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Inclusion and equality

At Keyham Barton, no-one is lost in the crowd.


Keyham Barton Catholic School, a faith community gathered together to learn, with love and respect for each other.


We believe that equality at our school should permeate all aspects of school life and is the responsibility of every member of the school and wider community. Every member of the school community should feel safe, secure, valued and of equal worth. At Keyham Barton Catholic school, equality is a key principle for treating all people fairly and creating a society in which everyone has the opportunity to fulfil their potential - irrespective of their gender, ethnicity, disability, religion or belief, sexual orientation, age or any other recognised area of discrimination.



Inclusion Statement


At Keyham Barton Catholic School we welcome all children. Where a child has a recognised disability we will make all reasonable adjustments to accommodate their needs in school. This will include the availability of resources and accessibility of the school building and site. We will make every effort to ensure that children with Special Educational Needs maintain their entitlement when they enter the school.







Our Catholic Schools believe that all the children who attend our schools have access to a broad and balanced curriculum suitably differentiated to meet their individual needs.

We seek to promote effective learning for all our children in order that they make progress, realise potential and develop a sense of self-worth.


Our schools fully support the principles outlined in the DfE SEN Code of Practice (C.O.P.) July 2014, which incorporates a graduated approach in meeting pupils’ needs.

It is our belief that the views of the child and parents are central to this process.


Disability Discrimination Act


Children who are defined as having rights under the DDA have a wide range of potential needs and requirements. They include children with mobility impairments, sensory impairments, learning disabilities, mental health conditions, epilepsy, Aids, asthma and progressive conditions such as multiple sclerosis. Not all children who are defined as having a disability under the DDA will

have Special Educational Needs. For example, a child with severe asthma may not be identified as having SEN, but may well be defined as having a disability under the DDA.