Teachers ensure that all children:

• feel secure and know that their contributions are valued;
• appreciate and value the differences they see in others;
• take responsibility for their own actions;
• participate safely, in clothing that is appropriate to their religious beliefs;
• are taught in groupings that allow them all to experience success;
• use materials that reflect a range of social and cultural backgrounds, without stereotyping;
• have a common curriculum experience that allows for a range of different learning styles;
• have challenging targets that enable them to succeed;
• are encouraged to participate fully, regardless of disabilities or medical needs.

Attendance is monitored and pupils with less than 90% attendance are supported as appropriate through discussions between our leadership team (assistant heads, deputy headteacher Mrs Ramet and parents).

Classes have regular class meetings so all pupils have the opportunity to give their views. Their views or ideas are collected and are then raised by their peers at pupils forum meetings.

All staff have basic first aid training and some staff receive additional training to support specific medical needs. Care plans are written for pupils with medical needs and these are shared with all relevant staff to meet pupils’ needs.

We have a therapeutic worker in school to support pupils and their parents experiencing emotional difficulties.

Our Learning mentor is available to support pupils with a variety of factors that may prevent learning e.g. emotional, physical or psychological difficulties through 1:1 coaching or small group activities.

Playleaders support play at lunchtimes and they are also trained to deal with playtime squabbles through peer mediation. Reading ambassadors and times table trainers support younger pupils with their learning whilst simultaneously providing emotional support through a buddy approach.

PSHE lessons, circle time and our assembly themes all encourage pupils to talk about their emotions and develop resilience.