RISK ASSESSMENTS IN PRIMARY SCHOOLS

3. Moving/Transporting Computers/Equipment on Trolleys - Staff and Pupils 4. Using a Baby Belling Cooker and use of simple hot plate - Staff and Pupils 5. Movement of Pupils around the site - Including Breaks and Lunchtime Supervision 6. Educational Visits - General 7. Grounds Maintenance - Boundary, Grounds, Trees - Staff, Pupils, Visitors 8.

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Related documents

1. Understanding Inclusive Education

www.backuptrust.org.uk

of Education, schools must publish a report on the school’s policy for pupils with SEN, including details of: 1) school’s admission arrangements for pupils with SEN or disabilities 2) the steps the school has taken to prevent pupils with SEN from being treated less favourably than other pupils 3) access facilities for pupils with SEN

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Junior and Senior Infants

www.staysafe.ie

including those with SEN, cannot be overestimated. In addition it is imperative that all schools (mainstream and ... physical and mental well-being of pupils, on engagement with school, on self-confidence and on the ability to pursue ... community and bullying of those with disabilities or special educational needs. in .

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Preventing and tackling bullying - GOV.UK

assets.publishing.service.gov.uk

In addition to the duties in relation to pupils with disabilities under the Equality Act, schools also have duties under Part 3 of the Children and Families Act 2014 to ensure that pupils with special educational needs engage in the activities of the school together with children who do not have special educational needs.

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Evidence on physical education and sport in schools

assets.publishing.service.gov.uk

Pupils’ achievement was good or outstanding in over two thirds of the primary schools visited, with boys, girls, disabled pupils and those with special educational needs (SEN) making similar progress in PE. Secondary schools The overall effectiveness of PE was good or outstanding in just under three quarters of secondary schools.

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The national curriculum in England - GOV.UK

assets.publishing.service.gov.uk

4.3 A wide range of pupils have special educational needs, many of whom also have disabilities. Lessons should be planned to ensure that there are no barriers to . every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum. The SEN Code of Practice will include

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The use of seclusion, isolation and time out - KELSI

www.kelsi.org.uk

SEN Code of Practice (2015) advises that reasonable adjustments should be made to ensure that expectations of students with disabilities are developmentally appropriate and fair. It would not be fair , for example, to isolate a child with ADHD or other special needs because they were not able to sit still when required to do so.

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Comparison of different types of school

www.newschoolsnetwork.org

(SEN) policy following the code of practice for SEN and vulnerable children. Must establish a clear SEN policy following the code of practice for SEN and vulnerable children. Must follow the code of practice. LA oversees provision. Must ensure that facilities and access are suitable for those with special educational needs and disabilities. Outcome

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REPUBLIC OF GHANA MINISTRY OF EDUCATION

www.voiceghana.org

Generally, the concept special educational needs (SEN) is defined variously in different documents. For example, a child with special educational needs is defined as a child with disability, namely, visual, hearing, locomotor, and intellectual impairments. However, in this document, children with special educational needs extend

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Essex Provision Guidance Toolkit

schools.essex.gov.uk

The Special Educational Needs and Disability Code of Practice will be used by school staff and other practitioners to inform the graduated response to identifying and meeting pupil’s needs. The Provision Guidance is organised (and colour-coded) to reflect the graduated response.

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