Clayton-le-Moors All Saint’s CofE Primary School in the North West of England has developed a distinctive approach to inclusion by explicitly teaching pupils the difference between equity and equality. This framework helps children understand why different pupils receive different support whilst maintaining a strong sense of fairness across the school community.

With 77 children (27% of the school) currently on an early help watch list and rising Special Educational Needs (SEN), this approach has enabled the school to maintain inclusion scores well above the national primary benchmark, with a score of 9.5/10 in Spring 25 (+1.3 above benchmark). ‘People at school treat me the same as everyone else’ scored +2.2 above benchmark at 9.4/10.

Headteacher Nicola Saporita-Clark explains their philosophy:

“We say to them, you might be finding that child A, you think they're being treated differently... Let's go back to that image about equity and equality. Actually for some people they need that step to be able to see over the fence."

Individual Responses to Complex Needs

Rather than blanket policies, the school creates bespoke solutions for each child's circumstances. Pupils with sensory needs might receive small group worship when whole-school assemblies feel overwhelming; learning sessions can be modified or parents invited in to take part, helping to improve access.

"So we listen to their voice... it's not the same approach for every one of them. Each one of them is unique."

Sports Day exemplifies this individualised approach. Employees partnered with pupils who needed physical support, helping with activities like egg-and-spoon races, whilst ensuring other children received appropriate but less visible support.

The equity framework enables radical solutions to individual needs. An older pupil who arrived knowing only six letter sounds now works with Year 2 children, functioning at an appropriate academic and social level. The cross-year placement required careful introduction, presented as the older child teaching younger pupils "how we learn to read at our school." Gradually, time increased as secure friendships developed.

Community Visitors and Disability Awareness

The school deliberately brings visitors with disabilities to demonstrate achievement and overcoming challenges. Recent workshops included wheelchair basketball led by a man who had a car accident and his friend who lost a leg in military service.

"It was amazing for our children to see even with those challenges... what you can achieve.”

Another visitor discussed how disability means "challenge and persevere," connecting to both visible and hidden disabilities during awareness weeks.  

TEP data allows the team to monitor how this culture of inclusion and visibility is felt among the school community. Children with an SEN score above benchmark in all TEP drivers: enjoyment stands out as +2.1 above the national primary benchmark of 6.3/10.

Building Community Understanding

The equity message also extends beyond school through community connections. Children run afternoon tea sessions for local care homes and dementia groups, playing dominoes, Jenga, and chess with residents. Early Years pupils perform at care homes, while older children sing carols and make cards for residents at Christmas.

"That is brilliant... just seeing the world in a different way and that grounding and that sense of community."

These intergenerational experiences naturally develop empathy and understanding of different needs across age groups and abilities, reinforcing the equity message through real relationships.

Reflection and Personal Responsibility

The school uses visual displays to promote personal responsibility alongside their equity approach. Outside the Headteacher's office, mirrors at different heights accompany the message "you are looking at the person who is responsible for" followed by words like choices and actions.

Children sent for reflection look in the mirrors and work out how to make things right themselves, guided but not directed by adults. This visual approach reinforces that everyone has different needs whilst maintaining personal accountability.

"We don't tell them how to put it right. We guide them to get there if they need it. They work out how to put it right."

TEP data shows that children at Clayton-le-Moors value their learning at school, with statements such as ‘What I learn at school will help me in the future’ scoring 9.5/10 (the primary benchmark is 8.6). Their Agency scores reflect the focus on personal responsibility, with 71% of children advocates for the statement ‘My marks are my responsibility’.

Key Strategies:

• Visual metaphors explicitly taught and consistently referenced across the school

• Flexible curriculum placement based on individual academic and social needs

• Regular disability awareness through community visitors and workshops

• Bespoke solutions for complex needs through careful listening to pupil voice

• Community connections reinforcing understanding of diverse needs and abilities

• Personal responsibility frameworks balancing equity with accountability