Culverhill School

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Inclusion and Partnerships

Vision Statement:

At Culverhill School, inclusion means that every pupil is seen, heard, and valued as an individual. We are committed to creating a nurturing, communication-rich environment in which pupils with learning difficulties, particularly Speech, Language and Communication Needs, are empowered to understand themselves, express their views, and engage meaningfully with the world around them.

We recognise that effective inclusion extends beyond the school gates. As an outward-facing school, we actively work in partnership with families, employers, further education providers, health and social care professionals, and the wider community to broaden opportunities for our pupils. Through purposeful collaboration, we support pupils to develop the communication, social, and functional skills required for lifelong learning, independence, and, where appropriate, progression into paid employment.

Our inclusive practice is underpinned by high-quality, personalised teaching and specialist support that removes barriers to learning and participation. We believe inclusion is not about fitting pupils into a system, but about shaping our provision to meet their needs, strengths, and aspirations, enabling them to build confidence, resilience, and a strong sense of belonging.

We are committed to sustained excellence through reflection and continuous improvement. By learning from other schools, engaging in professional networks, and benchmarking our practice against strong local and national provision, we ensure that our inclusive approach remains ambitious, evidence-informed, and responsive to the evolving needs of our pupils.

Through this shared commitment, we prepare our pupils not only for the next stage of education, but for meaningful, fulfilling adult lives.

Ethos and Culture:

Culverhill School promotes a culture where all forms of communication are valued. Pupils are encouraged and supported to express themselves using speech, signs and symbols, depending on their individual needs. Staff consistently model inclusive attitudes, celebrating effort, engagement, and progress in communication as well as academic learning. Pupil voice is central, with learners supported to make choices, express preferences, and develop self-advocacy skills in accessible ways.

Environment and Accessibility:

The school environment is designed to reduce barriers to communication and learning. Visual timetables, symbols, and clear signage support understanding of routines and expectations. Language used by staff is purposeful, clear, and supported by visuals. Classrooms and shared spaces are structured to support focus and regulation, while enabling social interaction.

Curriculum and Teaching Approaches:

The curriculum at Culverhill uses differentiated pathways to ensure meaningful access for all pupils. Learning objectives are personalised and communication development is embedded across all subjects. Teaching approaches are multisensory and flexible, allowing pupils with SLCN to engage through practical activities, visual supports, and structured talk opportunities. Key vocabulary is introduced and reinforced, and pupils are given sufficient processing time to understand and respond.

Specialist Communication Support:

Inclusion for pupils with SLCN is strengthened through close collaboration with Speech and Language Therapists. Individual targets are informed by assessment and embedded into daily classroom practice. Staff use consistent, evidence-based strategies such as modelling of language, structured turn-taking, and supported social interaction. Opportunities for peer communication are carefully planned to help pupils generalise their skills in real-life situations.

Emotional Wellbeing and Regulation:

Culverhill recognises the strong link between communication, behaviour, and emotional regulation. Behaviour support is communication-led, with clear expectations and visual supports helping pupils understand routines and boundaries. Pupils are supported to express emotions, needs, and frustrations in appropriate ways, reducing anxiety and supporting positive engagement. Staff are trained to recognise when behaviour is a form of communication and respond accordingly.

Staff Expertise and Development:

Inclusion is underpinned by ongoing professional development. All staff receive training in supporting SLCN and inclusive communication strategies, with additional coaching and guidance provided where needed. Practice is regularly reviewed and adapted to ensure it continues to meet the needs of pupils through our learning conversations.

Influencing inclusion beyond our walls

Services used by pupils

Education and Training providers

We work closely with higher education and further education providers to support training, placements, and progression.

  •  Bath Spa University (PGCE students)

  • University of the West of England, UWE (PGCE students)

  • SGS College

  • City of Bristol College

  • Bath College 

Local authorities and SEND

  • South Gloucestershire Local Authority

  • Bristol Local Authority

  • Gloucestershire Local Authority

  • Sensory Support Service

Health, Therapy and Wellbeing

Support services that contribute to student wellbeing, mental health, and therapeutic needs.

  •  NHS

  • SIRONA Health Partnership

  • CAMHS

  • Mental Health in Schools Team (Educational Mental Health Practitioner)

  • Kooth 

Parent and Carer support 

  • South Glos Parents Carers

  • Sendandyou 

 Careers, Employers and Work Experience

Employer and careers partners supporting employability, work experience, and pathways.

  • West of England Careers Hub

  • Sixteen Co-op

  • Western Training Provider Network

  • Bristol Airport

  • First Bus

  • McDonald’s

  • Ibis Hotel Bristol

  • Amazon (Avonmouth)

  • Hobbs House Bakery

  • Wessex Water

  • TiqToq IT (incl. remote work experience)

  • Morrisons (if confirmed)

  • Dyson Foundation

  • Victoria Confectionary

  • Vickie’s Dog Walking

  • Scrapstore

  • Sort It Centre

  • Cook Stars

  • South Gloucestershire Early Years 

 Community, Inclusion and Supported Employment

Charities and community organisations supporting inclusion and independence.

  •  Brandon Trust

  • Mencap

  • We Work for Everyone

  • All Aboard Centre

  • Ground-ed

  • Organic Blooms

  • Peopleton Farm

  • Windmill Farm

Sport, Enrichment and Inclusion Clubs  

  • Badminton Estate 
  • Inclusive sports and enrichment partners.

  • Duke of Edinburgh Award

  • Bristol Bears

  • Bristol City FC Disabilities Team (Robins Foundation)

  • Gloucestershire Cricket Foundation / Gloucester County Cricket Club

  • GEM Boccia (Yate)

  • Chipping Sodbury Tennis Club / Pete Caseley’s Tennis Coaching

  • Warmley Wheelers

  • Bristol Cycle Centre

  • Yate Leisure Centre

  • Joyful Journey Yoga

  • Ignite Sports

  • NOVA Sports

  • Kingswood “All Inclusive Rugby”

  • Bristol Rovers Football Club

  • Longwell Green Inclusive Football

  • Sports/Games Organisations 

Professional networks, CPD and influence 

  • Ambition Institute

  • National Institute of Teaching (videos on SEND pedagogy)

  • Evidence for Learning

  • Outreach partnership (South Glos cluster groups, Barley Lane School Devon, Ormiston Trust, Pegasus School, etc.)

  • Affinity School

  • Trym Valley School

  • Bristol and South Glos ALP

  • Lead School for South Gloucestershire and Bristol Youth Sport Trust

Safety 

  • Avon and Somerset Police (Officer for Online Safety)

     

     

     

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Enable Trust

Enable Trust is a specialist school Trust with a vision to deliver the best quality provision for children with a range of complex co-existing special educational needs.

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