Inclusion

At Little Gaddesden Church of England Primary School, inclusion is not an add-on—it is fundamental to who we are. Rooted in our Christian vision, “Together in Community”, and inspired by the Parable of the Good Samaritan, we believe that every child is unique, infinitely valuable, and made in the image of God.

We fully align our practice with the Department for Education’s (DfE) National Standards and SEND Reform Framework. We are committed to early identification, breaking down barriers to learning, raising aspirations, and ensuring every child—regardless of background, starting point, special educational needs, or financial circumstance—receives the right support, in the right place, at the right time.

How Our Values Drive Inclusion

Equity and inclusion flow directly through our three core values:

  • Kindness: We foster a warm, welcoming environment where differences are celebrated, and a culture of belonging ensures every child feels safe, valued, and included.
  • Endeavour: We maintain high expectations for every learner. Inclusion does not mean reducing ambition; it means providing targeted scaffolding, evidence-informed interventions, and encouraging children to persevere and fulfill their potential.
  • Understanding: We work in close co-production with parents, carers, and external specialists. By listening to pupil voice and understanding individual profiles, we adapt our approaches to meet each child’s specific needs.

Special Educational Needs and Disabilities (SEND)

In line with DfE guidance, our provision is built on a strong “Universal Offer” of high-quality, inclusive teaching across all mainstream classrooms.

  • Early Identification & Timely Support: Following the DfE framework, we use robust assessment to identify additional needs early, putting swift targeted interventions in place without unnecessary delay.
  • The Assess-Plan-Do-Review Cycle: We follow the statutory graduated approach to monitor progress, adapt teaching strategies, and regularly evaluate the impact of support.
  • Adaptive Mainstream Teaching: Lessons are designed so all pupils access a rich, ambitious curriculum alongside their peers, supported by adaptive strategies, assistive technology, and focused adult support.
  • Co-Production & Parental Partnership: Families are involved at every step of decision-making regarding their child’s support plans.

The Hertfordshire Local Offer

As part of Hertfordshire County Council, we work closely with local services to support families. The Hertfordshire Local Offer provides comprehensive information about support, services, and local provision available for children and young people with special educational needs and disabilities. 👉 Explore the Hertfordshire Local Offer

Admissions for Children with SEND / EHCPs

We are an inclusive school and welcome children of all abilities:

  • Children with SEN Support: Applications for children with special educational needs who do not have an Education, Health and Care Plan (EHCP) follow the standard primary school admissions process via Hertfordshire County Council.
  • Children with an EHCP: Admissions for children with an Education, Health and Care Plan (EHCP) are handled through a separate statutory process administered by the Hertfordshire County Council SEN Team.

Pastoral Care & Mental Health

A child who feels safe, understood, and valued is a child who can learn. Aligned with DfE guidance on whole-school mental health and wellbeing, our pastoral framework includes:

  • In-School Pastoral Support: Quiet reflection spaces, emotional literacy support, and structured check-ins for pupils experiencing times of vulnerability.
  • Forest School & Outdoor Learning: Utilising our woodland surroundings to build self-esteem, resilience, teamwork, and emotional wellbeing.
  • Joined-Up Multi-Agency Working: Working seamlessly with health, social care, and local authority specialists to wrap support around the child and family.

Accessibility plan

School Provision

Click here to download our School Provision – Special Educational Needs & Disability

The implementation of our aims, and our approach to supporting children’s learning, is included in our Special Educational Needs Policy document.  Any parent may read this document, which is available from the school office.

Admission for a child with Special Needs is, as for all children, in line with the governors’ Admissions Policy.  A meeting would be held with all concerned if a statemented child or a child with an EHC Plan were to attend school, so that appropriate provision could be made.

Inclusive Mainstream Fund Strategy

Guided by our core values of kindness, endeavour, and understanding, we aim to remove barriers so that every child can flourish. By 31st December, all schools are required by the DfE to outline their plans for utilising the Inclusive Mainstream Fund.

Our published plan details how we allocate this funding to address core barriers to learning—such as early speech and social readiness, complex emotional and anxiety challenges, and sensory or cognitive overload. Discover how we are creating visual, sensory-friendly spaces and delivering targeted emotional support.

Pupil Premium & Strategic Equity (PPG)

We are dedicated to ensuring socio-economic challenge is never a barrier to educational success. Guided by Education Endowment Foundation (EEF) evidence-based research, our Pupil Premium Strategy focuses on three key pillars:

  1. High-Quality Teaching & Academic Support: Investing in staff professional development, early literacy/numeracy strategies, and targeted small-group tuition.
  2. Targeted Interventions & Readiness to Learn: Providing tailored academic, language, and social-emotional interventions to close achievement gaps.
  3. Enrichment, Attendance & Wellbeing: Ensuring full access to school trips, outdoor learning, music, sports, and pastoral support so every child experiences a rich, rounded education.

Schools receive a payment, or Pupil Premium, for each child who is registered for free school meals and those who have been in continuous care for six months or more. The pupil premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel. Schools, head teachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individual pupils.

Source DfE website.

Funding allocation and school context 

Academic Year
Allocated Pupil Premium funding
Pupils on Role
Proportion of eligible pupils 
2020 – 21
£7,509.00
97
5.1%
2021 – 22
£6,808.00
101
4.9%
2022 – 23
£7677.08
92
5.4%
2023 – 24
£8,175.83
97
5.1%
2024 – 25
£9,866.67
101
10%
2025 – 26
£17,050.00
104
10.6%

Key Statutory Policies & Information

To read more about our commitment to equality, accessibility, and inclusion, please view our statutory documentation:

Working Together in Partnership

Inclusion works best when home, school, and community work as one team. If you have any questions about your child’s needs or want to learn more about our inclusive provision, please reach out:

  • SENDCo Contact: Mrs Emma Lyons
  • Pupil Premium Lead: Mr Andrew Young
  • General Enquiries: Call 01442 842464 or email admin@littlegaddesden.herts.sch.uk
SEND coffee morning September 2026Download