Our beliefs and values
Our beliefs and values
·¬ÇÑÊÓÆµ is a ·¬ÇÑÊÓÆµ school and therefore its role is to educate every child whose parents wish to enrol their child at ·¬ÇÑÊÓÆµ, regardless of gender, orientation, disability, race, religion or belief. We believe that every teacher is a teacher of every young person, including those with SEND and are therefore your childâ€™s most important educational resource in their drive to be successful learners.
We are passionate about including students with SEND in all aspects of school life. However, when considering a placement, we must also consider whether ·¬ÇÑÊÓÆµ is compatible with the childâ€™s age, ability and aptitude and that their attendance is not incompatible with the efficient education of other students in the School and is an efficient use of the schoolâ€™s and Local Authorityâ€™s resources.
We would like our pupils with SEND to achieve better than they ever thought they could. We will support them to do this by:
- identifying and providing for pupils who have special educational needs and additional needs
- working within the guidance provided in the SEND Code of Practice (2014)
- operating a â€˜whole pupil,â€™ â€˜whole schoolâ€™ approach to the management and provision of support for special educational needs.
- providing support and advice for all staff working with special educational needs pupils
- developing and maintaining partnership and high levels of engagement with parents
- ensuring access to the curriculum for all pupils.
Engaging and working with families
We believe that working successfully with learners with SEND means we must work closely and in partnership with those people who know that child best. This means working with parents and guardians to ensure that we use their expert knowledge to our best advantage. This work is guided by the following beliefs:
All families have strengths and need to know that they are important in their childâ€™s education. All families:
- can contribute to their childâ€™s care and education
- learn how to promote their childâ€™s learning and development
- have useful ideas and insights about their child which can help schools
- have a vital role to play in supporting their childâ€™s education
- have access to information, advice and support during assessment and any related decision-making processes about special educational provision.