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.
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.
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
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:
Developing a voice for children, staff and parents/carers with disabilities
We are developing opportunities for children with disabilities, staff and parents/carers by:
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
St Michaels priorities for the Single Equality Scheme are:
We achieve this by:.
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:
Staff at St Michael’s School will
Promote an inclusive and collaborative ethos
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