Inclusion and Belonging
Cobham Free School is a community where every pupil is known, valued and supported to flourish. Our approach to inclusion is proactive, relational, and rooted in the belief that belonging is essential for learning. We champion diversity, celebrate individuality, and ensure that every child has equitable access to opportunities, challenge and care.
At Cobham Free School’s Junior Department, we are committed to providing an inclusive, nurturing environment where every child can thrive. Our SEND provision reflects the school’s vision of “offering an inclusive curriculum to secure the best possible progress for all our pupils whatever their needs or abilities”. We ensure that pupils with additional needs receive high‑quality teaching, thoughtful adaptations and targeted support that enables them to access all aspects of school life.
We identify SEND needs at the earliest opportunity through a combination of transition information from feeder nurseries, home visits, ongoing assessment and careful observation. Our experienced class teachers have a strong understanding of child development and are skilled in recognising when a child may be experiencing barriers to learning or making less progress than expected. Teachers work closely with the SENDCo to identify and explore emerging needs, drawing on assessment information, classroom observations, the child’s response to high-quality teaching and interventions, and information shared by parents and carers. This enables appropriate support to be put in place and reviewed as part of the graduated approach.
Where a child is identified as having SEND, appropriate provision is planned, implemented and reviewed through the Assess, Plan, Do, Review cycle. Progress and provision are reviewed regularly, with individual targets set where appropriate to the child’s needs. Additional advice or assessment may also be sought from external professionals where required.
Our Junior SEND offer is centred on high-quality adaptive classroom teaching, complemented by targeted support where appropriate. This may include small-group or individual interventions, ELSA support and tailored booster groups. Depending on a pupil’s identified needs and the provision available, targeted approaches may include literacy and numeracy support, Lego based activities, attention and listening activities, and strategies to support emotional regulation and social interaction.
Where a pupil requires more specialist advice or support, we work collaboratively with relevant external agencies and professionals. Our visiting therapy dog may also form part of our wider approach to supporting pupils’ emotional wellbeing, confidence and sense of security within the school environment.
School Council
The School Council gives pupils a meaningful voice in shaping school life. Representatives from each class meet regularly to discuss ideas, raise concerns and collaborate on improvements. Through this democratic structure, pupils learn leadership, advocacy and respectful dialogue, key components of an inclusive culture where every voice matters.
Junior Leaders
In Year 6 children have the opportunity to be selected as a Junior Leader, taking on a formal part of the student leadership structure. Children in this role model positive behaviour and display the highest standards of behaviour and expectations. Their presence strengthens community cohesion across the school, ensuring the junior school has representation at formal whole-school events. They also take a leading part in junior school concerts and prize day.
