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Hamp Nursery and Infant School Hamp Nursery and Infant School

Hamp Nursery and Infants School

Where every child matters


At Hamp Nursery and Infants School, we are committed to providing good inclusive practices as part of our high quality teaching and our whole school culture. It is our aim to ensure that all our children, families and staff are well supported and feel that they are valued members of our school community. We are always striving to meet needs of our cohort, which stem from a diverse range of ethnic, economic and social backgrounds. In line with the Equality Act 2010, children will be taught to respect others, regardless of their age, disability, gender reassignment, marriage and civil partnership, race, religious beliefs or sexual orientation. We recognise that all pupils are entitled to high quality provision, which removes barriers to learning and enables them to achieve their full potential across all subjects.


The whole school approach regarding inclusivity is centred around early interventions, removing barriers to learning and raising expectations and levels of achievement in order to provide a positive educational experience for all our pupils regardless of race, gender identity, disability, religion or belief, sexual orientation, or socio-economic background. Pupils are taught that they are part of a diverse society and the importance of inclusion and equality is interwoven throughout our curriculum and promoted across all subject areas.


All pupils follow the Early Years framework and National Curriculum at a level, pace and challenge that is appropriate to their abilities. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have, or may have SEND. In the whole-class work and small-group work, teachers and teaching assistants will involve and support all pupils by differentiated questioning; by demonstrating skills in action and by reinforcing key points.  Some children may receive pre-tutoring or may work in a small groups. In group time, additional needs will be addressed through tailored work in ability groups and the use of support staff, to consolidate key points. Where applicable, children who have been identified as having an individual or specific need may have a Pupil Passport and provision map with identified SEN support and short term targets. We also offer a range of interventions which can support pupils with building self-confidence, supporting emotional development and improving social interactions. Through effective planning, organisation, teaching and assessment procedures and the use of resources and strategies, we aim to meet the needs of pupils who have English as an Additional Language (EAL). As part of our whole school consistency approach, all staff are trained to used Somerset Total Communications (STC) and sign language. The implementation of these strategies alongside the support provided by external agencies as required, help to minimise the barriers which some of our EAL pupils may face when accessing the curriculum.


The SENDCO and EAL coordinator and Gifted and Talented coordinator provide additional support both within and out of the classroom setting. We believe that through clear communication, building strong relationships and signposting support services as necessary we can ensure that parents/carers and staff can easily identify and access the support that is available to them in their local area.