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“Inclusion is about all learners and about taking action to remove barriers to participation and learning.” Edith Cavell Lower School is a fully inclusive school where children experience an extensive curriculum and where children with special educational needs/vulnerable pupils are taught alongside their peers.
At Edith Cavell Lower School the staff, governors and parents are fully committed to providing a happy, ambitious and stimulating environment. All learners are nurtured to achieve their full potential and develop a love and enthusiasm for lifelong learning.
High expectation within a progressive, stimulating and enriching curriculum ensures all learners are safe, valued and diversity is celebrated. Therefore Learning is fun!
At Elstow School we believe that it is every child’s right to achieve his/her full potential regardless of ability, gender, race or socio-economic circumstance. We recognise that although the majority of children should achieve this through the normal differentiated curriculum, there are some children whose learning or behaviour requires special provision.
From little seeds to mighty trees; give, grow, learn, aspire!
Great Barford Lower School aims to provide a secure, happy and effective learning environment in which children, staff, parents and governors work together for every child:
To develop their skills and talents to their full potential.
To become thoughtful and responsible members of society.
All children will be:
Provided with the maximum opportunity to learn, to acquire a broad range of skills, knowledge and understanding, and to develop their physical, social and personal skills.
Encouraged to grow in all aspects of their being, to achieve their personal potential, to promote self-esteem and respect for others and to constantly explore their individual talents.
The staff will deliver to each child the stated aims of the school through:
Preparing effective classroom activities.
Creating a disciplined, motivating, fair and secure learning environment.
Understanding the individual child’s potential, demonstrated aptitudes and building a relationship to nurture their talents.
The parents/carers will be:
Encouraged to participate in the development of the school and their children.
Provided with timely feedback on their child’s development with honesty and respect.
Given support and encouragement to work with the school on defined priorities.
The local community will:
Be provided with a school that fulfils the educational and developmental requirements required by society.
Benefit from the positive contributions made by a thoughtful and responsible school community which always acts as a good neighbour.
Be encouraged to support the school and all its efforts within the community.
The Governors will:
Ensure efficient and effective systems and procedures are operated in collaboration with staff, parents, children and the community towards the school’s aims.
Be held accountable for raising standards in school and ensuring that the potential of every child is reached.
At Great Denham Primary School we are dedicated to putting the family at the heart of our school and community. To this end we are committed to providing a holistic approach that meets the needs of all our pupils and their families.
Individual Needs Protocol at Great Ouse Primary Academy (GOPA)
• Monitor and overview progress as well as assessing the ‘whole child.’
• Whole child is assessed under:
• Cognitive and learning – this description applies to children whose learning difficulties mean that they learn at a slower pace than their peers even with appropriate differentiation. Learning difficulties covers a wide range of needs. They can be specific such as dyslexia, dyscalculia and dyspraxia or cover all areas learning.
• Social emotional and mental health difficulties – this will include disorders such as attention deficit disorder as well social and emotional difficulties which can manifest themselves in different ways.
• Communication and interaction– this will include children who have speech, language and communication needs and have difficulty in communicating with others. This also includes children for whom social interaction is difficult.
• Sensory and/or physical needs – this covers children who require special educational provision because they have a disability which prevents or hinders them from making full use of the educational facilities generally provided within a school.
• These are further assessed under the ‘Waves of Learning.’
Harrold Lower School is committed to creating a happy, safe, secure and stimulating environment, which allows the children to develop both intellectually and socially at a pace appropriate to their individual needs. We aim to encourage an enjoyment of life and develop a love of learning through the provision of an academic and social framework based on the understanding that everyone has a right to be respected; to feel safe and to learn.
Hazeldene is a primary school that caters for children from Nursery age through to Year 5 (Year 6 from September 2018).
Hazeldene is committed to providing an appropriate and high quality education to all children. We believe that all children, including those identified as having special educational needs, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and have the right to be fully included in all aspects of school life. We believe that all children should be equally valued in school, by all who attend and work there. We strive to eliminate prejudice, direct or indirect discrimination and harassment (in accordance with the Equality Act 2010), and to develop an environment where we will foster good relations so that all children can flourish and feel safe. We aim to engender a sense of community and belonging.
Our babies are cared for in a cosy, warm and soothing environment, providing activities which stimulate their senses using textured materials and a wide variety of toys, water, sand play and music.
Our older 0-3 toddlers have access to two spacious rooms providing exploratory activities such as playdough, cooking, threading, puzzles, mark making, small world, sharing stories, singing, homecorner, art & craft, water, sand and painting.
Within our pre school our environment encourages the children to explore sand and water play, role-play, cooking, art & craft, woodwork, mark making, mathematical concepts, construction, threading, board games, musical instruments, ICT, books, story sacks and singing.
Our after school children are collected from three local schools by a member of staff in our people carrier and taken back to the club. There they have the opportunity to complete homework in a quiet designated area, 'chill' at the snack bar, relax listening to music or reading books or play a game until home time at 6pm. During the school holidays a program of activities is devised that include both planned and spontaneous activities. Regular features indoors include: playing games, art & craft, cookery, music, role play, design technology and games consoles. Outdoor activities include football, rounders, spare parts play and team building games.
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