Inclusion and Equality Policy

Rationale

This policy aims to ensure that this Canterbury New Initiative is an educationally inclusive Initiative, where the teaching and learning, achievements, attitudes and the wellbeing of every pupil matter.  It is fundamental to Waldorf education that each child is valued equally and accepted as a unique being with her or his distinctive qualities and aptitudes.

The teachers endeavour to make the lessons as inclusive and differentiated as possible, whilst remaining within Canterbury New Initiative and Waldorf principles.

We endeavour to apply the curriculum creatively in order to meet the needs of all the pupils, including those with disabilities and those with special educational needs, wherever possible, as well as those from all cultural backgrounds and pupils with English as an additional language.  If, after exploring all avenues of support within the Initiative, we are unable to responsibly meet the needs of a pupil, we sometimes have to make the hard decision to let families know that we are unable to accept their child. 

It is Canterbury New Initiative’s aim for all pupils to have the opportunity to access the teaching and learning which takes place in the Initiative, according to their capacities.  All pupils may have special needs at different times (including being gifted/talented) and therefore a wide variety of strategies are used to meet these needs as they arise. Learning diversity is recognised and planned for.  Any barriers to learning and participation will be challenged and removed if at all possible within the confines of the school’s resources and all pupils will be provided with equality of opportunity.

It is our intention that all pupils be valued and respected, irrespective of academic ability or any particular physical or emotional attributes, gender or cultural, religious, ethnic, racial or socio-economic background.  

Each individual is valued equally and accepted as a unique being with her or his distinctive qualities and aptitudes.

The School records ethnicity of pupils only with the consent of parents for the purposes of data collection by the DfE.

Incidents of racism, religion, gender or other discrimination including related bullying are recorded and reported in line with DfE and other statutory requirements.

Purpose

  1. This policy will underpin all the other policies of this Initiative;
  2. This policy will ensure that the provisions of the SEN and Disability Act 2001 and Disability Discrimination Act 1995, and subsequent code of practice will be noted and put into place where it does not conflict with our Waldorf pedagogy.  It will ensure that the Revised Code of Practice for SEN 2002 is implemented where possible within the Waldorf Curriculum;
  3. The policy will ensure that the provisions of the Equality Act of October 2010 underpin all aspects of the Initiative’s work.  

Broad Guidelines

Staff are expected to:

  1. Recognise and record students’ strengths and successes to encourage a positive self-image;
  2. Encourage everyone in the  community to ensure that there is no victimisation or discrimination (either direct or indirect) against disabled pupils, pupils with a Special Educational Need, or on racial, gender or other grounds;
  3. Ensure that all pupils receive their entitlement to a broad, balanced and relevant curriculum and that provision for those pupils on our roll with special needs is central to curriculum planning (this includes gifted/talented pupils);
  4. All teaching staff and decision makers must be familiar with the school’s SEND policy, the requirements of the Statutory Codes of Practice for SEN (Revised), Disability and Race and they must ensure that the codes underpin all aspects of their work;
  5. Make reasonable provision to alleviate any disadvantages faced by pupils with a disability.  

Practice

  1. The Initiative does not discriminate against applicants for admission on grounds of race, religion, gender, disability, socio-economic or cultural background;
  2. The Canterbury New Initiative curriculum incorporates substantial elements which bring an awareness and appreciation of different cultures e.g. world religions, mythology, history,  music, geography etc.
  3. The ethos, curriculum and mode of teaching support getting to know each pupil in depth and allow the teachers to differentiate on a daily basis between pupils with different capacities and needs;
  4. Lessons are multi-faceted in their presentation, allowing a wide range of responses or routes to learning;
  5. Pupils with special educational needs or behavioural difficulties which may impede their learning are brought to the attention of the wider teaching group in Teachers’ meetings.  In this way wider support and understanding is gained and pupils can be monitored;
  6. Pupils causing concern may be the subject of a child study at the Teachers’ meeting;  
  7. Assessment in the Lower School is supportive, positive and individualised, avoiding ranking by ability, encouraging motivation and discouraging competition;
  8. Learning Support Teacher will, within the school’s resources, give support to individual pupils or to smaller groups;
  9. The Initiative has a strong ethos of close and co-operative relationships with parents, which maximises the potential for individual support strategies.  
  10. The Initiative has an Accessibility Plan which outlines improvements and when these are expected to be achieved.  This is updated yearly.

Conclusion

The commitment to educational inclusion is an integral part of every aspect of the school’s life and work.  It will be marked by the child centred approach to all we do, to ensure that the needs of each individual are met.  

Related Policies and Documents

  • Canterbury New School Admissions Policy
  • Canterbury New School Assessment Framework
  • Canterbury New School SEND Policy
  • Canterbury New School Positive Behaviour Policy
  • Canterbury New School Prevention and Tackling Bullying Policy
  • Canterbury New School Exclusion Policy