Inclusion
Inclusion is at the heart of Mulberry Canon Barnett Primary School. We are a truly inclusive school. We celebrate the diversity of our school community and are committed to ensuring that every child feels valued and supported. We believe that all pupils, regardless of their background, abilities or needs, have the right to access a rich and broad curriculum. Our staff work closely with pupils and families to remove barriers to learning and to create an environment where everyone feels respected and included. By fostering a sense of belonging and mattering, we help every child to grow in confidence and achieve success.
Inclusion is our highest priority. Our curriculum is carefully designed using the latest educational research to ensure it is truly inclusive and meets the needs of all our children. We draw on evidence-based practices to support high-quality teaching and learning, such as using Rosenshine’s Principles to promote clear instruction and scaffolded support. To make learning accessible for every child, we adapt resources, use visual aids, and build in opportunities for overlearning and retrieval. For example, our reading curriculum includes diverse texts that reflect a range of cultures and family backgrounds, helping all children to see themselves in what they read. In subjects like history and PSHE, we ensure different perspectives are explored, including those of underrepresented groups, so that every child feels valued and included in their learning journey.
The achievement of children with special educational needs is paramount and the personalised support we put in place for children is to support them to flourish as independent and confident young people. Our Mozart Hub, the base for our Special Educational Needs provision is a dedicated and well-equipped room and children benefit from accessing this provision at various times throughout their day for English, maths, sensory diet and other personalised support. Our Sensory Circuit Room and Sensory Room provide children with a calm space to self-regulate at key points throughout the day.
One of the most important aspects of provision is the in-class support given by our team of teaching assistants and this work is built on the latest research on the most impactful use of teaching assistants from the Education Endowment Foundation. Our teaching assistants help children develop independent learning skills and support them in being able to manage their own learning. They also deliver one-to-one and small group support using structured interventions where needed.
We recognise that, for children to succeed-learning to read and write, to then be able to read and write to learn, to ultimately become readers and writers for life-is crucial. Literacy across the curriculum is especially important at our school because we know that strong communication skills open the door to learning in every subject. This is particularly vital for our children with SEND, who may face additional barriers to accessing and expressing their learning. We carefully plan opportunities for reading, writing, speaking, and listening in all subjects, using strategies such as visual supports, pre-teaching vocabulary, and structured talk to ensure every child can engage meaningfully with the content. By making literacy a consistent focus, we help all our children – including those with SEND – to build confidence, independence, and a strong foundation for future learning.
Our SENDCO correspondent is Ms Lindsay Carbonneau, who can be contacted on Wednesday - Friday's on 
or via email at: admin@mulberrycanonbarnett.org.
You can find out more about support and service providers in the borough on the Tower Hamlets Local Offer site.
