Behaviour and Discipline Policy
Shotley School has a Behaviour and Discipline Policy, produced by the Governors and staff which aims:
To provide a positive atmosphere for learning in which all pupils are able to play an active part as valued members of the community.
To enable pupils to understand the need for appropriate behaviour, respecting others and making decisions accordingly.
To provide clearly defined limits that are easily understood by the whole community.
Generally speaking, problems can be dealt with by directly approaching the Class Teacher. If the Class Teacher is unable to resolve the matter to your satisfaction, you are invited to make an appointment to see the Headteacher.
If you have concerns you believe need to be dealt with more formally, you should address these in writing to the Headteacher in the first instance. If the matter cannot be resolved, the issue will be referred to the Chair of Governors, who will also pass it to the Area Education Manager.
The County Council is responsible for admissions to the school and full details of the County Council’s admissions policy and procedures are set out in the ‘Admissions to Schools in Suffolk’ Booklet, available from the School’s Bursar.
Our policy is to integrate all children into the full life of the school and every child must have access to the whole curriculum. As part of our induction programme we liaise with parents and other agencies, to ensure that we have made the best possible provision for any child who may have special needs or any other particular requirements, whether physical or educational.
We have a single storey building and, although there are some steps to different floor levels, we are able to accommodate wheelchairs or any pupils with physical disabilities, should the need arise.
The classrooms and the main hall are equipped with a ‘soundfield’ system which children and adults with hearing difficulties can access through their hearing aid system.
The main entrances and exits have purpose built access ramps for wheelchair users and pupils who find climbing steps difficult.
Our accessibility plan, which covers our policy for increasing access for those with disabilities to the school informs us of future improvements that will develop accessibility for all children.
Support for individual children from Teaching Assistants is deployed on a needs basis and is reviewed regularly