Mayplace Primary School has undergone a rigorous evaluation process and has been recognised as a Centre of Excellence by the Inclusion Quality Mark thanks to our exceptionally high-quality provision and commitment to continually driving the school forward to improve the outcomes for all their pupils.
Our inclusive green curriculum supports the wellbeing of children and staff alike and in turn promotes a happy and healthy body and mind; all children have equal access to the curriculum. At Mayplace we believe that all children learn best with the rest of their class. Our aim is for all children to become independent and autonomous learners, in order that they can reach their potential.
.Similarly, children who are identified as more able, demonstrating a particular aptitude in a curriculum area, will be given opportunities to extend their learning through creative thinking, reasoning and problem solving opportunities.
Mayplace Primary School is committed to providing equal opportunities for all, regardless of race, faith, gender or capability in all aspects of school life. We promote diversity, inclusion and a sense of belonging.
- identify, at the earliest possible opportunity, barriers to learning and participation for pupils with SEND (see curriculum and assessment policies)
- ensure that every child experiences success in their learning and achieves to the highest possible standard
- enable all children to participate in lessons fully and actively
- value and encourage the contribution of all children to the life of the school
- work in partnership with parents
- work with the Governing Body to enable them to fulfil their statutory monitoring role with regard to the Policy Statement for SEND
- work closely with outside support agencies, where appropriate, to support the need of individual pupils
- ensure that all staff have access to training and advice to support quality teaching and learning for all pupils.
We have high expectations of all of our children.
To view our SEND Policy and Information Report, please visit our Policies page.
As part of our journey towards becoming a School of Sanctuary, Mayplace Primary School has committed to the City of Sanctuary Organisational Pledge:
“We support the ‘City of Sanctuary’ vision that the UK will be a welcoming place of safety for all and proud to offer sanctuary to people fleeing violence and persecution. We endorse the City of Sanctuary Charter, and agree to act in accordance with City of Sanctuary values and apply the network principles within our work (as far as our specific context enables us to). We recognise the contribution of people seeking sanctuary. Sanctuary seekers are welcomed, included and supported within our context. We expect our branches or local groups (if any) to support their local City of Sanctuary group if one exists, and will facilitate contact between them and their local City of Sanctuary group.”
A School of Sanctuary
- Is a place that fosters a culture of welcome and safety for people seeking sanctuary, including asylum seeking and refugee families.
- Educates the whole school community about the human right to sanctuary and identifies practical means for schools to demonstrate that commitment.
- Builds empathy and intercultural awareness through promoting the voices and contributions of people seeking sanctuary, encouraging an understanding of the experiences of displaced people and helping to combat stereotypes.
Schools play a crucial role in helping young people to make sense of the world, to become responsible citizens and to create positive change in their communities.
As of June 2020, there were 26 million refugees in the world according the UNHCR, approximately half of whom were children, with climate change increasingly driving the forced displacement of people.
Schools are often at the forefront of receiving and supporting those forcibly displaced – for example, nearly a quarter of asylum seekers in the year ending September 2019 were under 18. Young people in the UK need not only to learn about these issues but where possible meet people face-to-face who have lived experience of displacement in order to understand both their local communities and the wider world better.