Championing Inclusivity
We are dedicated to fostering inclusive environments across all our Lionheart schools, ensuring that every child has the opportunity to thrive. As part of this commitment, and in recognition of Autism Awareness Day (2nd April) and Autism Acceptance Month, we are highlighting the exceptional work of staff at Broom Leys Primary School in Coalville. These staff members provide outstanding support to young children with Special Educational Needs (SEN), including those with autism.
The school’s Early Years Foundation Stage (EYFS) team has been working closely with its linked special school to enhance support for children with autism, particularly those who are pre-verbal or in the early stages of developing communication skills.
As a result of this collaborative effort, two key interventions have been introduced:
Sensory Interaction Intervention
This intervention follows a half-termly plan based around a specific theme, such as Farms. Children are supported on a one-to-one basis, with staff singing songs and using props related to the theme to engage and elicit responses from the children, some of whom may not make eye contact or appear to respond.
It requires a strong, trusting relationship between the adult and the child, enabling even the smallest signs of engagement and enjoyment to be observed and built upon. The sessions are enjoyable and, through daily repetition over several weeks, help children anticipate the activities, improve their responses to stimuli, and develop new skills.
Attention Autism
Attention Autism is built around weekly themes, such as a story or a festival. Each day introduces different activities to provide a variety of learning opportunities. Staff use cause-and-effect toys and activities, such as mixing vinegar with baking powder to create mini volcanoes, alongside anticipation songs (such as "What’s in the bucket?") and creative tasks like hand and finger painting.
In addition to these interventions, sensory activities are integrated throughout the school day to support emotional regulation and motor skill development. Children also participate in story times, playtimes and lunchtimes with their peers, further promoting social inclusion.
These provisions have had a significant impact on children with complex needs, many of whom might otherwise attend special schools. The staff’s dedication to enhancing their expertise has inspired other Trust schools to adopt similar approaches. As a result, we are seeing a growing culture of inclusive education across our schools.
“We believe in celebrating neurodiversity and ensuring that all students feel valued and supported. By working together, we can create learning environments that recognise and celebrate differences, making our schools as inclusive as possible,”
explained Sarah George, Lionheart’s Primary Director of Inclusion.
“At Lionheart Educational Trust, we remain steadfast in our commitment to championing inclusive education, ensuring every child has the opportunity to reach their full potential.”
For further information and support, the National Autistic Society and Ambitious About Autism provides a wide range of resources on their website:
About the author
Lionheart Educational Trust