In our setting, inclusion means creating an environment where every

child can participate fully, feel valued and experience a true sense of

belonging without barriers.

Inclusion underpins every aspect of our practice. Our curriculum is

designed to support all children, recognising that each child develops at

their own pace and in their own way. Our environment reflects a wide

range of developmental stages, interests and needs, ensuring that all

children can access learning opportunities.

Our practitioners respond thoughtfully to the individual and unique

needs of every child. Through observation, assessment and strong

partnerships with families and professionals, we identify potential

barriers early and take proactive steps to remove or reduce them.

We use the Graduated Approach (Assess – Plan – Do – Review) to provide

structured and responsive support for children with additional needs.

This process ensures that support is carefully planned, regularly

reviewed and adapted to meet each child’s evolving needs, enabling them

to make meaningful progress.

We are committed to:

• Promoting high expectations for all children

• Making reasonable adjustments where needed

• Using the Graduated Approach to assess, plan, implement and review

targeted support

• Working collaboratively with parents, carers and external agencies

• Celebrating diversity and promoting equality

By embedding inclusive practice throughout our setting, we ensure that

every child feels safe, supported and able to thrive.