Inclusion

At Pirbright Village Primary School, we provide a broad, ambitious and engaging curriculum that enables every child to flourish academically, socially and personally. Inclusion is at the heart of our approach: every child is known as an individual, valued for their unique strengths and supported to achieve their full potential within a culture of high expectations and belonging. Every member of staff shares responsibility for ensuring that learning is accessible, ambitious and appropriately adapted so that all pupils, including those with special educational needs and disabilities, can participate fully and achieve highly. Through adaptive teaching, strong relationships and an unwavering commitment to equity, we ensure every child has the opportunity to thrive.

At Pirbright Village Primary School, we are committed to ensuring that teaching is shaped by the best available evidence about how children learn most effectively. We recognise that high-quality, consistent classroom practice has the greatest in-school impact on pupil outcomes, and therefore place professional development at the heart of our continual improvement.

Our Inclusive Approach

Through high-quality teaching, thoughtful adaptations and a nurturing environment, we aim to remove barriers to learning and enable every child to thrive. We recognise that children learn in different ways and at different rates, and we work collaboratively with families and external professionals to ensure that the right support is provided at the right time. Our approach is proactive, inclusive and centred on helping every child develop the confidence, independence and resilience they need to succeed.

High quality first teaching for all pupils
Early identification of additional needs
Adaptive teaching within the classroom
A graduated approach to support
Strong partnerships with parents
Working alongside external professionals
Promoting wellbeing alongside academic achievement
Celebrating diversity and belonging

Who We Support

Inclusion at Pirbright Village Primary School extends far beyond Special Educational Needs and Disabilities (SEND). We are committed to supporting all children who may require additional provision, whether this is short-term or ongoing. This includes children with SEND, those with English as an Additional Language (EAL), pupils eligible for Pupil Premium funding, children with medical needs, young carers, looked after and previously looked after children, and those who may need support with attendance, emotional wellbeing or other barriers to learning. By recognising and responding to each child's individual strengths and needs, we ensure that every member of our school community has the opportunity to achieve their very best.

Special Educational Needs and Disabilities (SEND)
Pupil Premium
English as an Additional Language (EAL)
Children with medical needs
Looked After (LAC) and Previously Looked After Children (PLAC)
Young Carers
Children with attendance or emotional wellbeing needs
More Able Learners
Children experiencing temporary difficulties
Children at risk from safeguarding issues

Meet the Team

Inclusive Practice Examples at Pirbright - Click to Expand

Behaviour and Relationships

Calm, orderly classrooms where expectations are clear and routines are secure. Children feel safe, respected and valued, enabling them to engage fully in learning. Strong, positive relationships between staff and children support effective behaviour for learning, reduce disruption and create an environment where all children are ready to learn and can make sustained progress.

Positive Relationships are particularly important for pupils with SEMH needs, autism and attachment difficulties, promoting engagement, confidence and a sense of belonging.
Rehearse Routines Well-established routines particularly benefit pupils with autism, ADHD and executive functioning difficulties, allowing them to focus their attention on learning rather than classroom organisation.
Signal, Pause, Insist. By securing attention and processing time, this strategy supports pupils with language processing difficulties, hearing needs and attention challenges, ensuring important information is not missed.

Curriculum Planning

Learning is logically sequenced and builds progressively over time. Children develop secure understanding, make meaningful connections between concepts and retain knowledge more effectively. Children are better able to apply their learning confidently across subjects and year groups, leading to sustained progress and deeper understanding.

Sequence Concepts in Small Steps supports pupils with working memory difficulties and cognition and learning needs, enabling them to build secure foundational knowledge before moving on to more complex concepts.

Explaining and Modelling

Children understand complex ideas and develop secure schemas. This supports children in making connections between prior and new knowledge, reducing cognitive load and increasing retention. Children are better able to apply their learning independently and with confidence across a range of contexts.

Live Modelling supports those who struggle with abstract thinking or independent problem-solving. Children benefit from seeing successful strategies modelled explicitly before attempting tasks themselves.
Deliberate Vocabulary Development supports by explicitly selecting, teaching and revisiting key vocabulary, teachers reduce barriers to understanding and enable all pupils to access increasingly complex concepts and texts.
Scaffolding effectively provide temporary support that enables pupils to succeed with appropriately challenging tasks before gradually being removed as confidence, independence and competence grow.

Questioning and Feedback

Children’s understanding is continuously checked and misconceptions are addressed in a timely way. Teaching can be adapted effectively, moving learning forward and deepening understanding. Children make stronger progress, develop greater independence and are better able to articulate and apply their learning with confidence.

Think-Pair-Share supports pupils with speech and language needs, those lacking confidence and pupils who benefit from additional processing time.
Cold Calling ensures all pupils remain engaged and encourages equitable participation while providing teachers with valuable formative assessment information.
Show-Me Boards reduces the likelihood of pupils with SEND becoming passive learners and provides a low-stakes way for everyone to participate.
Check for Understanding allows misconceptions to be addressed quickly and adaptations to be made in real time, preventing gaps from widening.

Practice and Retrieval Building

This strengthens recall, reduces cognitive load and enables children to build on prior learning more effectively. Children become increasingly confident and accurate in applying their knowledge across the curriculum.

Make Everyone Think requires every learner to retrieve, explain and justify their thinking strengthen understanding and memory for all pupils.

At Pirbright, retrieval practice is woven throughout teaching and learning rather than viewed as a standalone strategy. We recognise that pupils learn more effectively when they are regularly required to recall, revisit and apply previously taught knowledge and skills, strengthening long-term memory and supporting the development of secure foundations for future learning. Our chosen tools naturally embed retrieval through strategies such as Think-Pair-Share, Cold Calling, Show-Me Boards, Check for Understanding and Make Everyone Think. These approaches ensure that all pupils actively engage with prior learning, enabling teachers to identify misconceptions and adapt teaching accordingly.

Retrieval is embedded across the curriculum. In English, pupils revisit key knowledge and skills before beginning their learning for the day. In mathematics, regular retrieval develops fluency and automaticity in key facts, methods and concepts through the use of White Rose Flashback 4 tasks.

Across science and the wider curriculum, every lesson begins with a consistent learning slide – a Learning Launch - that provides pupils with the context for learning, including the subject, area of study and learning objective. Pupils then complete a retrieval activity based on prior learning, either from the current unit or from previous year groups, helping to strengthen long-term memory and make connections across the curriculum. Key vocabulary is explicitly revisited and introduced to support understanding and language development, while opportunities for metacognitive reflection encourage pupils to consider the knowledge, skills and strategies they will need to be successful in their learning. Through these carefully planned retrieval opportunities, pupils deepen their understanding, strengthen retention and build secure foundations for future learning.

Mode B Teaching

Learning is extended beyond recall, supporting children to apply knowledge flexibly and creatively. As a result, children develop greater confidence in reasoning, communication and independent thinking across the curriculum.

Hands On approaches make abstract concepts more accessible. Manipulatives, practical exploration and visual representations support pupils with SEND while deepening understanding for all learners.
Collaborative Learning develops communication, problem-solving and social interaction allowing pupils to articulate ideas, learn from others and build confidence while fostering inclusion and belonging.