At Shepherdswell Academy Every Child Matters. We believe that the most important function of the school is to maintain an environment in which every member of the school is able to achieve success and self fulfilment. There must be a total consistency of expectation that everyone (irrespective of gender, race, sexual orientation or culture) should feel safe and secure, have empathy for all others, and place a high value upon individual achievement and personal development.
Our School Creed is embedded throughout the school and is central to our whole school ethos. We are highly committed to promoting equality and inclusion within the school and local community. We actively promote and value the individuality of all of our children with our creed stating ‘Everyone is unique and everyone is special’. We are committed to giving every one of our children maximum opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We believe that all children have an entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life and we have very high expectations for all children. The achievements, attitudes and well-being of all our children are central to all we say and do. We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe. We aim to engender a strong sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.
Shepherdswell Academy is passionate about and totally committed to inclusion and to promoting all aspects of the Every Child Matters agenda. In line with current thinking about Personalised Learning and Assessment for Learning, learners are partners in the learning process. We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. Thus we value and provide for our learners in the best way as to meet their needs and respond appropriately according to their varied life experiences and needs.
This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.
Aims and objectives
Our school is committed to being a fully inclusive school. We therefore actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity is a right and reality for our children. We make this a reality through the attention we pay to the provision and achievement of different groups of learners within our school which include:
disability and/or medical needs;
We aim to provide a differentiated curriculum that meets the needs of all pupils, individuals and groups by:
We aim to provide a happy, healthy and safe school by:
These principles are interlinked and are the heart of our provision and therefore we will:
Teaching and learning style
Children with disabilities
Disapplication and modification
Racism and inclusion
The diversity of our society is addressed through our schemes of work, which reflect the areas covered in the new Curriculum. Teachers are flexible in their planning and offer appropriate challenges to all pupils, regardless of ethnic or social background. All racist incidents are recorded and reported to the governing body by the headteacher and reported to the authority. On the rare occasions of racial incidents, the school contacts parents of those pupils involved.
Support Services and External Agencies
The school promotes the value of specialist advice and support from a variety of professional and voluntary services. The school also welcomes and positively promotes links with educational bodies who can promote pupils learning and provide enhanced opportunities for our more able learners.
Common Assessment Framework (CAF).
We strictly adhere to any safe-guarding policies and procedures and any children who are deemed to require and/ or benefit from a multi-agency approach, will be place upon a CAF and subsequent Team Around the Family (TAF) meetings will be help to ensure we all work together to meet the child’s needs to the best of our ability with a united approach. These needs can vary from safe-guarding, to educational to social and emotional to medical needs and is considered to be appropriate for any child and/ or parents and/or professionals who need further support and guidance to ensure we meet their needs fully. We adhere to and follow the recommendations and guidelines proposed in the ‘The Common Assessment Framework for children and young people - A guide for practitioners’ and also The Common Assessment Framework for children and young people; A guide for Managers’.
The school’s Governors have statutory responsibilities outlined in the Special Needs Code of Practice. In line with this code, we have a designated named governor responsible for Inclusion. They are subsequently required to report annually to parents on the fulfilment of the school’s Inclusion Policy.
Partnership with Parents
Positive parental involvement is crucial and central in maximising achievement and development of all our children but it is particularly important for vulnerable group children. In accordance with the Code of Practice, we believe it is essential to involve parents from the earliest initial stages. Parents are given the opportunity to express their views, be active in decision-making process and actively participate in their child’s education, at review meetings, parent consultations and induction meetings. We strongly believe in building upon children’s strengths and celebrating them yet value the necessity for honest and open relationships with our parents displaying a true and realistic picture of their child. We operate an ‘open door policy’ whereby all parents are actively encouraged to share their concerns no matter how small they may feel they are.
If any parent feels that the school is not meeting the needs of their child they should first contact the class teacher then the Inclusion leader. If the matter is not resolved then an appointment should be made to consult the Principal. Parents may also seek support from Parent Partnership services.
At Orchard and Shepherdswell Academy, we promote and encourage career professional development and offer this in a variety of different means to ensure we remain fresh, up to date and forever improving and evolving. The key aim always being to enhance our practice to impact positively on our children with our passion to ensure we are a fully inclusive school always being at the centre of all we do.