Children with Additional Needs
Some children have specific or additional needs - emotional, social, behavioural, medical or educational - which need additional support in school. Some will have moderate difficulties and need small group or individual support, which can be provided from resources within school. Others will be put onto the Special Needs Register because their needs cannot be met solely by the school. This may mean accessing the services of outside agencies such as the local Multi Agency Team (MAT), Behaviour Support, Educational Psychology, the school nurse or doctor, various health agencies or social care. In such cases, the school will work closely with these agencies on an individual education plan (IEP) or My Learning Programme (MLP) to address the needs of the child. For a very small minority of children, where their needs are severe, complex and ongoing, the school will apply for a statutory assessment and may be granted an Education, Health and Care Plan (EHCP), which means that the school will receive some local authority funding to help it to meet the specific needs of the child identified on the plan.
In all cases of special educational needs, school will work closely and sensitively with parents, involving them in the processes and plans used to meet the needs of their child.
Some children have additional needs because they are very able, gifted or especially talented. It is just as important to ensure that these children have their needs met through appropriate challenge, extra provision and/or pastoral support where needed. Once a year, we ask parents to provide feedback to the school with regard to their child’s talents and interests outside of school. We use this data to inform our planning.
As a cluster of schools we employ 4 family resource workers and an overarching safeguarding manager to provide Early Help to our children and their families. These workers are able to facilitate courses for parents, signposting for families and practical solutions. They are incredibly experienced in providing Early Help and working in partnership with other agencies. We are proud to be part of this exciting initiative which will help our local schools to further work together and provide support and stability for our most vulnerable families.
Our Special Educational Needs Coordinator is Mrs Holmes. She is contactable through the school office either by phone (01663 742357) or email email@example.com
EQUALITY INFORMATION AND OBJECTIVES STATEMENT
At Hayfield Primary School we welcome our duties under the Equality Act 2010 and our expectations under the public sector equality duty. The school’s general duties, with regards to equality are:
- Eliminating discrimination, harassment, victimisation and other conduct that is prohibited.
- Fostering good relationships across all protected characteristics.
- Advancing equality of opportunity for all groups.
Hayfield Primary School aims to promote pupils’ spiritual, moral, social, and cultural development, with special emphasis on promoting equality, diversity and eradicating prejudicial incidents for pupils and staff. Our school is committed to not only eliminating discrimination, but also increasing understanding and appreciation for diversity.
We are also mindful of intersecting identities within our school environment and will work with our communities to better understand the experience of multiple minority identities for individuals.
We are committed to promoting equality of opportunity for all staff and job applicants. We aim to create a working environment in which all individuals are able to make best use of their skills, free from discrimination or harassment, and in which all decisions are based on merit. We are committed to supporting our staff and applicants to be their authentic selves in the workplace without judgement and ensuring that diverse communities are celebrated.
We do not discriminate against staff on the basis of age, disability, gender identity and/or reassignment, marital or civil partner status, pregnancy or maternity, race, colour, nationality, ethnic or national origin, religion or belief, sex, or sexual orientation (the protected characteristics), amended in line with the Equality Act 2010.
Aims to eradicate discrimination
Hayfield Primary School believes that a greater level of success from pupils and staff can be achieved by realising the uniqueness of individuals. Creating a prejudice-free environment where individuals feel confident and at ease is a commitment of the school. This environment will be achieved by:
- Being respectful.
- Always treating all members of the school community fairly.
- Developing an understanding of diversity and the benefits it can have.
- Adopting an inclusive attitude.
- Adopting an inclusive curriculum that is accessible to all.
- Encouraging compassion and open-mindedness.
We are committed to having a balanced and modern curriculum. We believe that our pupils should be exposed to ideas and concepts that may challenge their understanding to help ensure that pupils learn to become more accepting and inclusive of others. Challenging and controversial concepts will be delivered in a way that prevents discrimination, and instead
promotes inclusive attitudes and a better understanding. We will also respect the right of parents to withdraw their children from classes which pose conflicts to their own beliefs.
Dealing with prejudice
Hayfield Primary School does not tolerate any form of prejudice-related incident. Whether direct or indirect, we treat discrimination against all members of our school seriously, but also as an opportunity to educate. When an incident is reported, our school is devoted to ensuring appropriate action is taken and a resolution is put into place which is both fair and firm. Any incident or racist, homophobic or bullying nature is reported to the governing body and minuted.
At Hayfield Primary School, our pupils are taught to be:
- Understanding of others.
- Celebratory of cultural diversity.
- Eager to reach their full potential.
- Aware of what constitutes discriminatory behaviour.
The school’s employees will not:
- Discriminate against any member of the school.
- Treat other members of the school unfairly.
The school’s employees will:
- Promote diversity equality.
- Encourage and adopt an inclusive attitude.
- Lead by example.
Equality and dignity in the workplace
Hayfield Primary School does not discriminate against staff with regards to their:
- Gender reassignment.
- Marital or civil partner status.
- Pregnancy or maternity.
- Race, colour, nationality, ethnic or national origin.
- Religion or belief.
- Sex or sexual orientation.
Equality of opportunity and non-discrimination extends to the treatment of all members of the school community. All staff members are obliged to act in accordance will the school’s various policies relating to equality.
We will guarantee that no redundancy is the result of direct or indirect prejudice. All disciplinary procedures are non-prejudicial, whether they result in warnings, dismissal, or any other disciplinary action.
How do we meet our equality duty?
Through a number of key policies we demonstrate our drive to fully integrate equality into our day-to-day decision making. The key policies are:
- SEN information report
- Admissions Policy
- Special Educational Needs Policy
- Child Protection and Safeguarding Policy
- Behaviour and Discipline Policy
- Staff Code Of Conduct Policy
These are all available from either the school website or by contacting the school directly.
Furthermore, we are launching the new ‘Relationships (and sex) Education and Health Education Curriculum’ that educates children in equality for all, challenging stereotypes and preparing the children for a rapidly changing world. Our curriculum is topic based (see website) which allows for diverse and challenging discussions and positive outcomes for our children. We also celebrate diversity through actions such as Multifaith week, Black History Month, NSPCC assemblies and workshops. Also, classes have country names so they can be researched and the diversity of the cultures celebrated.
Much time, care and resources are put into the identification of children with additional needs, along with the planning, implementation and assessment of individual support plans and impact of intervention/catch-up programmes. Our goal always is to diminish the difference by helping underachievers to catch up with their peers and reach age-related expectations, whether this is in core subjects, foundation subjects or their personal, social and emotional development. Children with additional needs are treated with equal respect and valued by all members of the school community. We use hard and soft data to support these wonderful children. Interventions are then put in place including class teacher support, TA support, nurture groups, support within the cluster of PEGS, specific and targeted curricular and extra-curricular activities.
More information is available here.