SENCO

Week Ending: 22/09/17

Whole School Attendance: 95.83%.

As a school we are committed to promoting achievement and raising standards in an environment which encourages all children to develop their talents and abilities to the full. We aim to provide a rich education for pupils of all abilities and take pride in and celebrate their success. 

All pupils, regardless of gender, disability, ethnicity; social, cultural or religious backgrounds have equal access to the curriculum and the right to an environment which dispels ignorance, prejudice and stereotyping. We recognise that each member of society has different strengths and weaknesses, and that there are many ways to achieve a goal.

Our SENCO, Elaine Stanford works with Class Teachers and parents / carers to ensure that children who have need of extra support are identified, and appropriate strategies put in place to ensure that their individual needs are met, enabling them to make optimum progress.

Some children with higher levels of need may require 1:1 support available through Higher Needs Funding, or in some cases an Education and Health Care Plan. We work closely with the Specialist Teaching Service and other outside agencies (such as Speech and Language Therapists and Physiotherapists) to plan for, and support children at this level. We also work closely with both pre-school settings and secondary schools to ensure that smooth transitions take place. 

Should you have any queries about our Special Needs provision, please contact our SENCO, Mrs Elaine Stanford. 

Disability Equality Scheme and Accessibility Action Plan

The school is committed to ensuring equal treatment of all its children, employees and any others involved in the school community, with any form of disability and will ensure that people with disabilities are not treated less favourably in any procedures, practices and service delivery.

We aim to develop a culture of inclusion and diversity in which people with disabilities are able to participate fully in school life. The achievement of children with disabilities will be monitored and this data will be used to raise standards and ensure inclusive teaching. Reasonable adjustments will be made to make sure that the whole school environment is as accessible as possible. We believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit the school. This scheme should be read in conjunction with our school policy: Equality Policy.

Definition of disability

The Disability Discrimination Act 2005 (DDA) defines a disabled person as someone who has ‘a physical or mental impairment which has a substantial or long-term adverse effect on his or her ability to carry out normal day-to-day activities’.

  • The DDA 2005 has also extended the definition of disability as follows: People with HIV, multiple sclerosis and cancer (although not all cancers) are deemed disabled before they experience the long-term and substantial adverse effect on their activities.
  • Section 18 has been amended so that individuals with a mental illness no longer have to demonstrate that it is “clinically well-recognised”, although the person must still demonstrate a long-term and substantial adverse effect on his/her ability to carry out normal day-to-day activities.

General Duties

We will actively seek to:

  • Promote equality of opportunity between people with disabilities and other persons. Eliminate discrimination that is unlawful under the Act.
  • Eliminate harassment of people with disabilities that is related to their disabilities.
  • Promote positive attitudes towards people with disabilities.
  • Encourage participation by people with disabilities in public life. It is also important to respect the wishes of children with disabilities so that they do not feel pushed into activities they do not wish to take part in.
  • Take steps to take account of the different disabilities that people have, even where that involves treating disabled persons more favorably than other persons.

This is also known as the Disability Equality Duty (DED) and applies to all children with disabilities, staff and those using services provided by St Michael’s Primary school.

In addition to the above general duty to promote Disability Equality St Michael’s Primary School has specific duties placed on it to:

  • Appraise and update the Disability Equality Scheme every two years
  • Report on progress annually

Specific Duty

The production of this disability equality scheme provides a framework for integrating disability equality into all aspects of school life. The specific actions currently being taken include:

Involvement of people with disabilities in developing the scheme

We will consult with children with disabilities, staff and service users in the ongoing development of the Disability Equality Scheme by:

  • Provision maps, and Annual Reviews with SEN children/parents
  • Analysis of available school disability data
  • Analysis of a range of Local Authority/Specialist Organisations reports which examined the experiences of children with disabilities
  • Meeting with parents at consultation evenings

Developing a voice for children, staff and parents/carers with disabilities

We  are developing opportunities for children with disabilities, staff and parents/carers by:

  • Including children and parents/carers in review meetings
  • Including children and parents/carers in school questionnaires
  • Class teachers discussing issues regularly with children (via PSHCE and SEAL project)
  • Use of the School council

 

The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). This means that schools cannot discriminate against pupils or treat them less favourably because of their sex (gender), race, disability, religion or belief, gender reassignment, sexual orientation or pregnancy or maternity.

The Act requires all public organisations, including schools to comply with the Public Sector Equality Duty and two specific duties;

The Public Sector Equality Duty

This requires all public organisations, including schools, to:

Eliminate unlawful discrimination, harassment and victimisation
Advance equality of opportunity between different groups
Foster good relations between different groups

St Michaels priorities for the Single Equality Scheme are:

  • To focus on the particular needs of female pupils in a generally male population and ensure they are considered fully in all aspects of school life
  • To ensure that no student is disadvantaged or discriminated against due to their race or  religion ,
  • disability, background or sexual orientation

We achieve this by:.

  • Ensuring equality of access for all students to a broad and balanced curriculum, removing barriers to participation/learning as necessary.
  • Using a range of teaching strategies that ensures we meet the needs of all pupils
  • Remaining alert and proactive about the potentially damaging impact of negative language in matters such as race, gender, disability and sexuality.
  • Providing opportunities for students to appreciate their own culture and celebrate the diversity of other cultures through our curriculum, whole school events (e.g.  book and toys   and Celebration assemblies) .
  • Providing questionnaires for students, staff, parents and stakeholders. We then analyse responses which, as appropriate, can lead to the identification of development priorities.

Collecting data and monitoring progress and outcomes of different groups of pupils. We use this data to support school improvement. Teacher meet with the leadership team six times a year to  monitor pupil progress.

Two “specific duties”

This requires all public organisations, including schools to:

  • Publish information to show compliance with the Equality Duty
  • Publish equality objectives at least every 4 years which are specific and measurable

Staff at St Michael’s School will

Promote an inclusive and collaborative ethos

  • Challenge prejudice and discrimination
  • Deal fairly and professionally with any prejudice-related incidents that may occur
  • Plan and deliver lessons that reflect the school’s Christian Values, for example, in providing materials that give positive images in terms of race, gender and disability
  • Maintain the highest expectations of success for all students
  • Support different groups of students in their class through differentiated planning and teaching, especially those who may find aspects of academic learning difficult

 

Admission arrangements for children with SEND

We recognise that starting a new child can be difficult for any child and aim to make this a positive experience for both children and parents.

We value all children and recognise that moat children with special educational needs   can be taught in a mainstream school and will work closely with parent’s to facilitate their wishes where possible. 

 We aim to work to provide a smooth transition into school for all children and recognised that additional visits and arrangements may be needed.

We would recommend that you contact us to arrange an appointment to discuss your child’s individual needs with our SENCO

 

 Please see the Kent County Council website for further details on applying for and choosing schools if your child has SEND

http://www.kent.gov.uk/education-and-children/special-educational-needs/...