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Inclusion

Statement of Inclusion

St. Stephen’s Infant School is an educationally inclusive school. We are committed to promoting inclusion and continually monitor and evaluate pupil progress to ensure that all needs are being met. We believe that every child has an individual range of abilities and progresses at different rates and aim to provide the educational experiences and support required to enable all children to reach their personal potential.

Children identified as having a Disability or Special Educational Needs will have an Education Health Care Plan drawn up listing the learning support offered with identified targets to be reached. Advice will be sought from our Special Needs Co-ordinator, and parents will be fully consulted at every stage.

Our full Disability, Special Educational Needs Policy is also available for parents.

Children showing flair and aptitude in any area of the school curriculum are also identified and we have very high expectations of what these children can achieve. Provision for these children is overseen by Miss Whiteing.

 

Equal Opportunities  - Single Equality Scheme and Plan

The governors and staff at St. Stephen’s Infant School are committed to providing the full range of opportunities for all pupils regardless of gender, disability, ethnicity, age, sexual orientation, social, cultural, belief or religious background. All pupils have equal access to the curriculum, and the right to a learning environment which dispels ignorance, prejudice and stereotyping. The entire school community has the right to protection from insult, abuse and bullying of any kind. Discrimination on the basis of colour, culture, origin, gender or ability is unacceptable in our school.

 

Additional Educational Needs

Consideration is given to all children with special educational needs, including the most able children, children with learning difficulties, children with physical disabilities and children with emotional problems. Class teachers work closely with the Additional Educational Needs Coordinator, who offers advice and additional support to ensure that all children have access to the National Curriculum.   Children who display the need for additional support in their learning have the benefit of additional learning support assistants working in small focused learning groups or on a one-to-one basis when appropriate. 

Advice comes from external agencies including family therapy, language support for dyslexia and speech therapy, Behaviour Support Service and Educational Psychologists. This support includes advice and training for teaching and support staff on AEN issues, monitoring of children’s needs, and support for parents and families. Parents are always informed about the involvement of any external agency and their permission is sought in writing if their child is to be assessed by an external agency.

 

Pupils with Disabilities

St. Stephen’s Infant School welcomes pupils with disabilities.  The Disability and Discrimination Act 1995 defines a disabled person as one who has “a physical or mental impairment which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities.”  This would include, for example, sensory impairments affecting sight and hearing, learning disabilities, severe disfigurements and progressive conditions where impairments are likely to become substantial.  Most children with special educational needs will not be disabled within the meaning of the Act.

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