SENCO

Our SENCO (Special Educational Needs Coordinator) is Mrs Duke. She works on Tuesday afternoon, all day Wednesday and Thursday afternoon., Wednesday, Thursday and a Friday. If you have any concerns or wish to discuss the needs and support of your child please contact her via admin@eastburyfarm.herts.sch.uk or telephone 01923 824543

At Eastbury Farm Primary School, all teachers are responsible for providing an inclusive curriculum that is differentiated for those with Special Educational Needs or Disabilities (SEND). We have high expectations for all pupils and are committed to ensuring our curriculum complies with the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014. 

Our inclusion statement emphasises the importance of providing an inclusive learning environment for all pupils including those with SEND. 

Equalities Statement 

The vision and aims of Eastbury Farm Primary School, are to ‘nurture and develop our children for the future.’  We are committed to giving all our pupils every opportunity to achieve the highest of standards. Within this ethos of achievement, we do not tolerate bullying and harassment of any kind. We actively tackle discrimination against those who are considered to have a protected characteristic:

1. Age

2. Disability

3. Sex (gender)

4. Race (ethnicity)

5. Pregnancy and Maternity

6. Religion and Belief

7. Sexual Orientation

8. Transgender

9. Marriage and Civil Partnership

10. The information we publish and analyse must be clearly linked to the three aims (General Duties) of the Public Sector Equality Duty. General Duties are the things that schools aim to achieve

Our equality objectives are:

• To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities. We aim to meet this objective with particular reference to issues of equality and diversity
• To reduce prejudice and increase understanding of equality through direct teaching across the curriculum
• To move beyond deterministic notions of fixed ability and to model teaching and learning behaviours that avoids labelling
• To tackle and challenge stereotypes and prejudice
• All staff to be excellent role models in their relationships with each other, pupils and visitors
• To tackle prejudice and promote understanding in relation to people with disabilities. To monitor the pupil outcomes of all groups and individual children ensuring there are no trends in underperformance
• To ensure there is equality in recruitment processes
• To promote cultural development and understanding through a rich range of experience, both in and beyond the school