Intent

• To ensure we do not unlawfully discriminate, harass or victimise pupils due to their age.
• To ensure there is equality of opportunity between people of different ages.
• To ensure good relations are fostered between all members of the school community regardless of age.

‍Implementation

• All pupils are respected regardless of age and not treated differently or less favourably
• Learning is age appropriate
• Key transitions are prepared for, eg moving on from one phase to the next, transitioning into adulthood
• Different age groups are respected, and not seen less favourably in teaching activities.
• Stereotypes are actively avoided when talking about ageing.

Impact

The pupils will experience:

• a sense of self
• a sense of belonging
• respect for others, non-discrimination
• be challenged on any discrimination shown by them to others
• be able to indicate their needs, wants and views

This impact will be evident in:

• EHCP/ILP reviews
• Pupil voice 
• Demonstrating through their learning; experiencing, engaging, awareness and understanding of issues around the protected characteristic of age.

Intent

To support pupils in developing nurture for another living being.

To develop a range of personal skills such as: boosting self-esteem; reducing anxiety; and interaction and communication.

To support emotional regulation and promote positive mental health and wellbeing

‍

Implementation

Lunchtime pony therapy club.

Weekly therapony sessions learning to care for the ponies. Targeted work experience and animal care.

‍

Impact

The impact on pupils is evident in:

• Career pathways

• ILP

• Behaviour records – if appropriate

• CPOMS

Intent

• Experience, engage, understand and appreciate a wide range of influences that have shaped own heritage and that of others, primarily through multi-sensory, experiential learning opportunities

• Experience, engage, recognise and value the things we share in common across cultural religious, ethnic and socio-economic communities, as appropriate

• Willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities.

• To be aware of schedules, routines, systems and rules within school. Where appropriate pupils understand Britain’s systems and rules, and how they shape our history

• Foster acceptance, respect and celebration of diversity

‍

Implementation

• Range of texts from different cultures, stories, poems etc.

• Different cultures around the world

• Marking key events in the calendar, such as Remembrance Day

• Music and Art from different cultural genres

‍

Impact

The impact is evident in:

• Levels of engagement in lessons

• EHCP

• ILP

• Physical and verbal responses to a stimulus

• Pupil voice

Cultural Capital is all about providing children with experiences and opportunities to help them progress and achieve success to prepare them for their future

Intent

To provide experiences and opportunities that link pupils to their culture and community helping them to achieve success to prepare them for their future.

To provide clear progression to ensure pupils are on a pathway to enable them to be prepared to the best of their ability in preparation for adulthood.

‍

Implementation

We offer a broad, balanced and coherent curriculum through a total communication environment

• Social, moral, spiritual and cultural education is embedded through the curriculum at all stages

• Physical development is paramount through the curriculum to support learners to access their learning opportunities

• All pupils have an EHCP target focusing on their personal development needs

•Community visits within the local community and further afield

• Participation in charitable projects

• Curriculum promotes mentally and physically healthy lifestyles

• Families participate in and share their cultural backgrounds

‍

Impact

• Evidence is recorded against Engagement Profile / EHCP targets

• Pupils are well prepared for transition

• Pupils develop their means to communicate making their wants, needs and views known

• Pupils are prepared for adulthood

Democracy is when a group of people have equal rights and the freedom to choose how they are treated, rather than when one person has all the power and makes all the decisions. It can also refer to the way in which we vote for the person or group we want to represent us.

LOWER

•Represented on the School Council 

• Pupil contributions to EHCP annual reviews

• Use Core boards to communicate choices

• Choosing – special time, end of term treats, sensory breaks, lunch, snack

• IEP/EHCP targets are often based around sharing and making choices

• Turn taking games / attention autism sessions

‍

MIDDLE

• Represented on the School Council 

• Pupil contributions to EHCP annual reviews

• Use Core boards to communicate choices

• Choosing – special time, end of term treats, sensory breaks, lunch, snack

• Input in assemblies 

• IEP/EHCP targets are often based around sharing and respecting our peer’s choices

• Ideas are voted on including Jack Petchey award winners

• Regular social skills sessions to promote turn-taking, sharing and collaboration

‍

UPPER

• Represented on the School Council and Meet with Governors to share meeting minutes and priorities

• Pupil contributions to EHCP annual reviews

• Make decisions about new equipment in school and events

• Ideas are voted on including Jack Petchey award winners

• Classroom jobs rota

• Input in assemblies 

• IEP/EHCP targets are often based around sharing and respecting our peer’s choices

• Discussion and debate opportunities

• Voting for Safeguarding ambassadors & school councillors

• Newsround/topical issues

• Ideas and suggestions for theme days

• Ideas for class displays and improvements, e.g. outdoor areas

• Pupils are involved in recruitment of new leadership staff

• Regular social skills sessions to promote turn-taking, sharing and collaboration

‍

FE

• Pupil choices

• Voting for school council rep, special days, meals out, songs

• Turn taking

• Sharing achievement

• ASDA curriculum sharing with others

• Class Golden Code

• Pupil contributions to transition planning

• Regular social skills sessions to promote turn-taking, sharing and collaboration

Intent

To ensure we do not unlawfully discriminate, harass or victimise anyone due to their SEND.

To ensure there is equality of opportunity between people who have SEND and those who don’t.

To ensure good relations are fostered between all members of the school community regardless of their SEND.

‍

Implementation

• Learning is tailored to individual needs.

• Physical environment is conducive to accessibility and not restrictive.

• Resources to enable full access to learning entitlement.

• Pupils are not excluded due to their disability.

• The requirements identified in the pupils’ EHCP are put into place.

• A positive attitude is fostered in terms of respecting diversity.

• Intolerance of differences is always challenged and support is given to foster respect.

• High expectations and growth mindset is embedded in the school ethos.

• Resources and learning represent a wide range of abilities and disabilities, and focuses on talents and achievements.

• School Values

‍

Impact

The pupils will experience:

• a sense of self and belonging

• respect for others, non-discrimination

• be challenged on any discrimination shown by them to others

• be able to indicate their needs, wants and views This impact will be evident in:

• EHCP/ILP reviews

• Pupil voice 

• Demonstrating through their learning; experiencing, engaging, awareness and understanding of issues around the protected characteristic of SEND.

The Equality Act 2010 ensures that schools cannot unlawfully discriminate against pupils because of their sex, race, disability, religion or belief or sexual orientation.

The Public Sector Equality Duty (PSED) was introduced by the Equality Act 2010 and applies to all schools. The PSED has three main elements.

These are:

• Eliminating discrimination and other conduct prohibited by the Equality Act 2010

• Advancing equality of opportunity between people who share a protected characteristic and people who do not share it

• Fostering good relations across all characteristics – between people who do share a protected characteristic and people who do not “It is important that all children gain an understanding of the world they are growing up in, and learn how to live alongside, and show respect for, a diverse range of people.” Ofsted – Guidance on Inspecting teaching of the protected characteristics in schools – April 2021

Intent

We offer access to a high-quality Forest School resource that provides them with exceptional experiences to enhance their learning.

Forest School is a unique learning style; a way of building independence, self-esteem and a positive attitude towards learning as they explore and experience the natural world for themselves.

‍

Implementation

Pupils are taught about the principles of Forest School, how to use the resources safely and correctly and can explore the natural world in all weathers, in a child centred way.

Activities include:

• Den building

• Safe fire lighting and fire management

• Campfire cooking

• Scavenger hunts

• Woodcraft activities using simple tools and natural resources

• Stories with themes of the natural world

• Sculpture and art using natural materials

• Games, stories and songs

• Imaginative play in nature

‍

Impact

The impact of pupils can be very individual and is evident in anecdotal observations, which inform all four areas of the EHCP and ILPS

Examples may be:

• Overcome fear of insects

• Work collaboratively with a partner or within a small group

• Accept when a session has finished and transition back to class successfully

• Develop ability to plan a preferred activity and gather resources needed

• Develop confidence to try something new

Intent

We aim to nurture our children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to modern Britain

‍

Implementation

We ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school. Discreet teaching and learning opportunities are mapped out in the curriculum where appropriate, in particular, RE, PSH and Assemblies

provide opportunities to raise awareness and develop understanding. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.

‍

Impact

Pupils will have an awareness or understanding of Fundamental British Values as appropriate to their development levels. Pupils will demonstrate this within the day to day life of school.

Intent

To ensure  we do not unlawfully discriminate, harass or victimise pupils due to their gender identity.

To ensure there is equality of opportunity between people of different gender identities. To ensure good relations are

fostered between all members of the school community regardless of gender identity

‍

Implementation

• Young people experience privacy, dignity and respect for who they are

• Young people taking steps to live in the opposite gender will be respected, and pupils will not be treated less favourably

• All pupils will be supported to understand different views and perspectives.

• The use of language around gender identity is considered and sensitively used.

• Staff encourage positive discussions and challenge negativity around the subject

• Mental health and wellbeing of the young people is of high importance

• PSH and RSE  curriculum

• Rainbow flag curriculum and award

• Specific SEN support for enabling pupils to communicate their needs and wishes

• School Values

‍

Impact

The pupils will experience:

• a sense of self and belonging

• respect for others, non-discrimination

• be challenged on any discrimination shown by them to others

• be able to indicate their needs, wants and views

This impact will be evident in:

• EHCP/ILP reviews

• Pupil voice 

• Demonstrating through their learning; experiencing, engaging, awareness and understanding of issues around the protected characteristic of gender reassignment

‍

Individual liberty is when people have the freedom to choose their faith, beliefs, likes and dislikes which are outside Government control. It’s protection of your rights and the rights of others around you.

LOWER

• Trusting relationships with adults in school

• Communication boards. 

• PSHE –work around emotions and feelings, labelling and modelling them to the children.

• RE – through celebrations, stories

• Wow walls/positive praise

• Pupils develop a positive sense of themselves

• Explore similarities and differences

‍

MIDDLE

• Support pupils’ independence which is is continually encouraged

• Pupils make independent choices

• Promotion of independence with own belongings

• Communicate their wants and needs

• Develop confidence to try new activities

• Support to enable pupils to be aware of their rights

• Adults are attuned to the pupils’ feelings and emotions, and these are labelled as the pupils experience them

• Diversity is valued and promoted

‍

UPPER

• EHCP Independence targets

• Individual PSHE focus

• Pupil celebrations

• Every pupil treated as an individual, differences are celebrated

•Contributions towards EHCP

• Promotion of independence skills –responsibility for their belongings, own drawers, work in their books

• Assembly reflection of the week

• Promotion of individuality

‍

FE

• Pupil voice

• Jack Petchey awards

• Sharing achievement

• ASDA curriculum towards independence

• Pupil contributions to transition planning

• School values and ethos follow in school and out in the community

• Pupils learn about moments in history when liberty has been challenged or compromised

• Pupils take responsibility for their behaviour, as well as knowing their rights

Intent

To ensure we do not unlawfully discriminate, harass or victimise pupils due to their family arrangements.

To ensure there is equality of opportunity between people of different family arrangements.

To ensure good relations are fostered between all members of the school community regardless of family arrangements.

‍

Implementation

• Different family types, reflecting different families in the school and beyond.

• Teach as appropriate about difference partnerships PSHE – curriculum

• SRE

• RE

• Use of Brook Traffic Light Tool, if safeguarding issues are raised.

• School Values

‍

Impact

The pupils will experience for themselves:

• a sense of self

• a sense of belonging

• respect for others

• non-discrimination

• be challenged on any discrimination shown by them to others

• be able to indicate their needs, wants and views

This impact will be evident in:

• EHCP/IEP reviews

• Pupil voice 

• Demonstrating through their learning; experiencing, engaging, awareness and understanding of issues around the protected characteristic of marriage/civil partnership

Intent

We have adopted a whole-school approach in developing a positive ethos and culture – where everyone feels that they belong. It involves working with families and making sure that the whole school community is welcoming, inclusive and respectful. It means maximising children’s learning through promoting good mental health and wellbeing across the school, through the curriculum, early support for pupils, staff-pupil relationships, leadership and a commitment from everybody. Identifying issues and providing support early is essential.

‍

Implementation

We have pupil wellbeing rooms available for each phase of the school giving pupils the opportunity to request a break to visit these spaces.

Mental health and wellbeing events are held throughout the year for both staff and pupils and discreet mental health and wellbeing lessons are integrated into the curriculum planning.

Specific interventions such as Thrive, support individuals and small groups with their emotions.

Behaviour support approaches support the wellbeing and mental health of both staff and pupils.

‍

Impact

The mental health and wellbeing of pupils is addressed on a day to day basis.

Pupils are happy in school.

Pupils emotional needs are addressed.

Pupils benefit from support

Impact evidenced in:

• Thrive screening profile

• Thrive action plan

• Behaviour records – if appropriate

• CPOMS

• EHCP

• ILPS

‍

Mutual respect is showing respect and tolerance towards people whose beliefs, traditions, ethnicity, culture and opinions may be different to our own, which is then shown back to us. Finding out about each other will help us to understand and to treat others in the way we would wish to be treated.

LOWER

• Trusting relationships with adults in school

• Modelling. School values. Including everyone: taking turns.

• Children are taught to look after living things and support each other.

• Promote inclusion at all levels

• Personalised learning

• Facilitate opportunities in the community

• Enjoy the company of others

• Celebration assemblies

‍

MIDDLE

• Pupils tolerate each other in group situations.

• Staff model respect as part of the culture

• Behaviour Curriculum

• Cause and effect is taught and promoted, especially in appropriate peer interactions.

• Pupil wellbeing is endorsed and promoted

• Children take turns with support

• Celebration assemblies

‍

UPPER

• Pupils respect difference

• Through activities such as Lego Therapy, pupils work collaboratively

• Pupils listen to each other and take turns with support so they can listen to each other’s opinions

• Respect for environment

• Pupil Voice Groups ensure that everyone is heard and included

‍

FE

• Respect in the community

• ASDA curriculum towards independence

• School values and ethos follow in school and out in the community

•  Listen to each others’ points of view, recognising that there may be disagreement.

Intent

To support pupils with specific conditions that affect their physical development. This support is focussed on the pupils’ movement, posture and balance, muscle strength and coordination, and developing the quality of movement or restricted movements.

The aim is to ensure identified pupils reach their physical potential, through developing physical skills in play, and specific exercises and activities.

‍

Implementation

Mobility and exercise focused

• Redistribute weight and help with drainage, relieve pressure

• Better quality of life to ensure various body positions throughout the day

• Involvement with agencies such as orthotics

• Recommend equipment; standers, walkers, Acheeva beds

• Write Therapy care plan reports and write educational and non-education targets 

• Referrals made by professionals

‍

Impact

The impact on pupils is evident in:

• Physiotherapy assessments and reviews

• Progress within a Physio programme delivered within class

• Progress identified within clinics

• EHCP reviews and ILP targets

• Effective day to day independent movement for everyday tasks where appropriate.

Intent

To ensure we do not unlawfully discriminate, harass or victimise pupils due to a pupil becoming pregnant.

To ensure there is equality of opportunity for a pupil who becomes pregnant.

To ensure good relations are fostered between all members of the school community when a pupil becomes pregnant.

‍

Implementation

• Should a pupil become pregnant, ‘Suitable education’ meets the individual needs of the pupil and takes account of their age, ability, aptitude and individual needs including any special educational needs they may have.

• PSHE/SRE – curriculum

• Liaison with relevant agencies, such as NHS and Children’s Services

• School Values

•  Individual support through the Family Liaison Officer

‍

Impact

The pupils will experience:

• a sense of self

• a sense of belonging

• respect for others, non-discrimination

• be challenged on any discrimination shown by them to others

• be able to indicate their needs, wants and views

This impact will be evident in:

• EHCP/ILP reviews

• Pupil voice

• Demonstrating through their learning; experiencing, engaging, awareness and understanding of issues around the protected characteristic of pregnancy and maternity

Intent

To ensure we do not unlawfully discriminate, harass or victimise pupils due to their race, heritage, colour, ethnicity.

To ensure there is equality of opportunity between people of different race, heritage, colour, ethnicity.

To ensure good relations are fostered between all members of the school community regardless of race, heritage, colour, ethnicity.

‍

Implementation

• Different family heritages are reflected in resources, images and learning tasks.

• Ensure the whole school curriculum reflects key events and key people of different heritages, including history, music and art.

• PSHE – curriculum

• Intolerance of differences is always challenged

• take positive action to deal with particular disadvantages affecting children of one racial or ethnic group – if appropriate

• Pupils are not segregated or grouped according to their colour, nationality and ethnic or national origins, and heritage

• School Values

‍

Impact

The pupils will experience:

• a sense of self

• a sense of belonging

• respect for others, non-discrimination

• be challenged on any discrimination shown by them to others

• be able to indicate their needs, wants and views This impact will be evident in:

• EHCP/ILP reviews

• Pupil voice

• Demonstrating through their learning; experiencing, engaging, awareness and understanding of issues around the protected characteristic of race.

Intent

To ensure we do not unlawfully discriminate, harass or victimise pupils due to their culture, faith, beliefs and non-beliefs.

To ensure there is equality of opportunity between people of different cultures, faith, beliefs and non-beliefs.

To ensure good relations are fostered between all members of the school community regardless of culture, faith, beliefs and non-beliefs

‍

Implementation

• PSHE – curriculum

• RE curriculum

• Celebrate beliefs of the children 

• Multi-sensory, experiential learning about different cultures, religions and beliefs, through themed weeks, units of learning and visits to places of worship.

• Specific requirements of different cultures, religions and beliefs are respected, such as garments for specific faiths, and time needed away from school for worship.

• Intolerance of different faiths, beliefs and religions is always challenged and addressed in school.

• School Values

‍

Impact

The pupils will experience:

• a sense of self and belonging

• respect for others, non-discrimination

• be challenged on any discrimination shown by them to others

• be able to indicate their needs, wants and views

This impact will be evident in:

• EHCP/ILP reviews

• Pupil voice 

• Demonstrating through their learning; experiencing, engaging, awareness and understanding of issues around the protected characteristic of religion, culture, belief and non- beliefs.

Intent

To ensure  we do not unlawfully discriminate, harass or victimise pupils due to their sexual orientation.

To ensure there is equality of opportunity between people of different sexual orientation.

To ensure good relations are fostered between all members of the school community regardless of sexual orientation.

‍

Implementation

• PSHE – curriculum

• SRE

• Rainbow flag curriculum and award

• We ensure that all gay, lesbian or bi-sexual pupils, or the children of gay, lesbian or bi-sexual parents, are not singled out as different or treated less favourably.

• Use of Brook Traffic Light Tool, if safeguarding issues are raised.

• School Values

‍

Impact

The pupils will experience:

• a sense of self and belonging

• respect for others, non-discrimination

• be challenged on any discrimination shown by them to others

• be able to indicate their needs, wants and views

This impact will be evident in:

• EHCP/IEP reviews

• Pupil voice 

• Demonstrating through their learning; experiencing, engaging, awareness and understanding of issues around the protected characteristic of sexual orientation

Intent

• Use speech, language and communication skills to make wants and needs known

• Develop skills in communication in different meaningful contexts

• Extend social communication to other people

• Engage with the local community, to experience different; environments, ages, roles etc.

• Where appropriate develop skills in tolerating, cooperating and working collaboratively with others

• Develop skills in effective conflict resolution

• Experience and engagement with Fundamental British Values .Nurture the children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to modern Britain.

‍

Implementation

• Social communication groups

• Turn taking

• Playing games

• Collaborative working, problem solving, working as a team

• Meeting people with different roles within school

• Visits in local community

• Using communication in meaningful and

purposeful way

• Pupil voice

‍

Impact

The impact is evident in:

• Levels of engagement in lessons

• EHCP

• ILP

• Physical and verbal responses to a stimulus

• Pupil voice

• Speech and Language observations

Intent

For pupils to maximise their communication and interactions.

Developing their skills in;

Vocabulary ,listening, turn-taking, social interactions, conversation and independence skills. 

Pupils are also supported with oro-motor skills for expression, feeding and swallowing

The expectation is that each and every child will have a ‘voice’.

‍

Implementation

Referrals made by professionals to SaLT

• SaLTs assess individuals, provide programmes for class teams to deliver within the classroom context.

• SaLTS train staff on individual programmes and language interventions

• SaLTs contribute to the pupils’ EHCPs

• SaLTs support with oro-motor skills, support pupils with eating and drinking

• SaLTs liaise with class teams on Feeding Care Plans

‍

Impact

The impact on pupils is evident in:

• Speech and language assessments and reviews

• Progress within a SaLT programme delivered in class

• School assessments of speaking, listening and spoken language, as part of the curriculum

• EHCP reviews and ILP targets

• Effective day to day functional communication

Intent

Thrive offers a trauma informed, whole school approach that helps to improve the mental health and wellbeing of the pupils.

‍

Implementation

• A Thrive screening is carried out which identifies the specific focus areas

• A Thrive Action Plan is tailored to support a child’s identified social and emotional learning targets. The activities are one to one and small group play and arts-based activities designed to help the child feel better about themselves; become more resilience and resourceful; form trusting, rewarding relationships; be compassionate and empathetic;

‍

Impact

The impact on pupils is evident in:

• Thrive screening profile

• Thrive action plan

• Behaviour records – if appropriate

• CPOMS

Tolerance of those with different faiths and beliefs is showing respect towards people who share different beliefs and traditions to our own.

LOWER

• Termly anti-bullying social story shared with pupils

• RE curriculum – Celebrating festivals. Talking about similarities and differences. Mirroring pupils’ cultures in the classroom. 

• All children have access to a full curriculum/resources suitable to meet their needs

• Visitors are invited into school to share their knowledge from different faiths and beliefs

• Culture week celebrations

‍

MIDDLE

• Different faiths and cultures are explored through a range of multi-sensory experiences

• Classroom resources reflect a diverse society

• Termly anti-bullying social story shared with pupils

• Through RE sessions, assemblies and other curriculum areas pupils learn about different faiths and beliefs

• History/Geography – incorporate different cultures

• Local and national charity events are respected and pupils learn about other children around the world

• Pupils are aware of same and difference when looking at themselves, and the community.

‍

UPPER

• World current affairs – eg Newsround

• Pupils understand and appreciate similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions

‍

FE

• Exploring different cultures through; music, food, clothing

• Tolerant of each other’s differences

• Pupils differences are celebrated

• Visitors are invited into school to share their knowledge from different faiths and beliefs 

•  Assemblies celebrate festivals such as Hanukkah, Diwali, Eid-al Fitr Christmas and Harvest