We believe all children are unique and therefore there will be a rich diversity of personality, ethnicity, family life, age, abilities etc. Our school enjoys the mix of over 20 national or ethnic groups other than White European. Over 40% of the children represent this diversity.
We believe that each child is of inestimable value and all are of equal worth. We are committed to treat one another well and as a school are vigilant about even the subtlest forms of bullying or racism.
Some children who have particular social or learning difficulties may need "unequal" amounts of attention and support. This goes some way to remove barriers and creating a more equal access to the same range of experiences as others.
We recognise gender differences but have equal expectations of boys and girls in all subjects. We try to balance the learning experiences so that certain learning styles are not favoured above others.
The diverse cultural backgrounds of families currently in the school enrich community life and show the variety of God's design and purposes for people. All people are of inestimable and equal worth to God.
CFS provides an opportunity for children to learn both by experience and instruction that:
- Differences between people are something to celebrate and enjoy.
- We also need to address realistically the ignorance and prejudice that people may encounter in society.
- Maintaining and restoring good relationships require such qualities as humility, empathy and forgiveness.
- Understanding other people helps us put our own culture in perspective.
- The context of the Bible is eastern, not western, culture.
The range of national and cultural identities represented in school include:
- South African
- West Indian
There is some cultural diversity amongst the staff and governors. Several have also worked for sustained periods outside of the UK eg. in Nigeria and China and they provide positive insights.
We are committed to finding curriculum materials that represent a diverse United Kingdom and prevent stereotyping.
Our study of people and places within the Geography curriculum encourages direct contact with families and communities known to the school, eg. in Zimbabwe, the Andaman Islands, Australia and China.
Children are encouraged to take a prayerful interest and to support others practically if needed eg. Operation Christmas Child, Africa Mercy Ships and tsunami relief work.
Our Technology curriculum gives attention to traditional textile, clay and wood-crafts in addition to electronics. This is partly to encourage skills useful to any young people who eventually work in developing countries.
Students visit France to practise the language and study history. Since 2007 we have had a cultural exchange visit with a school in the Netherlands.
As a Christ centred school we value any opportunity to recognise God's love for the world and our responsibilities as part of a global community.
Special Educational Needs (SEN) and Disabilities
The system for supporting children and young people with SEN and Disability has changed. In September 2014, all local councils published a local offer setting out what support is available in our area to all 0-25 children and young people with SEN and Disability, see above.
Our intention is to facilitate open access to Christian education.
We provide for a wide range of needs including gifted & talented, and a variety of special needs. These are actively promoted through an inclusive ethos and we maintain good working relationships with a variety of educational and health service agencies.
Unfortunately, the provision for children who require extra resources is limited by various factors:
- The need to keep a comprehensive intake and maintain class balance.
- The need to prioritise Christian families who have made a long-term commitment to the school
- The lack of any direct funding, including Pupil Premium, from central or local government.
- The need for parents to secure resources and funding additional to the school fee (set at a minimum).
- Some building restrictions.
Additional Learning and Pastoral Support (ALPS)
Our current level of inclusion is possible by CFS funding the employment of a SENDCo.
Provision comes from:
- LA funding for Learning Support Assistants awarded to the child through an EHC plan.
- Additional financial contribution from parents in order to provide 1:1 classroom support.
- Services from health authorities.
For further information please refer to our SEND Policy>