In March 2024 Essex County Council conducted an Inclusion Review

Key Findings:
• Leaders and governors have a very strong commitment to inclusion that is shared by all
stakeholders. They implement a wide-range of strategies to support and foster this
commitment, and they clearly set-out roles and responsibilities so that everyone knows
‘who does what’.

• Relationships are a very strong element of school life. Staff are accessible and welcoming to
parents and carers. They are committed to working in partnership and to dealing with any
concerns promptly and ‘face to face.’

• Pupils get on well with adults and their peers. They are well-supported and are particularly
positive about how they are helped to resolve conflicts, should they arise. They like the
school’s approach to rewards.

 Behaviour is very positive. Staff have high expectations of pupils, and they treat them with
kindness and respect. However, some elements of the behaviour policy do not fully align
with leaders’ communicated values.

• Pupils’ wellbeing is a priority for leaders. They effectively deploy a counsellor and the use of
My Happy Mind, while pupils also benefit from access to a wellbeing base, the Den, and
Bagel Club.

• Staff wellbeing is also well catered for, and they are grateful for the benefits of co-planning,
trust networks, access to counsellors and the Passmores Gym.

• Attendance has a high profile amongst the school community and staff are tenacious in its
tracking and monitoring. They provide a range of support where needed with a clear focus
on removing any barriers to pupils attending school.

• Pupils are afforded a wide range of clubs, visits, and activities. Pupils’ participation in the
wider life of the school is closely tracked and there is a strong commitment to ensuring that
all pupils get involved and that ‘no one is left behind.’

• Leaders prioritise high-quality teaching as the cornerstone of their approach to inclusion,
and they have developed Inclusion Essentials to provide guidance for staff. All staff are
committed to providing all pupils with the best opportunities in class, alongside their peers
and well-trained adults.

• In class, pupils are well-known and well-planned for. Teaching is adapted to pupil need, and
additional support is provided as and when necessary. Routines are embedded, relationships
are strong, and learning environments are well-designed.