Maltby Learning Trust is committed to providing an appropriate and high quality education for all students attending our Academies. All students, including those identified as having special educational needs, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of Academy life.
All students are valued equally. We strive to eliminate prejudice and discrimination and to develop an environment where people can flourish and feel safe. All students will be supported and challenged to achieve better than expected progress, through high level support. This does not mean that we treat all learners in the same way, but rather, that we respond to learners in ways which take account of their varied life experiences and needs.
Educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:
- Girls and boys
- Minority ethnic and faith groups, travellers, asylum seekers and refugees
- Learners who need support to learn English as an additional language (EAL)
- Learners with special educational needs
- Learners who are disabled
- Those who are looked after by the LA
- Others such as those who are sick; those who are young carers; those in families under stress; those on free meals.
Special educational needs and disabilities provision is educational or training provision that is additional to or different from that made generally for others of the same age. This means provision that goes beyond the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching. It may take the form of additional support from within the setting or require the involvement of specialist staff or support services.
Maltby Learning Trust has arrangements in place to identify the need for and secure such provision, whether through expertise and resources available within the Trust or by drawing on support from outside services.