Pupil Charter

  • To be taught in an exciting, stimulating, enjoyable and caring environment,

  • To some fun,

  • To be given time to be listened to,

  • To be allowed my own time and space,

  • To have notice taken of my age but not to the exclusion of my other needs,

  • To your patience,

  • To your respect,

  • To say no,

  • To your respect for my parents/carers and to hear only positive comments regarding them,

  • To expect no jokes or disparaging comments at my expense,

  • To your complete attention whenever being worked with during the school day,

  • Not to have my lessons interrupted unless there are exceptional circumstances,

  • To expect you to take every opportunity to help me understand the world,

  • To be viewed not as a pmld child but as a child who has profound learning difficulties – I am a person first and have learning difficulties second,

  • To be taught in a quiet, structured and calm atmosphere,

  • Not to be spoken about with no reference to my being there,

  • To privacy and respect when my personal needs are being seen to,

  • To time to enjoy an activity and to learn from the situation without being rushed,

  • To a good quality education – but I am not only here to “achieve my full potential”,

  • To have my food presented in an appetising way, even though it may need mashing to enable me to eat it,

  • To be offered a drink at reasonable intervals throughout the day as sometimes I get very thirsty,

  • To take my time when having a drink or a meal as these are just as important to me as the other things I do in school,

  • To be positioned in a variety of good ways during the school day,

  • To be given the opportunity to be occupied,

  • To have my personal preferences recognised,

  • To be given choices whenever possible,

  • Not to be regarded as difficult or as a problem,

  • To expect your concentration to be of such a level that you will usually notice any initiatives I may make,

  • To expect your attention, and company, often during the day – not only when I achieve something or when I am being ‘good’,

  • To expect a certain level of routine and consistency of staff in order to give an ordered world to relate to,

  • Always to be told what is about to happen to me and why – don’t just suddenly yank me into a wheelchair or suddenly stick a spoon in my mouth,

  • To expect you not to get exasperated with me even if I am having a bad day – I will not always be able to take advantage of the learning situations you present me with because of the way I am feeling,

  • To care and thought being taken over the music being played in the classroom. Please avoid constant background music, I like it occasionally but often like to listen to ordinary everyday sounds,

  • To feel safe and secure in my classroom,

  • To work and play alongside people of a similar age no matter their or my learning difficulties,

  • To be encouraged to show others the same consideration that I would expect for myself.