When children join Stillness Juniors we assess their reading age. If they are having difficulty with reading we will support them to learn through the systematic teaching of phonics. We teach children to use their phonic knowledge to read and to write words. We then talk about what they have read to ensure they understand the meaning.


We promote the principles of fairness and justice for all through the education that we provide in our school, and seek to remove barriers to achievement.

We monitor the progress and achievement, participation of children from different groups.

We challenge stereotyping, prejudice and bullying whenever it occurs. We celebrate the diversity of our community, respecting all groups. We seek to reflect the community we serve.

Disability including

  • learning difficulties
  • mental health conditions
  • medical conditions such as epilepsy, diabetes or more severe forms of        asthma and eczema
  • specific learning difficulties
  • autism spectrum condition
  • speech, language and communication impairments.

At Stillness we:

  • look ahead and plan to make school more accessible to disabled pupils
  • seek to find ways to improve equality of opportunity for disabled pupils
  • seek to find ways to improve access for other disabled people using the school such as staff, parents and visitors

Reasonable adjustments

We make many adjustments for chuildren’s needs in our teaching and school organisation, for example for children with dyslexia, or speech and language difficulties.

We will liaise with Health, Occupational therapy, Parents and Carers to consider what reasonable adjustments may be made for a child.


Our site has 4 buildings; they are all accessible by ramp.

Two of our buildings have disabled toilet facilities.

Where possible we will store equipment on site, e.g. wheelchair, walking frame.

Where a child has mobility or continence needs, we can arrange access to a disabled toilet for the child.

Children need to be able to use the toilet independently, or alternatively have a parent, carer or healthcare worker to support them.

If a child has a mobility difficulty e.g. on crutches, a risk assessment will be carried out with the parent on return to school.

Inclusion Policy 2014.pdf