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Wilstead Primary School Learning for Life

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Special Educational Needs, Disability Access, Inclusion and Equality

Wilstead Primary School's designated Lead for Special Educational Needs and Inclusion is Mr James Walker. You may contact him by email: senco@wilstead.school or phone: 01234 302303

Useful Contacts

Headteacher

Miss Caron Brown

head@wilstead.school

01234 302303

SENCo

Mr James Walker

senco@wilstead.school

01234 302303

SEN Link Governor

Mrs Louise Day

lday@wilstead.school

Local Offer Informationhttps://localoffer.bedford.gov.uk/kb5/bedford/directory/home.page 
SEN Support

SENDIASS

01234 276267

Sendiass@bedford.gov.uk

Designated person for Equality

Mr James Walker

senco@wilstead.school

01234 302303

Designated person for LAC/Post LAC

Miss Caron Brown

head@wilstead.school

01234 302303

Designated person for Mental Health and Wellbeing

Miss Caron Brown

head@wilstead.school

01234 302303

Inclusion Governor

Mrs Louise Day

lday@wilstead.school

ComplaintsPlease see our complaints policy for further details

 

Our school currently provides provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 
  • Moderate/severe/profound and multiple learning difficulties

The aim of identifying a pupil with SEN is to help us to ensure that effective provision is put in place in order to remove barriers to learning. The process is detailed in the SEN Policy.  Where it is determined that a pupil does have SEN, parents will be advised of this before inclusion of the individual on the School SEND Register.

If a child has lifelong or significant difficulties they may undergo an assessment process for an Education Health and Care Plan (EHCP).  This is usually requested where the complexity of need or a lack of clarity around the needs of the pupil are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.   The decision to make a referral for an Education Health Care Plan (EHCP) will be made at a review meeting with the class teacher, SENCo and parents.

All children on the SEND Register will have their progress assessed, monitored and recorded using an ‘Assess, Plan, Do, Review’ document (APDR).  This will be written in collaboration with the parents and, where appropriate, the child themselves, based on observations of their learning.  It will focus on the child’s strengths and areas for development, and outline ‘outcome focused’ strategies for supporting their learning in school.  This will be regularly reviewed by the class teacher, in partnership with the SENCo, the parent and the child based upon continuing observations of the impact of the provision that has been put in place.

Provision for children with SEN follows a Whole School Approach to ensure that all children are able to access learning alongside their peers wherever possible.

Policies and Information relating to Inclusion

The following Admission Policy details arrangements for those with SEN and Disabilities when applying for a school place at Wilstead Primary.

Neurodiversity Diagnosis Support

Equality at Wilstead Primary School

We do not discriminate against anyone on the grounds of sex, race, colour, religion, nationality, ethnic or national origins or physical or sensory disability. This is in line with the 1976 Race Relations Act and covers both direct and indirect discrimination.

We promote the principles of fairness and justice for all through the education that we provide in our school.

We ensure that all pupils have equal access to the full range of educational opportunities provided by the school.

We constantly strive to remove any forms of indirect discrimination that may form barriers to learning.

We ensure that all recruitment, employment, promotion and training systems are fair to all, and provide opportunities for everyone to achieve.

We challenge stereotyping and prejudice whenever it occurs.

We celebrate the cultural diversity of our community and show respect for all minority groups.

We are aware that prejudice and stereotyping is caused by low self-image and ignorance. Through positive educational experiences and support for each individual’s point of view, we aim to promote positive social attitudes and respect for all.

 

Anti-Racism

We do not tolerate any forms of racism or racist behaviour. Should a racist incident occur, we will act immediately to prevent any repetition of the incident.  All incidents are recorded in our racist incidents book.

We make our school welcoming to all minority groups.

We promote an understanding of different cultures through the topics studied by the children, and we reflect this in the displays of work shown around the school.

Our curriculum reflects the attitudes, values and respect that we have for all minority ethnic groups.

 

The Role of Governors

The governing body has set out its commitment to equal opportunities in this policy statement, and it will continue to do all it can to ensure that all members of the school community are treated fairly and with equality.

The governing body seeks to ensure that people with disabilities are not discriminated against when applying for jobs at our school. The governors take all reasonable steps to ensure that the school environment gives access to people with disabilities.

The governors welcome all applications to join the school, whatever background or disability a child may have.

The governing body ensures that no child is discriminated against whilst in our school on account of their sex, religion or race. So, for example, all children have access to the full range of the curriculum, and regulations regarding school uniform will be applied equally to boys and girls. If a child’s religion affects the school uniform, then the school will deal with each case sensitively and with respect for the child’s cultural traditions.

 

The Role of the Head teacher

It is the head teacher’s role to implement the school’s equal opportunities and anti-racist policy and she is supported by the governing body in so doing.

It is the head teacher’s role to ensure that all staff are aware of the school policy on equal opportunities, and that teachers apply these guidelines fairly in all situations.

The head teacher ensures that all appointments panels give due regard to this policy, so that no one is discriminated against when it comes to employment or training opportunities.

The head teacher promotes the principle of equal opportunity when developing the curriculum, and promotes respect for other people in all aspects of school life, for example, in the assembly, where respect for other people is a regular theme, and in displays shown around the school.

The head teacher treats all incidents of unfair treatment and any racist incidents with due seriousness.

 

The Role of the Class Teacher

The class teacher ensures that all pupils are treated fairly, equally and with respect. We do not discriminate against any child.

When selecting classroom material, teachers pay due regard to the sensitivities of all members of the class and do not provide material that is racist or sexist in nature. Teachers strive to provide material that gives positive images of ethnic minorities and that challenges stereotypical images of minority groups.

All our teachers challenge any incidents of prejudice or racism. We record any serious incidents in the school logbook, and draw them to the attention of the head teacher. Teachers support the work of ancillary or support staff and encourage them to intervene in a positive way against any occurrence of discrimination.

 

Monitoring and review

It is the responsibility of our governing body to monitor the effectiveness of this Equal Opportunities policy. The governing body does this by:

  • Monitoring the staff appointment process, so that no-one applying for a post at this school is discriminated against;
  • Taking into serious consideration any complaints regarding equal opportunity issues from parents, staff or pupils;
  • Monitoring the school behaviour and exclusions policy, so those pupils from minority groups are not unfairly treated.
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