Temple Grove Academy is committed to valuing the individuality of all our pupils. We give all pupils every opportunity to achieve the highest of standards. We do this by respecting and taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all pupils. The achievements, attitudes and well-being of all our pupils matter and so we promote the individuality of all our pupils irrespective of ethnicity, attainment, age, disability, gender or background and that they have a common curriculum experience.
Temple Grove Academy believes that every pupil has an entitlement to develop to their full potential. Educational experiences are provided which develop pupil’s achievements and recognise their individuality. Diversity is valued as a rich resource which supports the learning of all.
Inclusion recognises a child’s right to a broad, balanced, relevant and challenging curriculum which is appropriate to their individual abilities, talents and personal qualities.
We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils or groups of pupils. This means that equality of opportunity must be a reality for our children.
The academy aims to:
• Help pupils develop their personalities, skills and abilities
• Provide appropriate teaching which makes learning challenging, enjoyable and successful
• Provide equality of educational opportunity
• Engender a culture of tolerance, acceptance and mutual respect where all are valued.
• Ensure implementation of government and LA inclusion recommendations
• Ensure any discrimination or prejudice is eradicated
• Identify barriers to learning and participation and provide appropriately to meet a diversity of needs
• Ensure all pupils have access to an appropriately differentiated curriculum
• Recognise, value and celebrate pupils’ achievements, however small
• Work in partnership with parents / carers in supporting their child’s education
• Guide and support all staff, governors and parents in inclusion issues
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