At Westbury CofE Junior School, inclusion is not defined by a particular place, provision or programme. It is reflected in the way we think, teach, lead and work together to remove barriers so that every child can belong, participate and achieve.

Our approach encompasses all pupils who may experience barriers to learning, participation, attendance or wellbeing. This includes pupils with SEND; disadvantaged learners and those eligible for Pupil Premium; pupils with English as an additional language; children who are known to social care or experiencing challenging family circumstances; pupils with medical needs; and those with protected characteristics. We recognise that these needs and circumstances may overlap and that pupils should be understood as individuals rather than defined by a particular group or label.

Inclusion does not mean providing the same experience for every pupil. It means identifying barriers early and making equitable, proportionate adjustments so that every child has a genuine opportunity to succeed. Decisions about support are informed by assessment, professional knowledge, pupil and parent voice, and evidence of what is making a difference.

Our inclusive approach is built on the understanding that pupils’ strengths, needs and circumstances exist along a continuum and may change over time. We therefore provide a graduated and responsive approach to support, ensuring that provision is proportionate, evidence-informed and tailored to individual strengths and needs.

High-quality adaptive teaching is the foundation of our inclusive practice and is the entitlement of every pupil. Teachers maintain high expectations while adapting teaching, resources, communication and the learning environment to support access and participation. Where additional support is required, targeted and specialist provision enhances excellent classroom practice—it does not replace it. This enables pupils to receive the right support at the right time while remaining connected to their class, year group and the wider life of the school wherever possible.

We monitor the participation, attendance, attainment, progress, wellbeing and wider experiences of different pupil groups. This helps us identify patterns, respond to emerging barriers and evaluate whether our provision is improving outcomes. Provision is not determined by a label or funding stream alone; it is matched to the individual pupil’s identified needs and reviewed in light of its impact.

 This relationship works both ways. Mainstream pupils may also access learning, interventions or specialist support within the Resource Base where this is appropriate to their needs. This flexible, two-way approach enables expertise, resources and provision to be shared across the school. Pupils access the right support in the most appropriate environment rather than being defined by where they are formally placed.

Our ethos centres on calm consistency, clear routines, positive relationships, high expectations and a culture of belonging. We seek to ensure that all pupils are visible, valued and represented in the curriculum and wider school life, including those who may be vulnerable to disadvantage, exclusion or reduced participation.

Working in Partnership

We believe that positive relationships between school, pupils, families and other professionals are central to effective inclusive provision. Parents and carers are valued as partners in identifying strengths and barriers, shaping appropriate support and reviewing its impact. Pupils are supported to express their views and contribute meaningfully to decisions about their education.

For pupils receiving SEND Support, parents and carers are invited to regular review meetings to discuss progress, provision and next steps. Where a pupil has an Education, Health and Care Plan (EHCP), Annual Reviews are held in line with statutory requirements and Wiltshire guidance. Transition planning begins early for pupils who may need additional support to move successfully between year groups, settings or phases of education.

We also work with families and external services where attendance, wellbeing, disadvantage, health or wider circumstances may affect a pupil’s access to education. Support is coordinated carefully so that families experience a joined-up approach and pupils’ needs are considered as a whole.

The Four Broad Areas of SEND

In line with the SEND Code of Practice, special educational needs are identified within four broad areas. These areas support identification and planning but do not replace an individual understanding of the child, and many pupils will have needs across more than one area.

Communication and Interaction includes speech, language and communication needs and autism.

Cognition and Learning includes moderate learning difficulties and specific learning difficulties such as dyslexia, as well as difficulties with memory, processing and consolidation.

Social, Emotional and Mental Health includes needs affecting emotional regulation, wellbeing, relationships and engagement with learning. Support may include relational, trauma-informed and attachment-aware approaches, without assuming that difficult life experiences necessarily constitute SEND.

Sensory and/or Physical Needs includes sensory processing differences, hearing or visual impairment, physical disabilities, medical needs and requirements for adaptations or specialist equipment.

Please email senco@westbury-jun.wilts.sch.uk or contact the school office on 01373 822695 should you wish to make contact. 

For more information on SEND procedures at WJS, please refer to the SEND Policy and Information Report, as well as our Inclusion Offer across mainstream and the Resource Base. 

WJS SEND Policy: 

SEND Policy Westbury C of E Junior SchoolWJS Information Report: 

SEND Information Report Westbury C of E Junior School

Our SEND Information Report explains how we implement the Local Offer within our school context. 

Support may include:

• Adaptive classroom teaching and scaffolding

• Small group or targeted interventions

• Emotional literacy and Thrive-informed support

• Visual timetables, structured routines and sensory adjustments

• Support from Teaching Assistants

• Access to our Resource Base provision where appropriate

We place strong emphasis on developing independence, resilience and a sense of belonging. We aim to ensure pupils feel safe, understood and successful. 

Westbury C of E Junior School Accessibility Plan 2026-2029

WJS Accessibility Plan:

WJS Accessibility Plan 2026 - 2029

WJS Mainstream Inclusion Offer:

WJS Mainstream Inclusion Offer

WJS Resource Base Inclusion Offer:
WJS Resource Base Inclusion Offer

The Children and Families Act 2014 requires Local Authorities to publish information about services available for children and young people aged 0–25 with SEND. This is known as the Local Offer.

Wiltshire Local Offer is an important resource for understanding what support is available across the county.

Families can access the Local Offer via:
https://www.wiltshire.gov.uk/local-offer

If you have any concerns about the SEND support your child is receiving, please contact the Class teacher or SENCo in the first instance so we can work together to resolve this.

Further guidance can be found in our School Complaints Procedure, available on the school website.