Inclusion and belonging

Every child needs a champion 

At Alexandra Park, creating a great sense of belonging for every child is at the heart of everything we do. Our school values of Care, Aspire and Achieve guide our decisions, relationships and daily practice. We believe every child needs a champion: someone who cares deeply about them, believes in their potential and will never give up on them. Every child should know that there is someone in school who wants the very best for them and will support them to become the best version of themselves. 

Inclusion and belonging are not separate from learning. They are central to it. We want every child to feel safe, valued, understood and able to take part fully in school life. We work hard to understand children as individuals, recognise their strengths and needs, and remove barriers so that everyone has the opportunity to learn, develop and achieve. 
Belonging through our curriculum 

We are committed to providing an ambitious, accessible and engaging curriculum in which every child can experience success. We recognise that children learn in different ways and may need different kinds of support to access learning confidently. Our approach focuses on high-quality teaching that is carefully planned and adapted, rather than expecting children who find learning difficult simply to complete more work. 

Teachers use clear explanations, explicit modelling, small steps and scaffolding to help children build understanding and develop independence. We invest in professional development so that staff understand how children learn, including the role of working memory, cognitive load and effective lesson design. Teachers work collaboratively with subject specialists and our Special Educational Needs and Disabilities Coordinator (SENDCo) to plan learning that meets the needs of our pupils. 

We pay particular attention to children who may be at risk of missing out on learning, including those who need additional support to access the curriculum. We closely monitor pupils who require further help and ensure that support is purposeful and responsive. Where appropriate, evidence-informed interventions and specialist provision complement the strong teaching children receive in the classroom. 
We also recognise that belonging comes from seeing yourself reflected in the learning you experience. We aim to provide a curriculum that celebrates a wide range of authors, characters, settings, experiences and achievements, helping children to understand themselves and the wider world. 

Supporting every child as an individual 

Our ethos of Every Child Needs a Champion shapes the relationships we build with children. We want every pupil to feel that adults know them well, notice when something is wrong and take the time to help. Strong relationships, consistency and proactive support underpin our approach to behaviour and wellbeing. We make time for children to begin each day positively through Ready to Learn time, including opportunities for wellbeing check-ins. We use belonging questionnaires and feedback from pupils, parents and staff to reflect on how well our school community is meeting everyone's needs. When a child feels they do not belong, or when we recognise that they may be struggling, we seek to understand their experience and provide additional support and opportunities. 

We celebrate children's achievements in different ways and make our school values visible throughout the week. Our Monday Values Assembly introduces a weekly focus, which children revisit through class discussions. Weekly celebration assemblies recognise individual achievements and the qualities children demonstrate. Our Oscars celebrate our core school values, helping children understand that success includes how we care for ourselves and others, as well as what we achieve. 
We also support children to develop their understanding of themselves as learners. Through our focus on learning behaviours, we encourage pupils to become more independent, take pride in their work, show curiosity and creativity, collaborate with others and demonstrate determination. We want children to recognise their own strengths, reflect on their progress and develop a positive view of what they can achieve. 

Where children need additional support with social, emotional or mental health needs, we provide targeted help. This may include ELSA (Emotional Literacy Support Assistant) and social or emotional regulation interventions, alongside specialist support where appropriate. Our approach is to respond to children's individual needs with care and to help them feel ready to participate in school life. 
Belonging through relationships and shared experiences 
We know that children's sense of belonging is shaped by their experiences beyond the classroom. We work to create welcoming, inclusive environments where pupils can build friendships, develop confidence and find activities that reflect their interests. 
Our playground provision includes improved environments, additional staff and specialist training to support positive experiences at break and lunchtime. Forest School is available to children throughout break and lunchtime, offering opportunities for exploration, wellbeing and inclusion. Staff and midday supervisors receive training to strengthen the quality of social interactions and help children enjoy positive experiences together. 

We provide a wide range of enrichment opportunities, including art, computing, rock band, dance and sport. These activities allow children to discover interests, develop talents and build relationships with others. We also provide additional opportunities to help children access school life, including free breakfast and after-school clubs for disadvantaged pupils and free bagels each morning so that children can start the day having eaten. 

Communication and oracy are an important part of our inclusive approach. We teach children how to express their opinions, listen to others and agree or disagree respectfully. Through opportunities to talk and share ideas, children learn that their voice matters and that they can contribute to their community. 

Listening to children and acting on their views 

Children should have a genuine influence on their school experience. We provide regular opportunities for pupils to share their views about learning and school life through Class Forums, which take place three times a week. 
Pupil feedback has helped shape our curriculum and lunchtimes and has contributed to the development of Talk Assemblies, School Councils and our School Parliament. These opportunities help children understand that their opinions are valued and that speaking up can make a difference. 

We want pupils to feel confident sharing what is working well, what they would like to change and what would help them feel more included. Listening to children is an important part of how we reflect, improve and strengthen our sense of belonging. 
Working in partnership with families We believe that children feel a stronger sense of belonging when their families feel welcomed, listened to and included in school life. We work to build positive relationships with parents and carers from the earliest stages of their child's journey with us. 

Our Nursery helps us establish early relationships with children and families, support early identification of needs and strengthen children's starting points. Home visits and early transition opportunities help families feel part of our community before their child begins school. We also provide direct access to our SENDCo and specialist support so that families can discuss concerns and seek guidance. 
Throughout the year, we offer opportunities for parents and carers to be involved in learning and celebration, including Stay and Read sessions, phonics and reading open mornings, and curriculum exhibitions where children share their learning through history museums, art galleries and displays of writing. 

We value open and positive communication. Staff are available at the playground at drop-off to help strengthen informal relationships, and we use a range of communication channels to keep families informed. Where a conversation would be more helpful, we prioritise phone calls or face-to-face discussions, helping us maintain trusting relationships and work together constructively, including when a child needs additional support. 

Our commitment 

At Alexandra Park, inclusion and belonging mean that every child is known, valued and supported to take part. We aim to create a community where children feel cared for, have the confidence to use their voice, develop positive relationships and are encouraged to achieve their best. 
Our commitment is simple: every child matters, every voice deserves to be heard, and every child should know that they belong. 

Our SENCO is Mrs Charlotte Millward. If you have any questions regarding SEND please ring her on 0161 480 5557 or email on charlotte.millward@alexandraparkprimary.uk.