ST PETER’S RC CATHOLIC PRIMARY SCHOOL
At St Peter's RC Primary School, we believe that:
Together, as a faithful community, we will live, love and learn so that we are a reflection of Jesus inspiring others to walk with us.
We at St Peter’s are committed to meeting the needs of our children; ensuring that they make progress. In line with our mission statement we treat each child equally and value them as unique individuals with the ability to make a special contribution to our caring Catholic community and the wider world.
A copy of this policy can be obtained on request from the school office.
At St Peter’s Primary School we value the individuality of all of the children in our care. We are committed to giving all of our children every opportunity to achieve the highest of standards. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. This statement together with our SEN/Gifted and Talented Report 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 aims to be an inclusive school. We 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 must be a reality for our children. We make this a reality through the attention we pay to the different groups of children who may be represented within our school:
- girls and boys;
- minority ethnic and faith groups;
- children with special educational needs;
- able, gifted and talented children;
- children who need support to learn English as an additional language;
- children who are at risk
- looked after children
The National Curriculum is our starting point for planning a curriculum that meets the specific needs of individuals and groups of children. We meet these needs through:
- setting suitable learning challenges;
- responding to children’s diverse learning needs;
- overcoming potential barriers to learning and assessment for individuals and groups of pupils;
- providing other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of children.
Employing Teaching Assistants to support the needs of SEN children and run a Gifted and Talented School Newspaper.
We achieve educational inclusion by continually reviewing what we do, and by asking ourselves these key questions:
- do all our children achieve their full potential?
- are there differences in the achievement of different groups of children?
- what are we doing for those children who we know are not achieving
- are our actions effective?
- are we successful in promoting racial harmony and preparing pupils to live in a diverse society?
3.Teaching and learning style
We aim to give all our children the opportunity to succeed and reach the highest level of personal achievement. We analyse the attainment of different groups of pupils to ensure that all pupils are achieving as much as they can. We also make ongoing assessments of each child’s progress.
Teachers use this information when planning our lessons. It enables us to take into account the abilities of all our children. We use the Lancashire KLIPS to assess children at their current year group expectations. We use previous year group expectations to plug the gaps for some children with SEN, where required.
Teachers are familiar with the equal opportunities legislation covering race, gender and disability.
Teachers ensure that all children:
- feel secure and know that their contributions are valued;
- appreciate and value the differences they see in others;
- take responsibility for their own actions;
- are taught in groupings that allow them all to experience success;
- use materials that reflect a range of social and cultural backgrounds;
- have a common curriculum experience that allows for a range of different learning styles;
- have challenging targets that enable them to succeed;
- participate fully, regardless of disabilities or medical needs.
4 Children with disabilities
At the present time no children in our school have physical disabilities. Should any children with a disability be admitted to school all reasonable steps will be taken to ensure that these children are not placed at a substantial disadvantage compared to non-disabled children. We have one child with a mild physical disability, who is able to access the curriculum to a high standard, along with his/her peers.
5 Disapplication and modification
The school can, where necessary, modify or disapply the National Curriculum and its assessment arrangements. Our school policy is to do this only in exceptional circumstances. The school makes every effort to meet the learning needs of all its children, without recourse to
disapplication. We achieve this through greater differentiation of the child’s work, or through the provision of additional learning resources.
When necessary, we also support learning through appropriate external specialists. In such cases, teachers work closely with these specialists to support the child.
In exceptional circumstances we may decide that disapplication is the correct procedure to follow. We would only do this after consultation with parents .The school’s governor with responsibility for special educational needs would also be involved in this process. We would ensure that every effort had been made to provide the necessary support from within the school’s resources before considering such action. For example, the school SEN governor currently comes into school once a week (working very closely with the SENCO) to help support a variety of children with SEN across the school.
Should we go ahead with modification or disapplication, we would do so
- Section 364 of the Education Act (1996). This allows modification or
disapplication of the National Curriculum, or elements of it, through a
statement of special educational needs;
- Section 365 of the Education Act (1996). This allows the temporary
modification or disapplication of the National Curriculum 2014, or elements of it.
- Disapplication through a statement of special educational need (or EHCP), under section 92 of the Education Act 2002;
6 Inclusion and racism
The diversity of our society is addressed through our schemes of work, which reflect the programmes of study of the National Curriculum 2014. Teachers are flexible in their planning and offer appropriate challenges to all pupils, regardless of ethnic or social background. Any racist incidents are recorded and reported to the Governing Body and the LA by the Headteacher. The school contacts parents of those pupils involved in racist incidents.
In our school we value each child as a unique individual. We will strive to meet the needs of all our children, and seek to ensure that we meet all statutory requirements related to matters of inclusion.
8 Monitoring and review
This policy is monitored by the Governing Body, and will be reviewed in 2017.
Written by: E Lightfoot,
Date: October 2016