Supporting all Children at our School

We welcome all children to our school and work with colleagues, parents, and outside agencies where necessary, to ensure that all children have access to a curriculum that will allow them to achieve their full potential.

Many children may be vulnerable in their learning at some stage in their school careerfor instance, because of long periods of illness or changes in their family circumstances, such as moving house, divorce or bereavement.  Children respond to these situations differently and invariably it will have an impact on their capacity to learn at that time.

The progress of all our children is carefully monitored.  If it is felt, that a child has become vulnerable in their learning, for whatever reason, be it educational, physical, behavioural, emotional or social, they will be identified as having a specific need and provision will be adjusted accordingly in consultation with parents and appropriate external agencies.

This provision may simply need to be a slight change in classroom organisation, layout and management. Alternatively, it may be that they need extra support outside the classroom, either in a small group or one-to-one. 

Specialist external advice is sought when the school requires specific expert strategies and recommendations to meet any child’s extra needs.

These interventions can be temporary or long-term, depending on the needs of the individual.

There are a number of extra provision programmes taking place in school detailed in the Local Offer which is published on the school website.  We have an Inclusion Co-ordinator (Inco) who works across both the infants and junior schools. We also have an Inclusion Higher Level Teaching Assistant, who works with individual children or with small groups delivering specialist intervention.

Sometimes a child will need an IEP (Individual Education Plan) where specific targets are identified and strategies noted to ensure that the child can progress and meet the targets set.  These are set up in collaboration between the class teacher, the InCo, parents, appropriate external agencies and are reviewed regularly.

Challenge

All our lesson planning provides challenge and extension for our most able pupils.  However, if the child shows exceptional ability in a subject area and their needs cannot be met in the normal classroom differentiation, then the class teacher will ensure that they provide more challenging and broader learning experiences.

Equality Statement

Equality Practice at Crabtree Infants’ School

Every school, university & other public authority is required by government to have an “Equality Duty”
What is the Equality Duty?
The general Equality Duty requires our school to:

  • Eliminate discrimination, harassment and victimisation and any other prejudicial conduct that is prohibited by or under the Equality Act 2010
  • Advance equality of opportunity between people who share a relevant protected characteristic and people who do not share it
  • Foster good relations between people who share a relevant protected characteristic and those who do not share it

To help us meet the general duty we have specific duties to:

  • Publish in an accessible way at least annually information that demonstrates compliance with the general Equality Duty
  • Prepare and publish in an accessible way, at least every four years, one or more specific and measurable objectives which we think will help us meet the aims of the general Equality Duty.

The protected characteristics referred to in the duty are:

  • age , disability , gender reassignment
  • pregnancy and maternity
  • race , religion or belief , sex and sexual orientation
  • Marriage and civil partnership.

How is Crabtree Infants meeting the Equality Duty?
We are actively:

  • implementing an “Equality Scheme” and “Equality Action Plan”
  • reviewing other relevant policies to ensure these are compliant with our Equality Duty
  • reviewing our approach to assessing the impact on equality by analysing pupil assessment data for all vulnerable groups
  • updating our information, guidance and training for governors, pupils and staff
  • producing and maintaining an “Equality Log” that provides good evidence of Equality Practice at Crabtree Infants
  • Publishing relevant information for each protected characteristic showing how we are meeting the duty. This information includes statistical data on:  age, disability, race & sex

We will deliver the following strategic equality objectives for 2015-2019:

  • Review progress of children by race, gender and disability and implement interventions in response.  Gaps in progress between gender, disability and ethnicity monitored.
  • Review and develop our SMSC curriculum ensuring that decisions are made which represent the wider community and world we live in and develop an understanding and tolerance of different communities (see 6.)
  • Review curriculum coverage to explore how teaching related to protected characteristics is planned for.
  • To further improve disability access to all relevant areas of the school (for children, parents and staff).
  • Review our stakeholder communication procedures to ensure that all voices have the opportunity to participate in the Trust's policies and action (relative to protected characteristics) and that the profile of Equality matters remains high.
  • Review how effectively British values are promoted and reflective within school life and our relationships with our local community.
  • Publish information to show how the school meets the aims of the general public sector equality duty. 
  • To enhance employment and volunteer opportunities, identifying and addressing any barriers to the recruitment and development of staff or volunteers of all protected characteristics