Bursted Wood Primary School embraces a culture of inclusion and high aspirations for all its pupils. When our assessor visited the school, one pupil encapsulated life at the school: “Everyone joins in even if you have a special need or are different. The rights make a guideline for this”. All pupils are recognised and celebrated at Bursted Wood, with the Principal stating that “every single child matters. Our vision is a commitment to every pupil”. What is apparent at Bursted Wood Primary School is the sense of pride in the work and community of the school, from pupils to parents to staff. Staff have high, but realistic, expectations of all their pupils, who are expected to work hard to achieve their full potential. Independence is encouraged so children can thrive. The SENCo is held in high regard by the whole school community, described by the Principal as “inspirational”. They have shown a strong commitment to inclusion within the school, and through staff training, has now ensured there is early and accurate identification of needs, resulting in purposeful interventions. There is a proactive approach to change within the school. The SENCo told our assessor that “if it’s not working, we try something else”.
The highest level of need at Bursted Wood Primary School is speech, language, and communication. The school has worked hard to develop interaction for those who are unable to express themselves. The NEST is a dedicated space for one-to-one intervention, focused on developing communication, a testament to the commitment of the teaching staff to ensure all students are included in learning. The NEST targets learning skills that can be transferred from one-to-one teaching to classroom learning using the TEAACH structure. The SEN TA has introduced talking boards using the Picture Exchange Communication System and leads staff training in how to use them. There are numerous positive case studies of the impact this has had on learners at Bursted Wood Primary School, with reduced dysregulation around transitions and pupils able to spend more time in their own classrooms. 
SEMH is very important as Bursted Wood. SEMH and EBSA Plans are in place with clear targets and success criteria, and are monitored by the Inclusion Team. Worry monsters, worry boxes, and calm corners are examples of how the school makes their mental health support accessible and approachable for pupils. 5-day relaxation strategies to help pupils ‘calm down’ are widely known by pupils and they feel safe and supported to talk to staff about their mental wellbeing. Play Leaders are there if children need help or want to play a game; one pupil described that “they make your life brighter”. The Friendship Room’s open-door policy ensures that all pupils have a quiet space during play time. Pupils with ADHD and sensory needs are effectively supported at Bursted Wood Primary School. Sensory circuit interventions are in place and an ‘Outdoor In’ area has been created to allow sensory play during all weather conditions. Pupils with anxiety are able to take a ‘soft end’ to the day, where they can unwind in the wellbeing room after the end of the day, rather than leaving through the busy school playground. Indeed, pupils are encouraged to develop their own regulation toolkit and take ownership of their sensory diet. This independence has allowed pupils to select the activity they need to regulate their behaviour and emotions. It is clear the school’s commitment to inclusion for all its learners has allowed them to thrive and develop as young, independent learners.
This commitment to inclusive learning extends beyond in-house measures, with external support available for those who need it, such as Children’s Emotional Wellbeing Service and Place2Be Art Therapy. The Bexley Moorings Project has recently started at the school to provide one-to-one and group mentoring workshops for pupils with low-level behavioural issues. The school further reinforces the sense of family, by extending mental health and wellbeing support to parents, too. The SENCo supports parents with routines for their children at home and signposting for adult mental health support, as well as support for siblings of children with SEND needs. A key commitment for Bursted Wood Primary School is to close educational gaps and remove barriers to learning, and they have done this through working at Greater Depth. This includes a ‘more able’ math group where pupils can deepen reasoning skills, as well as the ‘more able’ writing project with the South Bank Centre, which published a book of pupils’ work. This year, staff participated in a ‘Closing the Gap’ pilot to help deliver speaking and listening, metacognition and self-regulation in a collaborative classroom. It is this outward-facing approach that allows Bursted Wood to stand out as a beacon for inclusion, and work in partnership with other schools and bodies like the Ambition Institute to develop its curriculum.
Inclusion and innovation go hand-in-hand at Bursted Wood Primary School. The highest level of support is available to pupils, whatever their concern or worry, as well as to parents and carers. It is this commitment to celebrating and uplifting all learners that drives the inclusion agenda at the school. Children leave the school feeling empowered and independent, ready for life in and out of school.
