Quality first inclusive practice (universal) is clearly demonstrated in our school and there are expectations that all staff will deliver this. Regular testing and teacher assessments, (along with additional testing if appropriate), form the backbone of decisions made. Should additional support be required, this is undertaken after consultation with the relevant staff, child and parent/carer. Intervention programmes may be used, these include small group work, additional resources or 1:1 work. Support may be felt appropriate for academic progress and also to strengthen social skills. All interventions are monitored for impact, and outcomes are clearly defined at the start of the intervention. The SENCO oversees all additional support and regularly shares updates with the governing body.