Equalities and accessibility in our Jigsaw Service
Special educational needs and disabilities (SEND)
We make sure that our provision takes account of the special educational needs and disabilities (SEND) that children may have. Every member of staff takes collective responsibility for this, and every member of staff is trained in adapting what they do to meet the SEND needs of our students.
If you have any concerns about your child, you should speak with their key worker. They will be able to inform you about your child’s progress. In addition, please feel free to contact the service SENCO for your child’s site:
Houghton Regis site:
Anna Eames, Co-Head Teacher
Telephone: 0300 300 5579
Email: jigsaw.centre@centralbedfordshire.gov.uk
Shelton Site:
Justine McQuillan, Co-Head Teacher
Telephone: 0300 300 4111
Email: jigsaw.centre@centralbedfordshire.gov.uk
Behaviour
The Jigsaw Service has high regard for children’s well-being and all staff endeavour to provide a caring and creative environment. All aspects of behaviour are seen as means of children communicating, and we strive to support the child and other professionals to identify and support the unmet need to make positive changes to the expressed behaviours.
The Jigsaw Service fosters an environment in which everyone feels safe, secure, and respected, where high standards of behaviour and self-discipline are promoted. We have an ethos where all members of the service are valued as individuals.
Within the service, emphasis is placed on the development of positive relationships between all members of our community alongside positive reinforcement of behavioural standards through de-escalation and positive modelling from staff. All staff (unless it is deemed inappropriate) working for the service are trained in Team Teach Level 2.
Team Teach aims to:
- promote de-escalation strategies
- reduce risk and restraint
- support teaching, learning, and relationships
- increase staff confidence and competence when responding to behaviours that challenge
- promote and protect positive relationships
Equal opportunities
We believe that all people, regardless of race, gender, religion, sexual orientation, ability, and disability, have the right to learn in a safe, caring, nurturing, and supportive environment.
We strive to support all children and adults, professionals, and parents with the same respect and expect this to be equally returned.
Any adaptations to practices and environment that are needed to allow all parties access to meetings, teaching, and visiting will be made to the best of our ability.
For more information please see our equal opportunities policy. [John note to self: link to policy when available]
Accessibility statement
The Equality Act 2010 came into force on 1 October 2010 and replaced all existing equality legislation, including the Disability Discrimination Act (DDA). The effect of the law is the same as the previous legislation, in that “schools cannot unlawfully discriminate against students because of their sex, race, disability, religion or belief, and sexual orientation.”
Advice from the Department for Education (DfE) on the Equality Act 2010 explains that schools must have an accessibility plan to comply with the Act, just as they did under the DDA. Ultimately, as a service, we must:
- carry out accessibility planning, removing barriers for all customers, children, and adults alike (these are the same duties as previously existed under the DDA and have been replicated in the Equality Act 2010)
- increase the extent to which disabled children and customers can participate and achieve in the curriculum and support provided by the service, including staff development where necessary
- improve the physical environment of the service to enable disabled customers to take better advantage of education, benefits, facilities, and services provided
- improve the availability of accessible information to disabled customers (we will also need to have regard to the necessity to provide adequate resources for implementing plans and must regularly review them)
The service will endeavour to meet the highest expectations of its students, parents, and guardians, as well as making the community proud. It will seek to achieve the highest standards of teaching and learning, whilst enabling its children to follow interests outside of the curriculum. Committed to comprehensive education, we are passionate about the outcomes for all children, irrespective of personal circumstance, and, indeed, with particular reference to personal circumstance.
Supporting pupils with medical conditions
Supporting pupils with medical conditions during school hours is not the sole responsibility of one person. Any member of staff may be asked to provide support to pupils with medical conditions, although they will not be required to do so. This includes the administration of medicines. Those staff who take on the responsibility to support pupils with medical conditions will receive sufficient and suitable training and will achieve the necessary level of competency before doing so. Teachers will take into account the needs of pupils with medical conditions that they teach. All staff will know what to do and respond accordingly when they become aware that a pupil with a medical condition needs help.