Inclusive practice can be defined as attitudes and methods that ensure all learners can access education.

At Raynham Primary, inclusion is at the heart of everything we do. Our staff work to ensure that all of our pupils feel valued and supported in order for them to achieve their individual goals and potential.

Quality first teaching is implemented across the school. This approach includes:

  • Differentiated teaching methods, resources and activities to suit the needs of individual learners
  • Making reasonable adjustments where necessary to ensure children with SEND can access the full curriculum
  • Utilising the skills and interests of children to enrich the learning of others in the class
  • Mixed-attainment paired and group work to enable pupils to support each other
  • Making good use of the outdoor environment, including the local community, to enhance learning
  • Carefully planned interventions for children who need additional support in specific areas


We are an Enfield Inclusion Charter Champion setting. We support inclusion as early as possible, giving children and young people the best chance of making friends and greater opportunities for interactions with others. Inclusion is at the heart of everything we do.

EAL (English as an Additional Language) refers to learners whose first language is not English. At Raynham, our creative, multi-sensory approach to delivering the national curriculum ensures that all of our pupils can access learning regardless of their level of understanding of English. Lessons include cross-curricular, practical and creative activities so that children can draw on their strengths and learn through a variety of means.

The Department for Education defines ‘More Able’ in terms of those whose progress significantly exceeds age-related expectations. The National Association for Able Children in Education describes, ‘exceptionally able pupils are those who have the capacity to achieve or perform at the very highest levels’ across the curriculum subjects.’ At Raynham, children with exceptional abilities are identified and provision is put in place to ensure these children reach their full potential. This provision includes:

  • Additional projects, for example, competitions or taking part in additional group projects
  • Trips or fieldwork outside of the school environment
  • Utilising the specialist knowledge/skillset of individual children within lessons, for example as ‘mini-teachers’ or ‘experts’
  • Access to extra-curricular provision such as after-school clubs

For some children, specialised extra support is needed to ensure barriers to learning are overcome so that learners can reach their potential. Such interventions need to be carefully planned, implemented and evaluated to ensure that children make good progress. At Raynham, interventions that run throughout the school year include:

  • Nurture group (KS1)- for children with Social, Emotional and Mental Health Difficulties (SEMH)
  • Tiger Teams (Reception and Year 1)- for children who need extra support to develop their motor skills

Other interventions include small-group work with experienced/specialised members of staff and sessions provided by external agencies.