At Haytor View an ethos of respect and inclusion is cultivated which promotes the learning and development of each child. We are committed to providing high quality education for all our children. We believe a rich, challenging and stimulating curriculum should be available to all children.
We aim to:
> Recognise that all children are entitled to access opportunities which challenge and stimulate them;
> Foster a love of learning for all children;
> Work in partnership with parents and supportive agencies;
> Develop and maintain an inclusive approach to education.
We believe that all pupils are entitled to opportunities that foster and extend learning and enable them to:
> maximise their potential in a variety of safe, enabling environments and settings;
> Achieve increasing success, personal fulfilment and improved outcomes;
> Develop enlightened relationships with peers and adults valuing their own and others’ achievements working independently and collaboratively;
> develop responsibility and independence as a learner;
> become confident life-long learners fostering a love, passion and enjoyment for learning;
> use their abilities to contribute to the whole school and wider community.
Haytor View Community Primary School believes in the need to create a happy, caring environment for the development and protection of the individual where all feel physically safe and free of insult, teasing and derogatory terms.
The aim of our anti-bullying strategy is to ensure that children learn in a supportive, caring and safe environment without fear of being bullied. Bullying is unacceptable and will not be tolerated.
Our Focus is on the individual:
- Respect every child’s needs for, and rights to, a play environment where safety, security, praise, recognition, and opportunity for taking responsibility are available.
- Respect for every individuals feelings and views.
- Recognition that everyone is important and that our differences make each of us special.
- Appreciation of each other, by acknowledging individual qualities, contributions and progress.
- Ensuring the safety of everyone by having anti-bullying rules and practices, developed with the participation of children and young people, carefully explained and displayed for all to see.
Please refer to our Anti Bullying Policy for more detailed information on our anti bullying strategy. Furthermore please refer to our Anti-Cyber Bullying Policy for information relating to online behaviour.
We are committed to keeping children and young people safe by:
- providing a safe environment for children and young people to learn in education settings: and
- identifying children and young people who are suffering or likely to suffer significant harm, and taking appropriate action with the aim of making sure they are kept safe both at home and at the setting.
We have robust systems designed to:
- prevent unsuitable people working with children and young people;
- promote safe practice and challenge poor and unsafe practice;
- identify instances in which there are grounds for concern about a child’s welfare, and initiate/take appropriate action to keep them safe;
- Contribute to effective partnership working between all those involved with providing services for children and young people.
The setting is aware of the relevant agencies set up to support children and actively seeks information from support services acting on advice provided.
Haytor View responds to any concerns relating to children in a graduated way, records are kept relating to any concerns, appropriate action is taken in a timely manner and parents are engaged to considering the safeguarding needs of their children.
Further information can be viewed in our Child Protection Policy.
OUR COMMITMENT TO PROMOTING EQUALITY
We are committed to:
- Eliminating discrimination and harassment
- Promoting equality of opportunity
- Promoting good relations and positive attitudes towards all people
- Encouraging participation in public life.
Our commitment covers equality on grounds of: age, disability, gender (including Transgender), race, religion/belief and sexual orientation.
We are committed to ensuring that the school’s ethos, policies and practices respect and protect the rights of all individuals, and to ensure that all pupils and staff are enabled to make the most of their abilities and qualities. Please refer to our Equality Policy, Equality Objectives, Equality Audit, Accessibility Plans and Supporting Pupils with Medical Conditions Policy to find out further information about our Equality Strategy.
At Haytor View each child is positively supported in managing their behaviour through a thorough consideration of their individual needs and circumstances. Adults maintain a flexible and reflective approach in supporting individual children in managing their emotions, identifying need and tailoring their responses to support children in having positive experiences.
Specific approaches tailored for individual children are developed through communication with parents, joint strategies are developed to support children’s needs in being met at home and at school.
At different times in their school career, a child or young person may have a special educational need. The special educational needs Code of Practice defines special education needs as:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.” If a learner is identified as having SEN, we will make provision that is ‘additional to or different from’ the differentiated curriculum, delivered as wave one provision, intended to overcome the barrier to their learning.
We are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
On-going assessments and pupil tracking ensures teachers understand the needs of individual pupils. If it is felt that the needs a child are not being sufficiently met through the Provision Mapping, there is further consideration as to their specific needs. It is likely that this will engage other professionals as part of a consultative approach, in identifying and addressing the child’s specific needs.
• Timeline for EHC Needs Assessment and EHCP Application (September 2020)
• Graduated Response to Meeting the needs of Pupils with SEND
• Statement on the Implementation of Process of Assessment for Autism as detailed by: Children and Family Health Devon Autism Assessment Service
• Statement on the Implementation of Reasonable Adjustments in accordance with the ‘Technical Guidance for Schools in England’ (which applies to the provisions in the Equality Act 2010)
• Defining Wave 1 Provision Core Offer for Children Statement
• Defining Wave 1 Provision Core Offer Statement for Parents/Carers
• A Guide to Children’s Development
• Devon Autism Book for Parents
All members of the school community demonstrate respectful relationships towards children and families. All adults are sensitive to individual circumstances and provide a tailored response to individual children’s needs and targets, to ensure that each child experiences success alongside their peers through having their individual needs effectively met.
Parents are very much partners in their child’s learning and development, they are actively engaged in identifying their child’s needs and planning the appropriate experiences and support for their child.
There is an identified SEND Lead Practitioner at Haytor View – Abi Shopland, who works with the SENDCo – Katy Galling. All staff are engaged in relevant staff training in order to develop appropriate practice to support individual children, additional advice is accessed through specific support networks within the Local Authority.
Phase Leaders take day-to-day responsibility for the operation of the SEND policy and co-ordinates the provision for individual children, working closely with staff, parents/carers and external agencies. Working with Phase Leaders the SEND Lead Practitioner and SENDCo provides relevant professional guidance to colleagues with the aim of securing high-quality teaching for children with special educational needs.
Through analysis and assessment of children’s needs, and by monitoring the quality of teaching and standards of pupils’ achievements and setting targets, the Phase Leader develops effective ways of overcoming barriers to learning and sustaining effective teaching within their phase.
Our policies for children with Special Educational Needs and Disabilities and those who are Able, Gifted and Talented identify clear principles and procedures paying regard to statutory guidance, which are reviewed annually.
Visit Devon County Council Local Offer for more information about Devon’s support for children with SEND.