Growing Inclusivity Through the Hidden Disabilities Sunflower Scheme
As part of our work to foster inclusivity, acceptance and understanding in our school, we have rolled out the Hidden Disabilities Sunflower scheme across Piper’s Vale.
The Challenge of non-visible disabilities
Not all disabilities, conditions or chronic illnesses are always seen. These hidden conditions – for example autism, ADHD, anxiety disorders, chronic pain, migraines, hearing loss or diabetes – don’t always have external signs, which can lead to judgement or insensitivity. For instance, pupils who need extra time or support in class may face questions or disbelief, simply because they don’t “look disabled”.
This means it can be a double burden for anyone living with these non-visible conditions; managing the condition itself while also facing a world that often fails to recognise their challenges.
We have introduced the Hidden Sunflower initiative to support these people. However, it isn’t solely about pupils – staff and parents are also encouraged to take part in the scheme.
How does the Hidden Disabilities sunflower work?
By wearing the sunflower logo on something such as a lanyard, badge or wristband, pupils with hidden disabilities can signal to peers, teachers and other staff that they may need accommodations or support. These items have the additional benefit that they can easily be put on or removed, making it easy to either wear all the time, or just when they feel they need to.
This creates a more inclusive environment by promoting awareness. We are also equipping our staff with the knowledge and training needed to better support pupils with non-visible disabilities. It ensures that every child, regardless of their challenges, feels seen and understood.
Building a sunnier future
By using the scheme, we can positively affect our wider community too. Families who initially don’t fully understand the significance of the sunflower will become familiar with it and start wearing the symbol in places other than school, becoming advocates and spreading understanding with people they know.
Piper’s Vale is always working to create an inclusive environment where everyone feels valued and supported. Using the sunflower helps this, giving those at our school with non-visible disabilities a sense of belonging and validation.
Building the Future: STEM at Piper’s Vale
Learning about Science, Technology, Engineering and Mathematics (STEM), is key to preparing children for our rapidly evolving world. In the UK, the emphasis on STEM subjects in schools has grown significantly over the past decade, following the recognition that these disciplines are strong drivers for innovation and economic growth.
How we teach STEM
We begin STEM education early, and teach our children in the EYFS by incorporating Computational Thinking concepts into lessons through pattern seeking, tinkering and creating.
Coding education begins in Year 1 and we build upon it in every year following. Our pupils use code.org to learn about it, a system that’s used by over 80 million students around the world. Content and exercises are tailored for each year group, with the complexity of the work increasing as children get older.
Alongside coding, we also teach pupils how to type. Every computing lesson we have begins with practice – children in Key Stage 1 use a programme called Keyboard Climber, then graduate to Typing Club in Key Stage 2.
We also teach children to use different digital tools, to create everything from ebooks to music. In Year 5 pupils will learn how to create their own websites, and make 3D models using TinkerCAD. When they reach Year 6, pupils use Google Sheets to create budgets for their own parties and Microsoft Publisher to produce their graduation books.
Why STEM is important
According to a report by EngineeringUK, the STEM sector contributes significantly to the UK economy, with engineering alone accounting for 26% of the UK’s GDP. The UK, like many other nations, faces a skills gap in STEM industries, so by equipping pupils with strong STEM skills we put them in an advantageous position to secure important, well-paid careers when they enter the workforce.
STEM careers are among the highest-paying and most in-demand jobs, with salaries 20% higher than other sectors. Promoting STEM education can enhance social mobility by providing students from diverse backgrounds with access to lucrative career paths. Encouraging more students to pursue STEM subjects, particularly those from underrepresented groups, can help bridge socio-economic gaps.
STEM subjects teach problem-solving and critical thinking skills. These disciplines encourage children to explore, experiment and find solutions to complex problems. These skills are essential for STEM careers but are also valuable in everyday life and across many other sectors.
Conclusion
STEM education is a powerful tool that equips pupils with the skills and knowledge needed to thrive in a rapidly changing world. Our comprehensive approach to STEM demonstrates the benefits of integrating these subjects into everyday learning, giving children technical abilities and a deeper understanding of the vital role STEM plays in the world.