Inclusion

The Aviary

The Aviary brings together our specialist and inclusive provision, providing a responsive approach to meeting the diverse needs of our pupils.
 
Within The Aviary sit two distinct but complementary provisions:
 
Our Specialist Resource Provision (SRP) provides the specialist provision we are commissioned to deliver for pupils with identified additional needs. The SRP is supported by our dedicated Aviary staff, who provide specialist teaching and targeted support while enabling pupils to access and participate in the wider life of the school.
 
Starlings is our Inclusion Base and represents our school’s enhanced offer for inclusion. It provides a nurturing, highly adapted environment for children working within an Early Years or Key Stage 1 developmental profile who benefit from a more individualised and flexible approach to accessing learning.
 
Starlings is not an additional or separate specialist provision, nor is it part of our commissioned SRP requirement. It is an Inclusion Base that we have developed as part of our commitment to exceptional inclusive practice, enabling us to respond flexibly to the needs of pupils within our school community.
 
Pupils accessing Starlings remain part of their class and the wider school community. The Inclusion Base provides an enhanced layer of support, with access shaped around each child’s individual needs and with opportunities for inclusion across the wider school carefully planned and supported.
 
Together, the SRP and Starlings form The Aviary, enabling us to provide both our commissioned specialist provision and a wider, ambitious approach to inclusion across the school.

The Rooks - Our Specialist Resource Provision

IMG 1623
IMG 1622
IMG 1618
IMG 1627
IMG 1624
IMG 1629
IMG 1625

Opened in September 2026, The Rooks is Richmond Primary School’s Specialist Resource Provision, commissioned by Kent County Council to support children with identified Special Educational Needs.

The provision currently accommodates 14 pupils, with planned annual growth to a maximum capacity of 40 pupils. Every child within The Rooks has an Education, Health and Care Plan (EHCP) and receives highly personalised support tailored to their individual strengths, needs, and aspirations.

Through an inclusive and child-centred approach, pupils are enabled to access a broad and balanced curriculum alongside a wide range of enriching experiences. These include Forest School, our outdoor learning classroom, a sensory garden, therapeutic interventions, and wellbeing-focused activities. Together, these opportunities nurture confidence, resilience, independence, and a lifelong love of learning.

As an integral part of the Sheerness community, The Rooks is committed to supporting both pupils and their families throughout every stage of their SEND journey. From the earliest stages of identification and support through to preparation for secondary education, we work in close partnership with families to ensure that every child is empowered to achieve, celebrate their successes, and thrive both in school and beyond.

Our provision is founded upon a holistic three-strand approach, placing equal importance on:

  • EHCP targets
  • Academic achievement and curriculum progress
  • Wellbeing and personal development

These key elements underpin all individual planning and provision, enabling pupils to build upon existing strengths while developing new skills and greater independence. Life skills, communication, emerging technologies, and preparation for adulthood are embedded throughout the curriculum, ensuring that children are equipped for future success.

In The Rooks, we recognise and celebrate every achievement, no matter how small. We are dedicated to creating a supportive, ambitious, and nurturing environment where every child is encouraged to achieve their full potential and thrive academically, socially, and emotionally as valued members of our school community.

You can read our SRP Policy here.

Starlings Class – Our Inclusion Base

Starlings is Richmond Primary School’s Inclusion Base and represents our enhanced offer for inclusion. It provides a nurturing, highly adapted environment for children working within an Early Years or Key Stage 1 developmental profile who benefit from a more individualised and flexible approach to accessing learning.
 
Developed as part of our commitment to exceptional inclusive practice, Starlings enables us to respond flexibly to the needs of pupils within our school community. It is not an additional or separate specialist provision and does not form part of our commissioned Specialist Resource Provision (SRP). Instead, it provides an enhanced layer of support within our mainstream school.
 
Pupils accessing Starlings remain valued members of their class and the wider Richmond Primary School community. Access is shaped around each child’s individual strengths and needs, with carefully planned opportunities to learn, play and participate alongside their peers. Our aim is to promote meaningful inclusion, ensuring that every child experiences a strong sense of belonging while receiving the support they need to thrive.
 
Learning within Starlings is highly personalised, practical and developmentally appropriate. Structured routines and small-step learning recognise the importance of communication, interaction, sensory regulation, play and emotional wellbeing. Children access a broad range of experiences drawing upon Early Years and Key Stage 1 approaches, alongside outdoor learning, sensory experiences, wellbeing activities and opportunities to develop independence and essential life skills.
 
Our approach places particular importance on:
 
 
Starlings also provides an important environment in which pupils can be carefully observed and assessed over time. Working alongside families and, where appropriate, external professionals, we develop a detailed understanding of each child’s strengths, needs and barriers to learning. This evidence can support wider assessment processes and help inform discussions about the most appropriate future pathways and provision for each child.
 
For some pupils, this pathway may involve increasing access to their mainstream classroom as they develop confidence and independence. For others, evidence gathered through Starlings may contribute to discussions around additional support, specialist advice or consideration of alternative provision. Whatever the pathway, our focus remains on ensuring that decisions are informed by a strong understanding of the individual child.
 
In Starlings, every achievement matters. Through personalised support, ongoing assessment and strong partnerships with families, we aim to create a nurturing and ambitious environment in which children feel understood, included and successful, developing the confidence and skills they need to thrive within school and beyond.