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Sawtry Junior Academy

Sawtry Junior Academy

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Our Academy aims to be  inclusive. We hope to make all our children welcome and feel happy to look forward to their school day. Every child is different and we view differences as an opportunity for adults and children alike to learn more about ourselves.

If your child has a disability he or she will be treated no less favourably than other applicants for admission. We make reasonable adjustments to ensure that pupils with disabilities are not placed at a substantial disadvantage. Our accessibility plan describes the arrangements we have already made and the further proposals planned to improve physical access to the school, access to the curriculum and access to written information.

The Academy has a policy for supporting children with special educational needs which is revised regularly. This policy is available on the website and in the school office. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practicable.

We aim to ensure that children with special educational needs and disabilities in our academy are not disadvantaged.  We will make reasonable adjustments for disabled pupils at different levels of school life:

•              for the individual pupil;

•              in our practices and procedures;

•              in our policies.

To make these reasonable adjustments we:

•              plan ahead;

•              identify potential barriers;

•              work collaboratively with disabled pupils, their parents and others;

•              identify practical solutions through a problem solving approach;

•              ensure that staff have the necessary skills;

•              monitor the effects of adjustments on a pupil's progress.

We think we are more likely to succeed in our efforts to make reasonable adjustments when governors, headteacher, teachers and all other staff are engaged in the process.

We know we have succeeded in making reasonable adjustments when disabled pupils are participating fully in school life: in the classroom; in the 'academy curriculum'; breaks, lunchtime and beyond the school day; and when:

•              all pupils feel part of the life of the Academy;

•              all pupils are included by their peers in all parts of school life;

•              parents feel their child is part of the life of the school;

•              staff feel confident in working with all pupils.

We will take all reasonable steps to ensure that people with a disability are not treated differently without lawful justification.

We will monitor and evaluate the effectiveness of our disability planning arrangements.

In order for effective partnership working between home and school to take place, we anticipate that parents will want to:

•              inform the academy at the earliest opportunity if their child has a disability and the exact nature of it;

•              provide the information the academy needs to plan effectively for the child to be a full member of the school community;

•              acknowledge that when deciding whether an adjustment is reasonable, one of the factors the Principal must consider is the effect of the proposed change on all members of the academy community;

•              recognise the importance of the academy and home working in partnership


Our inclusion team consists of:

Mrs R Dear (SENCO, Pupil Premium champion,  Child Protection officer)

Mrs N McAvoy (Inclusion Lead)

Mrs J Searle (Inclusion assistant)