We have invested significantly in expanding the range of external support available to our pupils. In addition to NHS services, we’ve commissioned a private speech and language therapy provider to enhance our provision. Educational Psychology, Learning Support Services and other specialists regularly carry out observations and assessments to help us understand and meet the needs of pupils facing learning barriers.

When pupils require support beyond what is available in school, we work closely with GPs to access additional health services. To further boost impact, we have introduced evidence-based online interventions like Nessy and invested in a Dyslexia Screening Tool, which helps us identify pupils who may need extra support. This tool is not a diagnosis but an important step in tailoring our approach to every child’s needs.

At Cradley, we recognise that every child’s behaviour is a way of expressing their feelings and experiences. When a child’s needs are more complex, a personalised approach ensures they can access learning and school life fairly — truly reflecting our vision, every child, every chance, every day.

Our commitment is to create an environment where each child feels safe, valued and ready to learn. We carefully balance individual needs alongside the wellbeing and progress of all pupils, regularly reflecting to keep our practice inclusive, respectful and supportive for everyone.

At Cradley, our vision is for every child to believe, belong and be happy every day, so we take any concerns about bullying very seriously. We respond to all reports with care, using a restorative approach that listens respectfully to all perspectives. Our staff work diligently to understand the situation, support pupils in finding resolution, and closely monitor relationships to ensure a safe, supportive environment for everyone.

In the last academic year, the whole staff team have engaged in Trauma Informed Practice and De-escalation Training as part of our behaviour strategy.  We are realistic about the fact that we cannot prevent all arguments and disagreements between pupils but we do strive to deal with each incident fairly and equitably.

“I would like Black History to be included in the curriculum.”

Black History is thoughtfully woven throughout our curriculum and collective worship. This year, worship has highlighted the legacies of Martin Luther King Jr, Desmond Tutu and William Wilberforce’s fight against slavery. In class, Year 1 pupils learn about Mary Seacole, while Year 6 explore migration and the Windrush Generation.

Looking ahead, we have planned Black History workshops during October 2025, giving all classes the chance to engage deeply over two days. We warmly welcome your feedback on other influential figures or cultures you feel would enrich our teaching.

Before starting any new club, we check there’s enough pupil interest and that it’s financially viable — especially given tighter national school budgets. We’ve explored a range of ideas, but where take-up has been too low, we’ve had to step back, always keeping quality at the heart.

This year, we’ve offered clubs such as Football, Netball, Eco Club, Musical Theatre, French, Sewing, Pokémon Drawing, Play Club, Tag Rugby and Multisports — many kindly run by staff volunteering beyond their working day. While we listen to feedback on age ranges, staff commitments and family life do affect what’s possible, as does running residentials.

Sadly, we couldn’t run a holiday club this summer due to building works and staffing requirements, but we continue to signpost local options. Our aim remains to provide enriching opportunities so every child has “every chance, every day.”

Each year group enjoys a geography field trip and a visit to a place of worship, as required by the National Curriculum. Additional trips are optional and depend on teacher planning, venue availability and the right timing for school. Rising transport costs are a challenge, and we’re very grateful to our HSA for helping reduce costs for families.

Here’s a quick recap of the trips undertaken during 2024-25

Reception: Library visit, Dudley Zoo, St Peter’s Church

Year 1: Worcester Cathedral Christmas Tree Festival, Bodenham Arboretum

Year 2: St Peter’s Church, Selly Manor

Year 3: Wrens Nest Nature Reserve, Malvern County Show

Year 4: Severn Valley Country Park

Year 5: Waseley Hills, Halesowen Schools Aspirations Fair

Year 6: Islamic Exhibition Centre, Malvern Hills, Woodlands Activity Centre

Other group opportunities included the Dudley Maths Championships and District Sports.

For academic year 2025-26, we’re excited to trial a new approach to swimming. While Year 6 have had lessons all year at a local leisure centre, travel has reduced lesson time and staffing challenges have sometimes limited teaching quality, so we won’t continue with this model.

Instead, in summer 2026, all year groups will have swimming lessons on-site in a pop-up pool. This will be taught by a qualified swimming teacher and lifeguard and include after-school clubs too. Mrs Lowe and Mrs Warford visited St Margaret’s CE Primary, where this approach is working successfully, and we look forward to bringing the same opportunity to our pupils — supporting every child, every chance, every day.

This year we launched a Lunchtime Club to support pupils who may find lunchtimes challenging, offering them a safe, calm space each day from 12:45–1:15, within room capacity.

To help all children enjoy more positive lunchtimes, we’ve also introduced activities and resources like Lego, dressing-up clothes, finger knitting and colouring, and trained our lunchtime staff as ‘Playground Activators’ (https://www.rbgymandsport.co.uk/programmes/playground-activator) to lead structured play. Footballs are now shared on a rota to reduce disputes, as this has been a common source of disagreement in KS2.

Together, these changes have helped reduce negative behaviours and offer happier, more inclusive lunchtimes — supporting every child, every chance, every day.