Inclusion
At The Coombes CE Primary School, inclusion sits at the heart of our ethos and reflects our vision for every child to flourish, feel valued, and shine as a unique learner. In line with the expectations of the 2025 Ofsted framework, we are committed to providing a highly inclusive environment where all children – including those with SEND, disadvantaged pupils, and those with additional needs – are supported to succeed. Our Ordinarily Available Provision outlines the adaptive teaching strategies, classroom adjustments, and targeted interventions that ensure pupils access the full curriculum without barriers. Drawing on evidence-informed practice, including approaches endorsed through the EEF and national SEND guidance, we carefully design learning that builds on strengths, removes obstacles, and enables every child to thrive academically, personally and spiritually. Through this commitment, we nurture confidence, independence, and a lifelong love of learning, ensuring all children are equipped to grow, achieve and belong.
Email: sendco@coombes.wokingham.sch.uk
Some of the provisions we offer include:
Learning Development
Individual sessions to develop reading include phonic sessions, high frequency words, Catch up reading provision, Toe by Toe and extra reading sessions. For spelling and writing the children may work as a group or individually and we use precision teaching methods that focus on words or groups of words they are struggling with. In maths, the children may work individually or in groups – The Plus One and Power of 2 individual provisions are very effective in building children's self-confidence alongside reinforcing the basic principles in maths.
Physical and Sensory Development
We have wheelchair access throughout the school and we offer sessions to develop fine and gross motor skills. Occupational Therapists visit the school and will advise on appropriate exercises and interventions.
Communication and Interaction Development
We have access to speech and language therapists who advise and provide resources for individual children. Semantic Links programme is also run by our staff.
Social Emotional and Behavioural Development
Social, emotional and behavioural difficulties can create barriers to children's learning. One of our core values is, “To enable each child to develop confidence and self-esteem and to encourage self-reliance, self-discipline and responsibility both in and out of school". To help achieve this we are unique in that we have a pastoral care worker who works closely with any child who may need support in this vital area. Some of the work includes social skills sessions, circle of friends programme, and individual work on anger management and appropriate behaviour in the classroom.
Ordinarily Available Provision
Wokingham Borough Council has a strategic document outlining the Ordinarily Available Provision for pupils in a mainstream primary school. Our school follows these principles and provision.
More information regarding Ordinarily Available Provison can be found on the WBC Website: Ordinarily Available Provision (click)
The document outlining guidance for schools can be found below.
Adaptive Teaching
At The Coombes, we recognise that high-quality teaching is the most significant factor in improving outcomes for all pupils, particularly those who are disadvantaged and we therefore prioritise an adaptive teaching approach across the school. Adaptive teaching ensures that all children can access learning meaningfully, develop secure knowledge and achieve ambitious outcomes by reducing barriers rather than lowering expectations. Staff plan and deliver learning using our established 4S model – Scaffolds, Scale, Structure, and Style – enabling teachers to thoughtfully adapt activities, instruction and levels of independence so that every pupil can engage in the same curriculum content. Scaffolds provide the stepping stones needed for success, adjustments to scale allow task complexity to be varied, structure supports cognitive load and sequencing and style ensures a range of methods and representations are available to support understanding. Through this evidence-informed framework, we aim to promote equity, deepen learning and empower each child to build knowledge securely and achieve well.
