Inclusion Strategy – Oakfield Primary School
This statement details our school's approach to delivering inclusive practice for all children, including those with SEND, funded by our core school budget (including the notional SEN budget) and the inclusive mainstream fund (IMF).
Strategy overview
| Detail | Date |
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| Academic year/years that our current Inclusion Strategy covers | 2026/27 |
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| Date this statement was published | 1 September 2026 |
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| Date on which it will be reviewed | 31 August 2027 |
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| Statement authorised by | |
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Barriers to learning and participation
This details the key barriers to learning and participation that we have identified amongst our pupils, necessitating inclusive universal approaches and targeted support.
| No. | Detail of barrier to learning (including notable trends or themes over time, such as a growing prevalence or increasing complexity) |
|---|
| 1 | Speech, language and communication needs (SLCN), particularly among pupils entering Reception with limited early language skills. Referrals for SLCN input have increased over the last two years. |
| 2 | Social, emotional and mental health needs affecting self-regulation and engagement in class, including a rising number of pupils presenting with anxiety-related difficulties. |
| 3 | A growing number of pupils with a diagnosis of, or emerging profile consistent with, autism spectrum needs, requiring adjustments to communication, routine and sensory environment. |
| 4 | Attendance and punctuality barriers linked to unmet additional needs, where irregular attendance is compounding gaps in learning for a small group of pupils with SEND. |
