curriculum, the curriculum must be adapted for them where necessary. Therefore in any class, in any subject at any one time there may be learners accessing a variety of learning outcomes in a range of ways, using a variety of resources suited to their individual needs. This enables every child irrespective of their starting point to make progress and experience success.

The Planning for Recall of Knowledge and Repetition

Opportunities are planned across every subject area to enable pupils to recall their prior knowledge and to build upon it. We use low stakes recall quizzes and learning logs to identify (and then address) gaps in knowledge, forgotten knowledge and misconceptions. In this way, the learning, and use of pit stops, can be personalised to meet the needs of all learners. Staff do this through regular sharing of resources and knowledge through our half-termly ‘pupil conferences.’

Key skills and concepts are revisited regularly, in different ways (visual, aural and kinaesthetic) so that all learning styles are catered for. In this way skills and knowledge are built upon, so that pupils gain an expanding bank knowledge in every subject.

This knowledge and pupils’ ability to retain it in their long-term memory is facilitated by extra interventions, including one-to-one or small group pre-teaching sessions and planned ‘revisits’ of areas covered in one subject in an entirely different subject. This cross-curricular approach enables to pupils to access, revisit and re-use skills and knowledge regularly and in different contexts.

Development of Knowledge, Sharing the composites of a task, drawing upon ‘Hidden’ Knowledge and Teaching Methods

Different learners access information in different ways and the aim of Glasshouses School is to ensure that all staff know of the best way for pupils to learn and make progress. Specialist resources, which have been proven to help individual children, are shared with staff as well as methods for delivering tasks and structuring them for specific learners. These include:

  • coloured overlays for dyslexic learners;
  • Now and Next board for ASD pupils;
  • mindmaps
  • use of visual information – not always verbal;
  • chunking longer tasks

Use of these things facilitate the development of pupils’ knowledge and their ability to understand and access tasks more independently. The consistency of their use in classrooms across the school for all subjects will support the pupils in making links in their learning.

At times, TA support may be planned into lessons to allow pupils to be supported in their understanding of a task and the progress in their learning. Outcomes are not always written – their hidden knowledge may be accessed via illustrations, mindmaps and the use of technology to support recording pupils’ understanding in less conventional ways.

Addressing the needs of our learners

Every child is an individual, who accesses information in different ways, learns in different ways and presents their learning in different ways. Therefore, high quality differentiation is employed in every aspect of the curriculum, whether through resources, planning or outcomes.

Close tracking and regular monitoring of pupils’ progress ensures that any intervention is swift and correctly matched for need. The impact of interventions is assessed regularly. We use the Education Endowment Fund to help us identify which interventions to use in school. Close monitoring of interventions ensures that funding is being spent in such a way as to maximise impact and secure value for money.

Not all needs are purely academic. We are determined to address all needs of all learners, including: sensory, social and emotional needs. Our whole school ethos is based on developing a growth mind-set and showing resilience when things are difficult. In addition, we use Boxall assessments to determine the needs of children with SEMH needs. Once a particular area of need has been established, interventions are put in place, and all staff are made aware so that they can offer support in lessons to meet the needs of all pupils.

Our school environment is continually being improved and adapted to create areas of low distraction to avoid sensory overload. Outside of the National Curriculum, staff run groups and interventions have been created to teach and support the development of life and social skills, such as through games club and self-esteem groups. Fine motor skills interventions have been introduced to develop physical skills needed for handwriting.  

Inclusion is a whole-school ethos and therefore an essential component of every class. We are determined to ensure that all pupils – no matter what their needs – are catered for and make progress within school. This may be in the shape of support in ensuring adaptations are made to resources or the creation of an appropriate alternative curriculum.




NYCC LGBT Guidance for Professionals