The curriculum in our school is designed to be accessed by all children who attend the school. School takes seriously its responsibility to promote equality and uphold the 9 protecetd charactersitics of age, disability, race, gender, sex, sexual oreintation, marriage and civil partnership, pregnancy and maternity.
If it is necessary to modify some children’s access to the curriculum, in order to meet their needs, then we do this only after their parents or carers have been consulted and reasonable adjustments will be made.
If children have special needs, our school does all it can to meet the individual needs, and we comply with the requirements set out in the SEN Code of Practice. If a child displays signs of having special needs, then his/her teacher makes an assessment of this need in partnership with the SENCo. In most instances, the teacher is able to provide the resources and educational opportunities that meet the child’s needs, within normal class organisation. If a child’s need is more severe, we consider the child for statutory assessment, and we involve the appropriate external agencies in making an assessment. We always provide additional resources and support for children with special needs. The SEN Policy explains in greater detail schools approach to meeting the needs of this group of children.
The school provides Pupil Page Profiles for each of the children who are on the special needs register and Support Plans for children who are undergoing statutory assessment. These documents set out the nature of the special need, outlines how the school will aim to address it and also sets targets for improvement, so that we can review and monitor the progress of each child at regular intervals.
Some children in our school have disabilities. We are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children within our school. The school complies fully with the requirements of the amended Disability Discrimination Act that came into effect from 2005. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared with non-disabled children. Teaching and learning are appropriately modified for children with disabilities. For example, they may be given additional time to complete certain activities, or the teaching materials may be adapted.
The school has implemented the recommendations of The Stephen Lawrence Inquiry: Macpherson Report (1999). Our schemes of work address the diversity of our society, and reflect the National Curriculum programmes of study.
The school is aware of the need to ensure that our curriculum meets the needs of the Pupil Premium children and contributes to them making accelerated progress in order to narrow the gap between them and non-pupil premium children. The Pupil Premium Policy explains in greater detail schools approach to meeting the needs of this group of children.
The school is aware of the importance of the physical development of all children and hence the Sports Funding is used to maximum effect to ensure that all children receive specialist PE teaching weekly and through this school provides excellent opportunities for teachers to develop their quality first teaching in PE.