|— MAY BE WORN|| — EXAMPLES OF WHAT MAY NOT BE WORN
(this is not an exhaustive list)
|Black formal shoes||Boots
Basket Ball Boots
|Plain black trousers worn waist high||Jeans
Jean Style Trousers
Tracksuits worn under trousers
|White shirt – long or short sleeved, must be tucked in at all times||Polo Shirt
PE or coloured T-shirts worn under shirts
|Plain black V neck jumper with a badge||Form of other jumper allowed including sweat tops, tracksuit tops, cardigans, fleeces, designer label sports tops|
|Black blazer with badge|
|Coat – plain black / navy blue coat only||Hoodies, camouflage, tracksuits, corduroy jackets, jeans/denim jackets, brightly coloured jackets / anoraks / rain tops (sports) and fleeces|
|Plain black cap / hat may be worn outside – black or white religious hat||Other types of hats or colours, prayer shawls, headbands, visors, bandanas, durags|
Jewellery – plain small silver or gold studs and a watch
A school bag which is large enough to hold A4 exercise books and textbooks
Special Educational Needs (SEN) provision for students at Rokeby School
As part of the Children and Families Act 2014, Local Authorities are required to publish a ‘Local Offer’ which sets out support that is available for children and young people with SEND in the local area.
Newham’s Local Offer is available on the Newham Website (www.newham.gov.uk/SENLocalOffer) and informs parents/carers about how to access services in their area and what to expect from these services.
Alongside this, schools are required to publish information about their arrangements for identifying, assessing and making provision for students with SEND.
This is the Local Offer for Rokeby School. It describes the arrangements we make that are ‘additional’ and ‘different’ for pupils with SEND. This information has been produced together with parents, carers and our young people and will be reviewed annually.
The following information outlines the support and provision students with SEN can expect at Rokeby School.
At Rokeby School :
Our vision is that when our students leave school, they will be fully equipped to take the next step, either into further education or the world of work.
Rokeby will have an outstanding reputation for educating boys to become accomplished, ambitious young men of integrity and resilience who will be ready to make a significant contribution to society.
They will be multi-skilled, numerate, literate and most will be multilingual. They will be financially astute, enterprising, creative, adventurous and keen to play a major part in the communities where they live and work.
They will embody our values: Respect, Success, Personal Challenge, Passion for Learning and Harmony.
‘Dare to be the best’
Our core values underpin the whole vision for Rokeby. We aim to promote these values throughout the community through the curriculum, pastoral programme, assemblies, policies and procedures and all other aspects of the work of the school.
Jackie Hewison is the Inclusive Education Link Governor and the SEND Coordinator (SENCO) is Ms Galligan.
Please follow the link below to find a copy of Newham’s local offer/SEND Information Report.
We have amalgamated our policies for race, disability and gender into a single scheme with identified objectives. As part of our work in producing a Single Equalities Scheme, the Equalities Group has consulted among staff, parents, carers and students. This consultation is ongoing and views from governors and other stakeholders will also be sought.
The Equalities Group meet regularly in school and would welcome any interested parents/carers who would like to contribute to our Equalities Scheme.
Equality objective 1: To improve outcomes for all students regardless of special educational need, disability, race, ethnicity, level of English language acquisition, socio economic group, sexual orientation, religion, health or gender reassignment.
Why we have chosen this objective:
Students at Rokeby School make good and better progress in English and Maths in relation to their levels of prior attainment. However, we still need to improve outcomes in some other areas to bring them up to national averages, e.g. attendance of students with special educational needs.
To achieve this objective we plan to:
Equality objective 2: To facilitate engagement with the school among parents/carers who find it difficult to access school whether for reasons of language, illness or disability.
Why we have chosen this objective:
We know that home-school communication plays a vital part in improving outcomes for students.
There is a small but significant number of students whose parents have problems accessing the school or communicating with the school. This is for a range of reasons, including language, illness and disability.
To achieve this objective we plan to:
An Accessibility Plan is in place:
- To increase the extent to which pupils with a disability can participate in the curriculum
- To improve the physical environment so that pupils with a disability can take advantage of the education and associated services provided by the school
- To improve the delivery of information to pupils with a disadvantage that would normally be provided in writing to other pupils
- Treating a student “less favourably” than others for a reason relating directly to their disability
- Failing to make a “reasonable adjustment” to ensure they are not placed at a “substantial disadvantage” for a reason relating to their disability
Our Disability Equality Duty is to:
- Promote Equality of opportunity
- Eliminate unlawful discrimination
- Eliminate disability-related harassment
- Promote positive attitudes towards disabled people
- Encourage disabled people’s participation in public life
- Take steps to take into account people’s disabilities, even where that involves more favourable treatment
Via the Disability Equality Scheme we will:
- Deliver Training to all staff and all Governors on the new duty
- Organise a disability equality steering group, including any disabled staff and Governors.
- Talk to parents and pupils to find out how they want to be involved in the production of our scheme.
- Look at our current information gathering mechanisms to see where improvements can be made.
- Ensure that every piece of information we gather is used.
- Decide which policies and practices have the biggest impact on disability equality and which need to be assessed first.
- Use the information we have gathered from our involvement of disabled people to write our Action plan
- Inform on progress we have made in the Annual Report.
- Our DES is an ongoing process, which we will review and revise every three years
The Pupil Premium is a government initiative which provides funds to close the achievement gap between students of different socio-economic backgrounds. This is done through an allotment of money per student that has qualified for free school meals at least once in the last six years.
The Year 7 Catch Up Grant is a government initiative which provides funds to support students who achieved below a Level 4 in reading or mathematics at Key Stage 2 to make rapid progress at the start of their Secondary School career.
Please follow the link below to view a PDF* of our Pupil Premium Report:
Our Child Protection policy sets out the safeguarding procedures that we follow to ensure that all our students are safe.
Please follow the link below to view a PDF* of our Safeguarding Policy:
Our SEF provides an overview of current practice highlighting our strengths and areas for development.
Our SDP provides an overview of our priorities for this academic year.
Please follow the link below to view a PDF* of our SEF & SDP:
*If you have problems opening PDFs please download the latest version of Adobe Reader.