Two Gates Primary School is an inclusive school, providing a broad and balanced curriculum for all children. We make reasonable adjustments to ensure that all children are able to ‘be the best that they can be’ and reach their full potential.
Equality Objectives 2018-2019
Our Equality Objectives for the this academic year are currently under review. Please check back soon to find out what we are targeting this year.
Equality Objectives 2017-2018
Objective 1: Accelerate the progress of boys in writing across KS2.
Throughout school, a creative curricula approach has been adopted. This includes an immersive approach to learning and writing where conscious connections between foundation subjects and writing/grammar objectives are made. Opportunities for ‘boy friendly’ writing topics and writing for pleasure is planned. A further project to target boys writing is planned for 2018 to target boys who are falling below their line of good progress. Teachers will receive training in planning and delivery of grammar, punctuation and spelling lessons to ensure next steps in learning are incremental.
Objective 2: Accelerate the progress of boys in reading across KS2.
In Key Stage One, Read Write Inc has been implemented to teach phonics for reading. This will provide a secure foundation for developing reading upon throughout KS2.
In years 3-6, a new mastery approach to comprehension and guided reading has been introduced. This scheme includes new reading books and individual workbooks, with a focus on comprehension of texts. All members of staff in KS2, who are involved in the scheme, have been trained to ensure a consistent approach.
Clearly banded home reading books are now used across KS2 to ensure that children’s reading outside of the classroom has a clear progression.
Teachers in KS2 have identified children who require additional reading intervention to secure the skills of blending and decoding. A recovery programme will be implemented to accelerate the progress of identified children in year five.
Objective 3: Supporting mainstream education of pupils with specific SEND including: physical and/or sensory; social, emotional and mental health; moderate/severe learning needs throughout school and during transition to other settings.
Pupils identified with significant needs are identified early so that timely intervention can be put into place. This includes: referrals to specialist services such as Educational Psychology, Learning Support, Speech and Language, Autism Outreach; additional support in school; group and individual interventions run by school staff and adjustments to timetables.
Early transition arrangements for pupils in KS2 will be made with local secondary schools to ensure enhanced transition is embedded for our pupils with physical or sensory needs. The SEN team will liaise with schools and parents to discuss current needs and project needs for year seven which will require specific, reasonable adjustments to be made in the child’s new setting.
RRS – Article 23 A child with disability has the right to a full and decent life.
RRS – Article 30 Every child has the right to learn and use the language, customs and religion of their family.
RRS – Article 14 Every child has the right to think and believe what they want and also to practise their religion.
RRS – Article 42 Governments must make the convention known to children and adults.