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Inclusion and SEN

At the Trumpington Federation we aim to ensure that every child is included academically and socially, and that we meet the needs of all children so they are able to make accelerated progress and realise their potential.

Inclusion begins with quality first teaching. All teachers are skilled in differentiating learning to ensure that pupils can fully access the curriculum and make progress from their starting points.

At the Federation there is additional support and expert advice that can be put in place to meet the needs of children with Special Educational Needs or when we identify that a child might be underachieving.  If you are concerned about your child, please speak to the school’s Special Educational Needs Coordinator (SENCo) or Inclusion lead. They will be able to advise you on the range of support available and how we can work together to meet the needs of your child.

Kate Barham is the assistant head with responsibility for Inclusion:  Her team includes Rachael Tomlin who ensures effective provision for pupils with SEN at our schools, Lisa Ovenden - Inclusion Coordinator and Sue Arkle - Inclusion Coordinator, Jane Doyle - early years Inclusion Coordinator. 

We ensure that we carefully measure the impact of support provided in relations to the planed outcome desired as a result of the intervention provided to ensure that children are able to transfer skills taught back in the classroom.

All staff at the Federation are committed to developing creative and inclusive learning environments which meet the needs of all pupils. We strive to ensure that the learning environment incorporates different learning styles, gender, cultural diversity, and a variety of interests. For children with specific needs the learning environment may be adapted to meet their specific needs and may include their own timetable, individualised support, or an established area of the classroom with their own workstation.