School Vision and Aims, Diversity and Inclusion, Core Values

Ethos

At Sandfield, everyone is welcome, everyone belongs, and everyone is important. At this school, all children engage in rich learning experiences and all children achieve through challenge.

Vision

For the next three years, our vision is to become innovators in the use of technology that will fuel creativity, deepen collaboration and to close the achievement gap between our more disadvantaged pupils and all our pupils. We will develop our skills in the use of technology in the classroom to make learning personal and to ensure that when they move to the next stage of their education, our pupils are fully equipped to become the leaders of tomorrow.

Values

Our values are the provision of a rich, diverse and engaging curriculum that enables every child to reach their full potential, whatever their starting point, and to develop their skills and knowledge to succeed in the next stage of their education, and throughout their lives. Sandfield’s values are underpinned by the skills on our ‘Sandfield Gates’: self-belief, resilience, independence, collaboration, creativity, communication, acceptance, courage, integrity and problem-solving.

Public Sector Equality Duty (reviewed July 2022)

This duty states that public bodies (which includes schools) must:

• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act.
• Advance equality of opportunity between people who share a protected characteristic and those who do not.
• Foster good relations between people who share a protected characteristic and those who do not.

Some of the ways that Sandfield meets this duty include:

1. Promotion of cultural understanding and awareness of different religious beliefs (including that some people have no religion) between different ethnic groups within our school community
2. Monitoring and promotion of the involvement of all groups of students in the extra-curricular life of the school, including leadership opportunities, especially pupils with special educational needs and disabilities
3. Actively close gaps in attainment and achievement between students and all groups of students; especially students eligible for free-school meals, students with special educational needs and disabilities, looked after children and students from minority ethnic groups
4. Continue to improve accessibility across the school for pupils, staff and visitors with disabilities
5. Endeavour to ensure diversity in the staff body and in leadership roles
6. Reduce the incidence of the use of racist, homophobic, bi-phobic, transphobic and sexist language by pupils in the school
7. Review relevant school policies to ensure they clearly reflect the aim of inclusivity

Provision for Children with Special Educational Needs and Disability (SEND):

In our school, we support all children who have physical, emotional, behavioural and learning difficulties.  Working with health, external education services and children services, we support children and their families to access services they need to enable their child to achieve their potential.  We identify areas of difficulty for some of our pupils that can be described as significant in comparison with other pupils.  Quality First Education supports all children to access learning in and out of the classroom.  If further support is required, staff will deliver differentiated support as identified in the child’s SEND plan. This is drawn up in consultation with the school’s Special Needs and Disability Co-ordinator (SENDCo).  Each child is carefully assessed on entering the school and we regularly monitor and review progress. We work in partnership with parents to share progress made and next steps.

Provision for More Able Children:

As the curriculum is differentiated for pupils with special needs this may also mean the creation of more challenging activities for pupils with the potential for high achievement. Many children within the school are very able and staff are responsible for monitoring their progress.  Whilst they follow the same basic curriculum, extension activities are provided within the classroom.

EAL – English as an Additional Language:

Sandfield is a multi-cultural school where our families speak approximately fifty different languages.  This offers a wealth of cultural experiences for all.  Our bespoke curriculum is based on diverse rich texts, which add depth of cultural awareness and understanding.  If appropriate, a child will receive an additional support using a range of adult-led and technology programmes.   We are creating an EAL hub for families with regular events to engage families and signpost other opportunities for support. Our website is also available in many languages at the click of a button.

Learning Partners Academy Trust Vision , Mission and Values

To view the Learning Partners Academy Trust Statement, please click here>>