Hulme Grammar School

Hulme Grammar School regards the diversity of the school community as a strength which enriches that community. The School is committed to the promotion of inclusion and positive attitudes to diversity and difference, the celebration of that difference, and to the provision of equal opportunities for all its pupils and staff. The School is mindful of the direct and indirect discrimination that can occur and strives to eliminate any form of inequality or discrimination amongst staff and students.

The School’s belief is that every young person is of equal value. We aim to ensure that:

● all students are provided with high quality teaching and learning opportunities both within and beyond the classroom to maximise their academic progress and personal development;

● the needs of students with SEND are identified and appropriate provision is provided to remove barriers to their learning and where possible to close achievement gaps;

● all students, including those with SEND receive their full entitlement in terms of a broad and balanced curriculum;

● students with SEND receive every opportunity to develop to their full potential including their ability to work independently;

● all staff working with pupils with SEND understand their role in relation to these aims and are provided with guidance and training to enable them to respond to the needs of individual pupils;

● effective communication and partnership with the parents is developed.

The School welcomes all pupils who can demonstrate academic aptitude in appropriate entrance examinations, provided that the school is reasonably able to provide them with the help and support that they require to access the curriculum. Parents are asked to disclose at the point of application any known disabilities, special educational needs or learning difficulties. Parents should also disclose the level of support their child receives outside of normal teaching should they already be in an educational setting. They are invited to discuss their child's requirements with the assistant principal (additional needs) before the assessment day or entrance exam so that appropriate adjustments can be put in place. Prior to an offer of a place being made, the School will confirm any adjustments it can reasonably make to support the pupil.

The school will make reasonable adjustments to take account of an individual pupil's needs, within the constraints imposed by its buildings and resources. Facilities for pupils with mobility difficulties and wheelchair users are limited due to the nature of the school site, with most buildings having two or three storeys. Please see the accessibility policy and plan. This shows how the school plans to make the buildings, curriculum and communication progressively more accessible to disabled pupils, disabled parents and visitors.