Box CE and The Mosaic Partnership Trust – Our Inclusion Vision:At Box, we believe that every child has a unique and evolving profile of strengths, interests and needs. We are committed to creating an inclusive school community where every child feels valued, understood and supported to achieve their potential.

Our vision of Plant, Nurture, Flourish, Serve underpins our approach to inclusion. We believe that every child should have the opportunity to plant strong foundations, be nurtured through positive relationships and responsive support, flourish as a learner and individual, and develop the confidence, character and independence to contribute positively to others and their community.

Through an ambitious curriculum, inclusive teaching, enabling learning environments, adaptive practice and meaningful partnerships with families, we work to remove barriers and create a culture where every child can access learning, participate fully in school life, develop increasing independence and experience a genuine sense of belonging.

Inclusion is not a bolt-on. It is at the heart of everything we do. It is woven throughout our curriculum, classrooms, relationships and everyday practice, shaping the way we teach, support and celebrate every learner.

Through high-quality teaching, enabling learning environments, adaptive practice and meaningful partnerships with families, we aim to ensure that every child can participate, belong, flourish and develop their capacity to serve others.

Our Inclusive Curriculum

We believe that inclusion begins with an ambitious curriculum and high-quality teaching for all.

Our curriculum is designed to:

• Promote participation, achievement and belonging.

• Develop knowledge, skills and understanding over time.

• Celebrate diversity and value difference.

• Build confidence, resilience and independence.

• Provide appropriate challenge and opportunities for success.

• Prepare children for future learning and life beyond school.

Through our curriculum, we seek to plant strong foundations for learning and personal development, nurturing children's curiosity and confidence and providing the knowledge and experiences they need to flourish.

We recognise that children may access learning in different ways and that some may require adaptations and additional support to achieve success. Our commitment is to maintain high expectations while ensuring that barriers are identified and addressed.

Universal Inclusive Teaching

High-quality teaching is the foundation of our inclusive approach. At Mosaic, inclusion is not something additional to teaching. It is how teaching is designed. Universal Inclusive Teaching provides the foundation for all learners and helps remove barriers before they arise.

Across our classrooms you will see:

• Clear explanations and modelling.

• Carefully sequenced learning.

• Explicit teaching of vocabulary and concepts.

• Regular opportunities for practice and retrieval.

• Positive relationships and high expectations.

• Flexible approaches that support different ways of learning.

• Scaffolds that help children experience success whilst developing independence.

This approach helps us plant secure foundations for every learner, while ensuring that children are appropriately supported and challenged to grow in confidence, develop independence and flourish.

Enabling Learning Environments

We know that children's ability to learn, participate and succeed is influenced not only by what is taught but by the environment in which they learn.

Our environments are designed to promote accessibility, participation, wellbeing, independence and belonging for all learners.

We recognise that children are more likely to thrive when they feel safe, understood, represented and connected to their school community. Through clear routines, positive relationships, communication-friendly approaches and thoughtfully organised learning spaces, we create the conditions in which all children can participate, engage and flourish.

We seek to nurture a sense of safety, belonging and confidence, helping children to become increasingly secure and independent in their learning and relationships.

Adaptive Practice

Our Mosaic Adaptive Practice Framework helps staff understand and respond to barriers that children may experience.

Adaptations are not about lowering expectations; they are about removing barriers so that every child can access learning, participate fully and experience success. Staff use a combination of planned and responsive adaptations to ensure teaching remains flexible and inclusive.

Our adaptive approach reflects our belief that children do not all need the same thing to succeed. By understanding each child and responding thoughtfully to their needs, we can nurture their strengths, remove barriers and create the conditions in which they can flourish.

Planned Adaptations

Planned adaptations are identified in advance through assessment, observation, pupil voice, family partnerships and professional knowledge of the child.

They are thoughtfully incorporated into teaching, learning environments and routines to reduce barriers before they arise.

Responsive Adaptations

Responsive adaptations are made in the moment as staff respond to children's understanding, participation, confidence and wellbeing.

This responsive approach enables staff to recognise when a child needs additional support, a different approach or greater challenge, ensuring that teaching remains responsive to the learner in front of us.

The Importance of Independence

A key principle of our approach is helping children become increasingly independent.

The purpose of adaptations is not to create dependence on adult support. Instead, we aim to equip children with the knowledge, skills, strategies and confidence they need to access learning, solve problems, communicate effectively and participate successfully in school life.

Through carefully planned support, we help children develop the independence they need to thrive both now and in the future.

This is an important part of our Flourish and Serve vision. As children grow in confidence and independence, we want them to recognise their own strengths, understand their responsibilities and develop the skills and character to make a positive contribution to the lives of others.

Partnership with Families

We believe that meaningful inclusion is built through strong relationships, shared understanding and genuine partnership.

Children thrive when the adults around them work together to understand their strengths, aspirations and experiences, creating a consistent and supportive approach across home and school.

We value the knowledge, perspectives and lived experiences of children and their families and recognise the important role they play in shaping inclusive practice.

Through open communication, collaboration and shared decision-making, we aim to ensure that children and families feel heard, respected and actively involved in decisions about support, provision and school life.

We work alongside families to:

• Understand children's strengths, interests, aspirations and support needs.

• Share successes, achievements and progress.

• Identify and reduce barriers to learning, participation and wellbeing.

• Review support and evaluate its impact together.

• Listen to and act upon the views of children and their families.

• Co-produce approaches that help children thrive both in school and beyond.

Strong family partnerships help us to nurture children consistently, celebrate their progress and create the shared conditions in which they can flourish.

Participation, Belonging and Thriving

Participation

Ensuring every child can engage meaningfully in learning, relationships and the wider life of the school.

We want every child to have access to the opportunities, experiences and relationships that enable them to develop their strengths, discover their interests and contribute to school life.

Belonging

Creating an inclusive culture where every child and family feels welcomed, valued, understood and connected.

We believe belonging is fundamental to learning, wellbeing and participation. It is developed through positive relationships, strengths-based practice, inclusive environments, meaningful family partnerships and a culture that celebrates diversity and values difference.

When children feel that they belong, they are better placed to flourish as confident and engaged learners.

Thriving

Supporting every child to achieve, grow in confidence, develop independence and flourish as a learner and individual.

For us, thriving means more than academic success. It means developing the knowledge, skills, confidence, character and relationships needed to navigate life successfully and make a positive contribution to others.

This reflects our wider vision of Plant, Nurture, Flourish, Serve:

• Plant – establishing strong foundations for learning, belonging, confidence and aspiration.

• Nurture – developing children through positive relationships, responsive support and high expectations.

• Flourish – enabling every child to achieve, grow in confidence, develop independence and fulfil their potential.

• Serve – helping children recognise their strengths, value others and develop the character and confidence to contribute positively to their community and the wider world.

Further information can be found in:

• SEND Information Report

• SEND Policy