Pupils Charter

 

  • See me as a person, not as my disability. Use my name when you talk to me.
  • Allow me dignity, privacy, and respect.
  • Value me as a unique individual, acknowledging my strengths and weaknesses.
  • Get to know me. Take time to do this. Let me get to know you.
  • Treat me in the way you would wish to be treated yourself. Don’t ask me to do anything you would not do yourself.
  • Don’t talk about me as if I wasn’t there. Involve me in conversations. Give me time to answer or respond, even if it takes a longtime or I am difficult to understand.
  • Introduce visitors to me. Say ‘Goodbye’ to me when you leave.
  • Use my communication system, and listen to me, so that I have every opportunity to interact with you.
  • Involve me in decisions that affect me. Encourage me to make choices, try new experiences, and listen to my views.
  • Fully involve my parents / carers in the planning for my needs, and acknowledge them as most responsible for me.
  • When I’m at FE, support me to appropriately exercise my rights as an adult.
  • Give me clear instructions (don’t say, “Do you want to go out?” when really there is no choice.)
  • If I need physical support, handle me with care. Respect my person.
  • Let me know what is going to happen rather than it just happening to me.
  • Give me the opportunity to make my own mistakes, being aware of my vulnerability. Value my attempts.
  • Maintain a high expectation of my abilities, don’t make me over dependent.
  • Ask me if I need help, don’t assume it. Give me time to achieve what I’m doing.
  • Respect my individual and group teaching time. Try not to interrupt when I’m working.
  • Speak to me with respect, and encourage me to respond similarly to others.
  • Acknowledge and value my cultural and religious needs.
  • Protect me from unkind actions, intended or otherwise, and help me cope with difficult situations.
  • Give me the same rights and considerations as you would any other person in the school.
  • My behaviour may present a challenge sometimes, but don’t always expect this.
  • Encourage me to behave in a way that is appropriate for my needs and continuing development.
  • Support my right to be a part of the whole school and the wider community.