Inclusion: Special Educational Needs and Disabilities – Holy Trinity

At Holy Trinity Church of England Primary Academy, we are committed to knowing every child as an individual and supporting them to flourish. Living out our Christian character in a genuine way, we ensure that every child is known, valued and cared for. At Holy Trinity, we ensure we carefully identify and support children with Special Educational Needs and Disabilities (SEND), we work in close partnership with families to ensure every pupil feels safe, included and able to achieve their best within our school community.

Further information about services available to support children and families can be found through the Local Authority:

The Birmingham Local Offer Website

Our Values, Vision and Inclusive Ethos

We are proudly positioned within the Handsworth community, Holy Trinity CE Primary Academy is built on the values of Community, Aspiration, Respect and Excellence. These values are not simply words; they shape every decision we make and underpin our approach to SEND and inclusion.

Holy Trinity is a haven and a place of ambition—a refuge where children feel safe and cared for, and a learning community where they are challenged to grow, succeed and believe in themselves.

Community – We believe every child belongs. Pupils with SEND are fully included in all aspects of school life and are supported to build meaningful relationships and a strong sense of belonging. We place families and the wider community at the heart of our work, recognising the vital role of partnership.
Aspiration – We hold high expectations for all pupils, including those with SEND. We believe that a child’s future should never be limited by circumstance or postcode, and we work purposefully to remove barriers so children can achieve their personal best.
Respect – Difference is celebrated and individuality is honoured. We promote kindness, dignity and understanding, ensuring that children with SEND are respected, listened to and supported to develop confidence and self‑worth.
Excellence – We strive for excellence in teaching, care and provision. Our SEND support is carefully planned, reviewed and refined so that every child makes progress and experiences success.

Guided by the principle of cura personalis—care for the whole person—we are committed to nurturing each child’s intellectual, emotional, social and spiritual development.

Inclusion: Meeting the Needs of Every Child

It is our clear purpose to meet the special educational needs of every child and to foster a culture where inclusion is at the heart of everything we do. We are committed to ensuring that all pupils feel valued, respected and able to participate fully in school life, regardless of their individual needs or circumstances. Staff work collaboratively to deliver an inclusive curriculum that sparks curiosity, deepens understanding and supports children to flourish in a changing world.

Through regular monitoring and assessment, we maintain detailed records to track progress and identify needs early. This enables us to respond thoughtfully and effectively, ensuring that support is well matched, meaningful and rooted in our high expectations for all learners. By making reasonable adjustments, adapting teaching approaches and removing barriers to learning, we strive to ensure that every child can access the curriculum, achieve their potential and develop a strong sense of belonging within our school community.

SEND Code of Practice and Partnership with Families

We follow the Special Educational Needs and Disabilities Code of Practice (0–25 years), using a graduated approach to support that may include:

quality first teaching
targeted, evidence‑based interventions
additional support from trained staff or external agencies, where appropriate

We know that children learn best when they feel safe, supported and challenged. For this reason, we work in close partnership with parents and carers, keeping communication open and honest. Families are invited to regular meetings to discuss progress, provision and next steps, as we work together to support the whole child.

Inclusive Provision and Support

Holy Trinity CE Primary Academy provides a range of provision to meet the diverse needs of our pupils:

All children are taught in mixed‑ability classes
Teaching is adapted and scaffolded to ensure access, engagement and challenge
Individual targets are set, monitored and reviewed by class teachers and SENCo
Work is moderated to ensure consistency and high standards across the school

Children with SEND are supported by the SENCo (Special Educational Needs Coordinator) and by skilled teaching assistants. The SENCo works alongside staff to support pupils with learning, communication, emotional and behavioural needs and coordinates support with external professionals when appropriate.

Children who are new to the country and those learning English as an Additional Language (EAL) are supported sensitively so that language is not a barrier to inclusion or achievement.

Additional interventions are provided for individuals and small groups where needed. These are carefully planned, monitored and reviewed to ensure they are effective, supportive and empowering, enabling all pupils to develop confidence, independence and resilience.

At Holy Trinity, our commitment is clear: no child is left behind. Every decision we make reflects our unwavering belief in the potential of each child and our promise to provide a high‑quality, inclusive education grounded in care, ambition and excellence.

The DEN – Inclusion Provision

The DEN (Delivering Education through Nurture) is a dedicated inclusion provision within our school, designed to support children with Special Educational Needs and Disabilities (SEND) through a nurturing, structured and highly personalised approach to learning. It provides a calm and supportive environment where children feel safe, valued and understood, enabling them to build confidence and re-engage positively with their learning.

Within The DEN, we have a dedicated inclusion teacher who works closely with SENCo and Inclusion Teaching Assistants to deliver high-quality, bespoke learning tailored to each child’s individual needs. The provision focuses on small-step progress, ensuring that carefully planned activities are matched to pupils’ developmental levels, interests and EHCP or SEND support targets. This personalised approach allows children to develop key skills in communication, social interaction, regulation and independence alongside their academic learning.

Teaching in The DEN is flexible and responsive, adapting to each child’s needs on a daily basis. A range of strategies are used to support engagement, including visual supports, structured routines, sensory regulation approaches and targeted interventions. Staff work collaboratively to ensure consistency and high expectations, while maintaining a nurturing ethos that prioritises emotional well-being and readiness to learn.

The DEN also plays a key role in supporting successful inclusion across the wider school. Children are supported to access mainstream learning where appropriate, with staff carefully planning transitions and providing scaffolded support to ensure pupils feel confident and secure. Strong partnerships with class teachers, families and external professionals ensure that provision is holistic and continuously reviewed to meet the needs of each child.

Ultimately, The DEN reflects our commitment to inclusive practice—ensuring that every child, regardless of their starting point, has access to meaningful, high-quality learning and the opportunity to succeed.

The inclusion Team

Ms. Saran -SENCo

Mrs. Clayton – Inclusion Teacher

Mrs. Rahman – Inclusion Teaching Assistant

Ms Abubaker. – Inclusion Teaching Assistant

Mrs Begum – Inclusion Teaching Assistant