St Patrick’s RC Primary School is committed to promoting equality and values diversity for all children and families. At our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We want all our children to feel that they are a valued part of our community and we have high expectations of all.
We aim to achieve this by removing any barriers to learning, such as:
- providing a secure and accessible environment in which all children can thrive;
- providing appropriate curricular provision, that respects the fact that children:
- have different educational and behavioural needs and aspirations;
- require different strategies for learning;
- acquire, assimilate and communicate information at different rates;
- need a range of different teaching approaches and experiences;
- including and valuing the contribution of all families to our understanding of equality and diversity;
- providing positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people;
- promoting equality and valuing diversity
Our Teaching & Learning Policy sets out details of our broad and balanced curriculum. All children experience Quality First Teaching as part of our curriculum – this includes differentiation of resources or additional adult support. As progress is monitored frequently, we are always looking at different ways in which we can support individual children so they can achieve their full potential.
If your child has a special educational need our SENCO, Mrs. Patricia Davies, will:
- Ensure the right support is put in place for each child as part of the Assess, Plan, Do, Review cycle
- Advise other teachers and teaching assistants on how to help each child
- Arrange training for staff so they understand each child’s needs
- Work closely with parents on a regular basis to talk with them about their child’s needs and listen to any ideas or concerns they might have
- Work with other professionals (if necessary) who may be able to help individual children, e.g. speech and language therapist /medical professional/ educational psychologist
- Monitor progress in relation to individual outcomes as well as in relation to national measures
We are committed to working with parents and carers to identify their child’s needs and support. Parents and carers will be involved throughout the process.
There is a range of ways this can be done, for example:
- Termly parents/carers evenings;
- Ongoing discussions with a class teacher and/or SENCO;
- An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have;
- Through a review of a child’s SEN Support Plan or the Annual Review of their Statement of SEN or EHC Plan.
As many of the SEND children are too young to discuss their needs more formally, the school works closely with parents and carers in the support of those children with special educational needs and disabilities. We encourage an active partnership through an ongoing dialogue with parents and carers. Parents and carers have much to contribute to our support for children with special educational needs and disabilities. We believe that the help of parents is particularly important in supporting the progress made by each child and we will consult with them when decisions need to be made. Careful records of each child’s work, progress and achievements are kept and reviewed in accordance with the requirements of the National Curriculum.
We enable all children to engage fully in all aspects of school life. To do this, we:
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- Ensure that all pupils have access to the school curriculum and all school activities.
- Ensure every child has the entitlement to a sense of achievement.
- Ensure that all children have the relevant opportunities to be able to reach their full potential.
