At Snodland Primary School we understand the importance of helping each child reach their full potential; we ensure that every child is fully included in all school activities.  We appreciate that all children are individuals and that they learn in different ways.  Our school works hard to make sure that Special Educational Needs are identified early in order for us to create the ideal learning environment for each child. 

We are proud of the excellent relationship we have with a range of outside agencies which allows us to seek support or additional facilities should we need them.  Staff work closely with parents to share information.  Our Inclusion Manager is Nicola Rose and our SENCO is Katy Beer. They can be reached via the School Office if you have any concerns or queries about your child or by emailing: office@snodland.kent.sch.uk

To view our SEND Information Report, click here

To view our SEND Policy, click here

To view the SEND strategy from KCC, click here 

To view Kent's local offer, click here

The Mainstream Core Standards

The mainstream core standards provides a framework for schools to support children and young people with SEND. This is further supported by the county wide approach to inclusive education, which details the plan in moving forward in making sure SEND children and young adults are included in mainstream education.

The document has been co-produced with parents, children and young adults, schools, specialist teachers, educational psychologists, colleagues from health and the local authority.

To view the Mainstream Core Standards, click here

To view the Parents Guide to the Mainstream Core Standards, click here

Public Sector Equality Duty (PSED)

What is the Public Sector Equality Duty?

 

The single Public Sector Equality Duty (PSED) came into effect in April 2011 as a result of the Equality Act 2010. It requires public bodies to promote equality and replaced three pre-existing duties relating to disability, race and gender equality.

The PSED applies to all maintained and independent schools, including academies, and maintained and non-maintained special schools.

Protected Characteristics

The Public Sector Equality Duty requires public bodies to promote equality.  The relevant protected characteristics are-

• age
• disability,
• gender reassignment
• pregnancy and maternity
• race
• religion or belief
• sex
• sexual orientation

The Three Main Elements of PSED

Paragraph 5.1 of the document explains that the PSED has three main elements. In carrying out their functions, public bodies are required to have due regard to the need to: 

• Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
• Advance equality of opportunity between people who share a protected characteristic and people who do not share it
• Foster good relations across all characteristics, and between people who share a protected characteristic and people who do not share it

Snodland CEP School Equality Objectives

We take pride at Snodland Church of England Primary School in being a fully inclusive school.  We are committed to meeting the main aims of the Equality Act (2010) and feel that our Equalities objectives help us to meet these aims which are to:

• Eliminate unlawful discrimination
• Advance equality of opportunity
• Foster good relations

In line with our Christian vision of ‘Living Life to the Full, to the Glory of God’, all staff have high expectations of each and every child and encourage them to have high aspirations, regardless of their race, gender, age, ability or social background.  Our nurturing learning environment ensures that all children are able to participate fully in activities as each child is known and respected as an individual, which allows us to tailor learning for their needs.  Staff are also treated equally and are encouraged to reach their potential, whilst taking into account their individual needs and circumstances. 

We have up-to-date and ratified policies which set out a clear message that discrimination is not tolerated: staff code of conduct, behaviour, anti-bullying and child protection. We understand that it is unlawful to fail to make reasonable adjustments to overcome barriers to using services caused by disability. The governing body and school leaders involved in recruitment will avoid unlawful discrimination in all aspects of employment including recruitment, promotion, opportunities for training, pay and benefits, discipline and selection for redundancy. Through a structured PSHE curriculum offer, assemblies, workshops and visits, equalities will be discussed with and taught to the children, exemplifying the British Values and school values that we believe in. 

All school stakeholders are committed to tackling prejudice, if it should arise, and will work alongside the local community and families to promote tolerance and acceptance of all. 
 
Our Objectives are:
 
Objective 1

To monitor and analyse pupil achievement by race, gender, FSM entitlement and SEND and act on any trends or patterns in the data that require additional support for pupils.

Objective 2

To ensure all stakeholders have an understanding of what Racism is and how to deal with racist incidents effectively on the rare occasion that they may occur and to continue to promote a school environment in which commonalities are identified and celebrated, difference is valued and nurtured, and bullying, harassment and violence are never tolerated.

Objective 3

To review the school’s curriculum to ensure children’s cultural development is enhanced as a result of cultural content and experiences as part of a broad and rich curriculum.

Objective 4

To ensure all children with SEND are quickly identified, barriers to learning are rapidly identified and addressed and provisions are put in place to ensure all children can achieve and progress for individual children is measured and celebrated.