Gladstone Primary School. Special Educational Needs and Disability Policy
|
|
- Anthony Ross
- 6 years ago
- Views:
Transcription
1 Gladstone Primary School Special Educational Needs and Disability Policy Date Approved by Governors March 2015 Date for next review March 2016
2 Policy to Promote the Successful Inclusion of Pupils with Special Educational Needs and Disabilities This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (2014) 3.65 and has been written with reference to the following guidance and documents: Code of Practice 0 25 (July2014) SEND Information Report Regulations (2014) supporting pupils at school with medical conditions April 2014 urriculum in England Key Stage 1 and 2 framework document Sept 2013 This policy was created by the school s Inclusion Team with the SEND Governor in liaison with the SLT, all staff and parents of pupils with SEND - in consultation with fellow SENDCos in our Cluster. CONTACT DETAILS Inclusion Lead: Mrs Sue Leeks - Leadership Team Office: ext: 206 / 307 Inclusion Team: Mrs Sue Leeks KS1 Mrs Jo Moore EYFS Office: ext: 206 / 307, including those with SEND. Gladstone School provides a broad and balanced curriculum for all children. The National Curriculum is the starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children s diverse learning needs. A minority of children has particular learning and assessment requirements that could create barriers to learning. These requirements are likely to arise as a consequence of a child having additional needs. Children may have additional needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children 2
3 with additional needs takes into account the type and extent of the difficulty experienced by the child. SECTION 2 AIMS We aim to raise the aspirations of and expectations for all pupils with SEND, and our school provides a focus on outcomes for children and not just hours of provision/support. To enable children to feel they are valued members of the class, school and community. Objectives: 1. To identify and provide for pupils who have special educational needs and additional needs. 2. To work within the guidance provide in the SEND Code of Practice, To operate a whole pupil, whole school approach to the management and provision of support for special educational needs. 4. To provide a team of Inclusion Coordinators who will work with the SEND Inclusion Policy across the whole school: EYFS, KS1 and KS2. 5. To provide support and advice for all staff working with special educational needs pupils. 6. To provide good quality teaching and learning experiences which engage and support SEND pupils to make good progress. 7. To ensure pupils and parents have a voice in the process. SECTION 3 IDENTIFYING SEND: The Code of Practice suggests that pupils are only identified as SEND if they do not make adequate progress once they have had appropriate intervention and/or adjustments in addition to good quality personalised teaching. At school once an SEND concern is raised about a child, by a parent, the child themselves or a member of staff, the teacher of that child will commence the graduated approach. (assess, plan, do and review). The Code of Practice describes the 4 broad categories of need: Communication and Interaction Cognition and Learning Social, Emotional and Mental Health Sensory and/or Physical needs These four broad areas give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. At school we identify the needs of pupils by considering the needs of the whole child which will include not just their special educational needs. 3
4 There are a number of non SEND factors which may impact on progress and attainment: settings and schools provided under current Disability Equality legislation these alone do not constitute SEND) eing a child of Serviceman/woman SECTION 4 A GRADUATED APPROACH TO SEND SUPPORT: Our school identifies children with special educational needs/disability (SEND) by: Relevant information received from previous settings. Relevant information received during home visits. Regular assessment of pupils progress. Termly parental consultation meetings and other opportunities as needed. Class teacher raising concerns and discussing with/referring to the Inclusion Team. Carrying out individual assessments. Seeking advice from other professionals and/or making referrals to outside specialists where appropriate. Children are recorded on our Additional Needs Register in line with the Peterborough Local Offer Levels of Needs. Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from Teaching Assistants or specialist staff. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. Additional intervention and support cannot compensate for a lack of good quality teaching. However these interventions will closely monitor progress and review the effectiveness of this. The Leadership Team and the Induction Team carry out lesson observations and learning walks. The Leadership Team and the Induction Team carry out Learning Scrutinies including Planning. Regular Pupil Progress Meetings. Reviewing and measuring progress of Intervention Programmes. Reviewing achievement with staff and parents at Parent Consultation meetings. Termly/annual reviews of Coordinated Plans and Education Health Care Plans/Statement of Special Educational Needs. 4
5 How does your school decide whether to make special educational provision? This will involve the Teacher, Teaching Assistants (Early Years, Inclusion, Families and Interventions Teams), Inclusion Team and parents. They will consider all of the information gathered from within the school about the pupil s progress, alongside national data and expectations of progress. This should include high quality and accurate formative assessment, using effective tools and early assessment materials. For higher levels of need, describe your school s arrangements to draw on more specialised assessments from external agencies and professionals. The Inclusion Team meet frequently to plan, assess and review the special educational needs and additional needs in our School. Decisions regarding appropriate referral to Specialist Services are taken collectively. For a comprehensive list of services available, please refer to the Gladstone Primary School Offer document. For children with continuing provision, the supporting staff and the Inclusion Team liaise with Specialists to monitor progress and plan next steps. Pupils are placed on our Additional Needs Register according to their provision needs. Our ASSESS PLAN - DO REVIEW cycle is managed by Pupil Progress Meetings, Parent Consultation meetings and Provision Mapping for SEND pupils. Parents, children and families are involved in these discussions both formally and informally. MANAGING PUPILS ON THE ADDITIONAL NEEDS REGISTER The core expectation is that the class teacher is responsible for evidencing progress according to the targets described in the provision map. The Inclusion Team review provision termly following Pupil Progress Meetings. Children are recorded on our Additional Needs Register in line with the Peterborough Local Offer Levels of Needs and adjusted accordingly. We endeavour to meet the needs of all children by ensuring that they are in the appropriate setting. There are a range of key services/specialists that can be accessed through given pathways, usually following a diagnosis eg Colleagues working in Health. Our school accesses the following services: Educational Psychology Service (EP) Speech and Language Therapy Service (SALT) Southfields Enhanced Resource for Speech and Language School Nurse Service and Community Paediatricians Diabetes Nurse Team Autism Outreach Team Paediatric Occupational Therapy Service (OT) Child and Adolescent Mental Health Service (CAMHS) Physiotherapy Service 5
6 Matley Enhanced Resource provision Sensory Support Services for visual and hearing impaired pupils Jack Hunt School Unit:Hearing Impaired support Pupil Referral Units for social and emotional needs. Referral to the Specialist Services by the Inclusion Team is always with the full cooperation of Parents/Carers and is communicated with the child appropriately. SECTION 5: CRITERIA FOR EXITING THE ADDITIONAL NEEDS REGISTER School monitors progress and attainment and when barriers to learning are overcome the child may no longer receive additional SEND provision. Decisions are made during Pupil Progress Meetings with Class Teacher, Senior Leader and Inclusion Team member. This will be shared with Parents and pupils at the Parental Consultation Meeting/Individual Meeting. The Nurture Rooms are available on both sites for children who may need additional support particularly in managing their emotions and feelings. SECTION 6: SUPPORTING PUPILS AND FAMILIES Parents can access Peterborough City Council s Local Offer on The SEND information School Offer can be accessed on the school website or click HERE to link to our website School has adopted the admissions policy of Peterborough Local Authority. Priority is given to Looked After Children, Children with Statement of Educational Need/Education Health Care Plan, followed by children with an identified medical need then children living in the school catchment area. the Local Authority Designated Parent Partnership Officer. All measures are taken to ensure SEND children are able to access end of KS1 and KS2 SATS, the Phonics Check and other assessments where appropriate. As needed, special access arrangements for those pupils who meet the criteria will be applied for. These may include: Extra time Use of reader Amanuensis Use of laptops Provision of movements break Enlarged/modifying, scripts/language modifications Transition from class to class, across key stages or click HERE to link to our website Parents may wish to access our School s Policy: Supporting Children with Medical Conditions which is on our website. 6
7 SECTION 7: SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act Some may also have special educational needs (SEND) with a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed. Pupils with medical conditions are supported through Health Care Plans written in partnership with parents and health care professionals. Full details can be found in our School s Policy: Supporting Children with Medical Conditions. SECTION 8 MONITORING AND EVALUATION OF SEND Senior leaders and governors regularly and carefully monitor and evaluate the quality of provision we offer all pupils through lesson observations, pupils voice, learning walks, book scrutinies, parent and pupil questionnaires and discussions. These arrangements promote continuous reflection, reviewing and improvement of provision for all pupils. As part of this, Interventions and progress against targets for SEND pupils are monitored by our class teachers in liaison with: Inclusion Team Mrs Jo Moore Mrs Sue Leeks Specialist Teachers: Literacy Mrs Karen Pipe ECaR Mrs Sue Leeks ECaR Literacy Coordinator: Mrs Helen Turner SpLD Specialist Teachers: Numeracy Mrs June Garth ECC Maths Coordinator: English Access Specialist Team Teaching Assistant Teams as appropriate Mrs June Garth Mrs Mary Hewitson Mrs Karen Pipe Mrs Sue Leeks EYFS, Interventions, Inclusion, Families Mr Jon Davis SECTION 9: TRAINING AND RESOURCES SEND budget is allocated according to banding as outlined by the Local Authority Offer. Funding is matched to SEND by degree of need within the four bands. Levels of support are decided by need at targeted specialist and specialist level as shown on the Local and School Offer. In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. All teachers and Teaching Assistant Teams undertake Induction on taking up a post and this includes a meeting with the Inclusion Team to explain the systems and structures in place around the school s SEND provision and practice and to discuss the needs of individual pupils. 7
8 The school s Inclusion Team regularly attend the LA s SENCO network meetings in order to keep up to date with local and national updates in SEND and the SENCo cluster meeting within the Jack Hunt Cluster. SECTION 10 ROLES AND RESPONSIBILITIES The Governing Body must ensure that: The necessary provision is made for any pupil with additional needs. All staff are aware of the need to identify and provide for pupils with additional needs. Pupils with additional needs join in school activities alongside other pupils, as far as is reasonably practical and compatible with their need and the efficient education of other pupils. They report to parents each year about the school s policy for children with special educational needs and disabilities. SEND provision is an integral part of the School Development Plan. The quality of SEND provision is regularly monitored. Role of Teaching Assistants Gladstone School has four Teams of Teaching Assistants with shared responsibilities: Inclusion Team For those children with ongoing and long term needs outlined on an Education Health Care Plan there are individual Teaching Assistants who support their range of needs and liaise closely with families. Intervention Team Trained and resourced Teaching Assistants teach Intervention Programmes in Literacy, Numeracy or Language with individual / groups of children in the Intervention Rooms. Progress is monitored carefully at the Leadership Evaluation Meetings termly. EYFS Team Trained Teaching Assistants in supporting continuous provision in the Early Years work alongside the Teaching Staff. Families Team Teaching Assistants with a range of skills including languages support our Families. They liaise with and access supporting and appropriate Services. Safeguarding Team Our Safeguarding Team comprises: Safeguarding Coordinator: Ms Ruth Scotten, Head Teacher: Mrs Christine Parker, Deputy Head Teacher: Mr Paul Fountain, EYFS, KS1 and KS2 Assistant Heads, HLTA: Mrs Rozina Fazil, Administrator: Mrs Louise Hale. They meet weekly to discuss the needs of our most vulnerable children. Member of staff responsible for managing PPG/LAC funding: Business Manager Mrs Justine Ingram. Member of staff responsible for managing the schools responsibility for meeting the medical needs of pupils: Inclusion Team currently. 8
9 SECTION 11 STORING AND MANAGING INFORMATION Refer to the school s Data Protection Policy on the school website. Click HERE SECTION 12: REVIEWING THE POLICY The SEND policy will be reviewed annually by senior leaders and any changes ratified by the governing body. SECTION 13: ACCESSIBILITY Refer to the schools policy on Disability and Equalities, Click HERE The DDA, as amended by the SEND and Disability Act 2001, placed a duty on all schools and LAs to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans. We provide the following to ensure that all children in our school can access all of the activities offered. We enable children to access all activities by Changing and showering facilities for the disabled on both sites. Adjustable sinks. Lifts and disabled toilet including hoist. Adapting materials where appropriate. Providing equipment to support needs i.e. slope boards, move and sit cushions, Adapted furniture particularly seating. Adapted curriculum. We involve parents and carers in the planning by Access to class teachers and Inclusion Team. Professional meetings and review meetings as appropriate. News Letters, the School Website and other websites. Parents and carers can give their feedback by; Informal or formal discussion with class teachers and the Inclusion Team. Meetings with the Senior Leadership Team. Professional Meetings and review meetings as appropriate. Contacting the school:office Team, phone calls, , arranged visits. 9
10 SECTION 14 DEALING WITH COMPLAINTS Having explored fully the options above Parents/Carers are invited to use the Complaints Procedure. Refer to the schools policy on Disability and Equalities, Click HERE SECTION 15 BULLYING Refer to the schools policy on Disability and Equalities, Click HERE At Gladstone School we aim to promote positive behaviour at all times. Our Positive Behaviour Policy is introduced at EYFS and implemented consistently throughout KS1 and KS2. We reinforce positive behaviour attitudes through our PHSE curriculum and our Key Stage and Whole School Assemblies. The Lunch Time Team and Play Time Duty Team encourage the children to reflect on how they behave and to develop positive relationships through respect and understanding. The Safeguarding Team are rigorous in their commitment to Keeping Children Safe in Education following the Statutory guidance for schools in monitoring and reviewing our practice. The Nurture Rooms are available on both sites for children who may need additional support particularly in managing their emotions and feelings. Read in conjunction with our Positive Behaviour Policy. Refer to the Safeguarding Team. SECTION 16 GLOSSARY of Terms used within the Policy The description of need in this Policy reflects our commitment to and belief in Inclusion. There has been a development in the terminology used around meeting the additional needs of children over time which is also reflected in our Policy. Glossary of terms used in this Policy: SEND:Special Educational Needs SEND:Special Educational Needs Disability EHC Plan:Education Health Care Plan EP:Educational Psychologist OT:Occupational Therapist SALT:Speech and Language Therapist EYFS:Early Years Foundation Stage KS1:Key Stage 1 (School Years 1 & 2) KS2:Key Stage 2 (School Years 3,4,5 & 6) This policy is monitored by the Full Governing Body. Signed Date Chair of the FGB Signed Date Headteacher 10
Special Educational Needs and Disability (SEND) Policy. November 2016
Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with
More informationSpecial Educational Needs Policy (including Disability)
Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS
More informationHorizon Community College SEND Policy. Amended: June 2017 Ratified: July 2017
Horizon Community College SEND Policy Amended: June 2017 Ratified: July 2017 1 SEND POLICY C O N T E N T S Section 1 Mission Statement 3 Section 2 Objectives 4 Section 3 Identifying Special Educational
More informationSpecial Educational Needs and Disability (SEND) Policy
Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and
More informationSpecial Educational Needs School Information Report
Special Educational Needs School Information Report At Holy Trinity Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support
More informationSpecial Educational Needs & Disabilities (SEND) Policy
Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016
More informationSEN INFORMATION REPORT
SEN INFORMATION REPORT Kinds of special educational needs Hinchingbrooke is an Academy school. We have the provision to meet the needs of students with moderate learning difficulties, dyslexia and dyspraxia,
More informationReviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND
Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects
More information5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
More informationPentyrch Primary School Ysgol Gynradd Pentyrch
Pentyrch Primary School Ysgol Gynradd Pentyrch Learning and Growing Together Dysgu a Thyfa Gyda n Gilydd Special Educational Needs Policy Updated: March 2017 2016 2017 1 SPECIAL EDUCATIONAL NEEDS POLICY
More informationSpecial Education Needs & Disability (SEND) Policy
Document No. PP8 Issue No. 12 Issue Date: 2017-06-27 Renewal Date: 2018-06-27 Originator: Chris Bailey Responsibility: Assistant Principal 1. Introduction Special Education Needs & Disability (SEND) Policy
More informationBramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke
Bramcote Hills Primary School Special Educational Needs and Disability Policy (SEND) Inclusion Manager: Miss Susan Clarke Adopted: January 2017 Review date: Spring 18 Contents: 1 Introduction: New legislation,
More informationSpecial Educational Needs and Disabilities
Special Educational Needs and Disabilities Guru Nanak Sikh Academy- Secondary Phase Welcome to Guru Nanak Sikh Academy (GNSA) Special Educational Needs and Disabilities (SEND) information report page.
More informationLocal offer aspect. a) General information. Admission arrangements to schools, settings or FE Colleges
Local offer aspect a) General information Admission arrangements to schools, settings or FE Colleges Provision In accordance with Regulations, the Academy Trust of Freebrough Academy has determined the
More informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationPAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist
PAPILLON HOUSE SCHOOL Making a difference for children with autism Job Description Post Title: Speech and Language Therapist Band / Grade: Band 6 equivalent Hours: Full time / Part time Location: Papillon
More informationKnowle DGE Learning Centre. PSHE Policy
Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities
More informationSEND INFORMATION REPORT
SEND INFORMATION REPORT The application of this policy and procedure ensures that no employee receives less favourable treatment on grounds of sex, trans-gender status, sexual orientation, religion or
More informationThameside Primary School Rationale for Assessment against the National Curriculum
Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.
More informationApproval Authority: Approval Date: September Support for Children and Young People
Document Title: Pupil Premium Policy Purpose: To set out the principles of the Pupil Premium Award, how it is received and how it has been spent in the last year and to evaluate the impact Summary: The
More informationPUPIL PREMIUM POLICY
PUPIL PREMIUM POLICY 2017-2018 Reviewed September 2017 1 CONTENTS 1. OUR ACADEMY 2. THE PUPIL PREMIUM 3. PURPOSE OF THE PUPIL PREMIUM POLICY 4. HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL
More informationTHE BANOVALLUM SCHOOL
THE BANOVALLUM SCHOOL SPECIAL EDUCATIONAL NEEDS AND DISABILITIES POLICY Review date: September 2016 Next Review: September 2017 1 Aims of the Policy At Banovallum School we believe the following to be
More informationWoodlands Primary School. Policy for the Education of Children in Care
Woodlands Primary School Policy for the Education of Children in Care Written by Rita Tarrant-Blick Ratified by Governors Summer 2017 Date for Review Summer 2020 Signed Chair of Governors Signed Headteacher
More informationClassroom Teacher Primary Setting Job Description
Classroom Teacher Primary Setting Job Description Christian Ethos To work with the Headteacher and colleagues to create, inspire and embody the Christian ethos and culture of this Church Academy, securing
More informationHead of Music Job Description. TLR 2c
Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained
More informationSchool Experience Reflective Portfolio
School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set
More informationHead of Maths Application Pack
Head of Maths Application Pack Application Forms Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website: www.furzeplatt.com Tel: 01628 625308 Fax: 01628 782257 Head of Maths
More informationSEN SUPPORT ACTION PLAN Page 1 of 13 Read Schools to include all settings where appropriate.
SEN SUPPORT ACTION PLAN -18 Page 1 of 13 Read Schools to include all settings where appropriate. The AIM of this action plan is that SEN children achieve their best possible outcomes. Target: to narrow
More informationCottesmore St Mary Catholic Primary School Pupil premium strategy
1. Summary information School Cottesmore St Mary Catholic Primary School Pupil premium strategy 2017-2018 Cottesmore St Mary Catholic Primary School Academic Year 2017/18 Total PP budget 57,920 Date of
More informationTotal amount of PPG expected for the year ,960. Objectives of spending PPG: In addition to the key principles, Oakdale Junior School:
Total amount of PPG expected for the year 2015-16 138,960 Objectives of spending PPG: In addition to the key principles, Oakdale Junior School: Aims for all pupils to make at expected progress between
More information29 th April Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS
29 th April 2016 Mrs Diana Dryland Headteacher Bursted Wood Primary School Swanbridge Road Bexley Heath Kent DA7 5BS Assessment Date: 19 th & 20 th April 2016 Summary Bursted Wood Primary School is very
More informationCoast Academies. SEND Policy
Coast Academies SEND Policy Key contacts for Coast Academies SENDCO s SEND Support Assistants Designated Academy Council Member Deb Mawbey (Assistant Head) Eden Park and Preston Philippa Roderick, Cockington
More informationTeacher of English. MPS/UPS Information for Applicants
Teacher of English MPS/UPS Information for Applicants Start date : Easter or September 2018 Weavers Academy Striving for success, focusing on learning Dear Applicant Thank you for showing an interest in
More informationHitchin Girls School. Special Educational Needs & Disabilities (SEND) Policy
Hitchin Girls School Special Educational Needs & Disabilities (SEND) Policy Date: December 2016 Approved By Governing Body: 6 December 2016 This is a Statutory Policy required by all Academies under the
More informationCode of Practice for. Disabilities. (eyfs & KS1.2)
La Scuola Italiana a Londra Code of Practice for Special Educational Needs and Learning Difficulties and Disabilities (eyfs & KS1.2) Last Reviewed December 2015 Date of next review December 2016 La Scuola
More informationJob Advert. Teaching Assistant. Early Years Foundation Stage
Job Advert Teaching Assistant Early Years Foundation Stage We have an exciting permanent term-time only, opportunity for an enthusiastic Teaching Assistant to join our Early Years Foundation Team in our
More informationArchdiocese of Birmingham
Archdiocese of Birmingham INSPECTION REPORT THE GIFFARD CATHOLIC PRIMARY SCHOOL WOLVERHAMPTON Inspection dates 25 th -26 th June 2013 Reporting Inspector Paul Nutt Inspection carried out under Section
More informationNewlands Girls School
School report Newlands Girls School Farm Road, Maidenhead, Berkshire, SL6 5JB Inspection dates 02-03 October 2012 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Achievement of
More informationVersion Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education
Schools E-Safety Policy Document Title Schools E-Safety Policy Reference Number Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 Distribution All Staff in NAS schools, NAS IT Dept Owner
More informationOasis Academy Coulsdon
School report Oasis Academy Coulsdon Homefield Road, Old Coulsdon, Croydon, CR5 1ES Inspection dates 4-5 March 2015 Overall effectiveness Previous inspection: Good 2 This inspection: Good 2 Leadership
More informationThis has improved to above national from 95.1 % in 2013 to 96.83% in 2016 Attainment
Rathfern Primary School Pupil Premium 2016-2017 Where everyone learns to learn School Aim: To increase the progress, attainment and well-being of all children, even if they are already performing at or
More informationCurriculum Policy. November Independent Boarding and Day School for Boys and Girls. Royal Hospital School. ISI reference.
Curriculum Policy Independent Boarding and Day School for Boys and Girls Royal Hospital School November 2017 ISI reference Key author Reviewing body Approval body Approval frequency 2a Director of Curriculum,
More informationArchdiocese of Birmingham
Archdiocese of Birmingham Section 48 Inspection SS MARY AND JOHN CATHOLIC PRIMARY SCHOOL Part of the Bishop Cleary Catholic Multi-Academy Company Caledonia Rd, Wolverhampton WV2 1HZ Inspection date 19
More informationLismore Comprehensive School
Lismore Comprehensive School Caring and Learning Together Examinations Policy Policy for External Examinations As a school we in Lismore want our pupils to leave with relevant qualifications in preparation
More informationLevel 3 Diploma in Health and Social Care (QCF)
Level 3 Diploma in Health and Social Care (QCF) The purpose of this FAQ Level 3 Diploma in Health and Social Care (QCF) is to guide and assess the development of knowledge and skills relating to the health
More informationPutnoe Primary School
School report Putnoe Primary School Church Lane, Bedford, MK41 0DH Inspection dates 20 21 May 2015 Overall effectiveness Previous inspection: Outstanding 1 This inspection: Good 2 Leadership and management
More informationMATHS Required September 2017/January 2018
St Martin s School Hanging Hill Lane Hutton Brentwood ssex CM13 2HG Tel: 01277 238300 NOR: 1768 including 369 A-Level students Headteacher: Mike O Sullivan MATHS Required September 2017/January 2018 Main
More informationFerry Lane Primary School
Ferry Lane Primary School Pupil Premium Grant Expenditure Financial Year 2014-15 What is the Pupil Premium Grant? The Pupil Premium is a government grant, introduced in April 2011, that targets extra money
More informationPlans for Pupil Premium Spending
Plans for Pupil Premium Spending September 2016 August 2017 Impact of Pupil Premium September 2015 August 2016 Mission Statement All Saints Multi Academy Trust, Birmingham God s Love in Action Our children
More informationSt Matthew s RC High School
St Matthew s RC High School Teacher of Mathematics with TLR Application Pack - 1 - Appointment of Teacher of Mathematics The Governors are keen to invite applications from successful and enthusiastic qualified
More informationTeacher of Art & Design (Maternity Cover)
Teacher of Art & Design (Maternity Cover) Closing date: Monday 27th November 2017 Application Pack Click for Website Furze Platt Road, Maidenhead, Berkshire SL6 7NQ Email: office@furzeplatt.com Website:
More informationPUPIL PREMIUM REVIEW
PUPIL PREMIUM REVIEW 2015-2016 Pupil Premium Review 2015/2016 Ambition The school aims to provide pupils with a consistently good quality of provision for all pupils. We aim to maximise the progress of
More informationInspection dates Overall effectiveness Good Summary of key findings for parents and pupils This is a good school
School report Odessa Infant School Wellington Road, Forest Gate, London E7 9BY Inspection dates 25 26 May 2016 Overall effectiveness Effectiveness of leadership and management Quality of teaching, learning
More informationSt Michael s Catholic Primary School
St Michael s Catholic Primary School Inspection report Unique Reference Number 10477 Local Authority Wolverhampton Inspection number 77076 Inspection dates 19 20 September 2011 Reporting inspector Sharona
More informationTHE QUEEN S SCHOOL Whole School Pay Policy
The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.
More informationVTCT Level 3 Award in Education and Training
VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2
More informationSt Philip Howard Catholic School
School report St Philip Howard Catholic School St Mary's Road, Glossop, SK13 8DR Inspection dates 4 November 1 December 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection:
More informationSomerset Progressive School Planning, Assessment, Recording & Celebration Policy
Policy Number: Originator: Neil Gage,/ Jason Goddard Issue Number: Authoriser: Jason Goddard Issue Date: 01/04/2017 Service Type: Education Next Review Due: 01/04/2018 Policy Location: Keys PCE 1: Aim
More informationPost-16 transport to education and training. Statutory guidance for local authorities
Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty
More informationOccupational Therapist (Temporary Position)
Edmonton Catholic Schools is now accepting applications for the position of Occupational Therapist (Temporary Position) Edmonton Catholic Schools is a large urban school district whose mission is to provide
More informationShort inspection of Maria Fidelis Roman Catholic Convent School FCJ
Ofsted Piccadilly Gate Store Street Manchester M1 2WD T 0300 123 4234 www.gov.uk/ofsted 23 December 2016 Mrs Helen Gill Headteacher Maria Fidelis Roman Catholic Convent School FCJ 34 Phoenix Road London
More informationSELF-ASSESSMENT EXTREMISM & RADICALISATION SELF-ASSESSMENT AND RISK ASSESSMENT
SELF-ASSESSENT 1. Clear leadership and accountable structures are in place an visible throughout the organisation There is an identified strategic PREVENT lead within each school The strategic lead understands
More informationYou said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014
You said we did Report on improvements being made to Children s and Adolescent Mental Health Services December 2014 Bracknell and Ascot Clinical Commissioning Group Newbury and Community Clinical Commissioning
More informationIdsall External Examinations Policy
Idsall External Examinations Policy Sponsorship & Review 1 Sponsor Mr D Crichton, Deputy Headteacher 2 Written and Approved October 2014 3 Next Review Date October 2016 This policy should be read in conjunction
More informationEquality Policy Committee Responsible Human Resources Last review: 2015/2016 Next Review: 2016/2017 1
Equality Policy Committee Responsible Human Resources Last review: 2015/2016 Next Review: 2016/2017 1 EQUALITY POLICY School Mission Statement Empowered by the example of Christ, St Peter s Catholic School
More informationLITERACY ACROSS THE CURRICULUM POLICY
"Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community
More informationPersonal Tutoring at Staffordshire University
Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4
More informationMulti-sensory Language Teaching. Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling
Zena Martin BA(Hons), PGCE, NPQH, PG Cert (SpLD) Educational Consultancy and Training Multi-sensory Language Teaching Seamless Intervention with Quality First Teaching for Phonics, Reading and Spelling
More informationMilton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools
1 Milton Keynes Schools Speech and Language Therapy Service Central and North West London NHS Foundation Trust Additional support for schools 2 Overview Many schools are now reporting an increase in the
More informationProfessional Experience - Mentor Information
Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood
More informationAlma Primary School. School report. Summary of key findings for parents and pupils. Inspection dates March 2015
School report Alma Primary School Alma Road, Enfield, EN3 4UQ Inspection dates 11 12 March 2015 Overall effectiveness Previous inspection: Requires improvement 3 This inspection: Good 2 Leadership and
More informationInspection report British International School
British International School Riyadh Saudi Arabia Date Inspection number 20141102 Contents page 1 Purpose and scope on the inspection 2 Compliance with regulatory requirements 3 Overall effectiveness of
More informationGuide for primary schools
Guide for primary schools An education charity raising attainment of disadvantaged Year 5 and Year 6 pupils in English and maths through volunteer tutoring. www.actiontutoring.org.uk Who we are Action
More informationQualification Guidance
Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this
More informationSchool Improvement Plan
School Improvement Plan 2016-17 MISSION STATEMENT To grow a diverse and creative educational community, where we encourage belonging and nurture believing; together becoming fulfilled and responsible members
More informationDiary Dates Half Term First Day Back Friday 4th April
1 Larwood Lowdown VOLUME: TWO NEWSLETTER DATE: FEBUARY 2014 ISSUE: THREE Diary Dates Half Term Monday 17th Feb - Friday 21st Feb First Day Back Monday 24th Feb pupils return at the usual time. Friday 4th
More informationEvaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016
Evaluation of pupil premium grant expenditure 2015/16 Review Date: 16th July 2016 Overview of the school Number of pupils and pupil premium grant (PPG) received Total number of pupils on roll 689 Total
More informationExclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy
Exclusions Policy Policy reviewed: May 2016 Policy review date: May 2018 OAT Model Policy 1 Contents Action to be invoked by Senior Staff in Serious Disciplinary Matters 1. When a serious incident occurs,
More informationAllington Primary School Inspection report - amended
Allington Primary School Inspection report - amended Unique Reference Number Local Authority Inspection number Inspection date Reporting inspector 8855 Kent 3269 9 November 2008 Kevin Hodge This inspection
More informationBENTLEY ST PAUL S C OF E PRIMARY SCHOOL POLICY FOR I.C.T. Growing together in faith, love and trust, we will succeed. Date of Policy: 2013
BENTLEY ST PAUL S C OF E PRIMARY SCHOOL POLICY FOR I.C.T Growing together in faith, love and trust, we will succeed. Date of Policy: 2013 Date of Review: 2015 Date Ratified by FGB: Purpose: Through teaching
More informationWe seek to be: A vibrant, excellent place of learning at the heart of our Christian community.
Homework Policy Our Vision (What we seek to be) We seek to be: A vibrant, excellent place of learning at the heart of our Christian community. Our Mission (What we seek to do) We are committed to providing
More informationMERTON COUNCIL. SEN Support
MERTON COUNCIL SEN Support Support for children and young people with Special Educational Needs (SEN) in maintained schools, colleges and Early Years settings Information for parents www.merton.gov.uk
More informationLITERACY ACROSS THE CURRICULUM POLICY Humberston Academy
LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of
More informationBILD Physical Intervention Training Accreditation Scheme
BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing
More informationPrinciples, theories and practices of learning and development
Principles, theories and practices of learning and development UV40800 D/502/9542 Learner name: VRQ Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationFeedback, Marking and Presentation Policy
Feedback, Marking and Presentation Policy This policy was developed as part of a consultation process involving pupils, staff, parents and Governors of the school. In development of this policy reference
More informationSixth Form Admissions Procedure
University of Birmingham School Sixth Form Admissions Procedure September 2018 University of Birmingham School Sixth Form Admission Procedures Review Frequency Review date Governing Committee Approved
More informationEastbury Primary School
Eastbury Primary School Dawson Avenue, Barking, IG11 9QQ Inspection dates 26 27 September 2012 Overall effectiveness Previous inspection: Satisfactory 3 This inspection: Requires improvement 3 Achievement
More informationSpecialists in Child and Adolescent Psychiatry
A Competency Based Curriculum for Specialist Training in Psychiatry Specialists in Child and Adolescent Psychiatry Royal College of Psychiatrists Approved 14 May 2013 (update approved 2 October 2014, revised
More informationAUDIO VISUAL TECHNICIAN
AUDIO VISUAL TECHNICIAN Salary according to experience Full time, permanent, term-time only JFS is a very successful Jewish, mixed, comprehensive school, housed on a modern campus with superb facilities.
More informationCharlton Kings Infants School
Charlton Kings Infants School PE Policy Written by: Laura Jarvis Last reviewed: September 2016 CONTENTS No Title Page 1 Subject Definition 3 2 Statutory and non-statutory requirements 3 3 The school focus
More informationWe endorse the aims and objectives of the primary curriculum for SPHE: To promote the personal development and well-being of the child
for Holy Family N.S., Newport Holy Family N.S. aims to provide a comprehensive SPHE programme to all children in the school. It is recognised that parents play a huge part in the delivery of such a programme
More informationEXAMINATIONS POLICY 2016/2017
EXAMINATIONS POLICY 2016/2017 Contents Exam responsibilities. Qualifications offered. Exam series. Exam timetables. Entries, entry details and late entries. Exam fees. Equality Legislation. Access arrangements.
More informationUpper Wharfedale School POSITIVE ATTITUDE TO LEARNING POLICY
Upper Wharfedale School POSITIVE ATTITUDE TO LEARNING POLICY REVISED APRIL 2015 EXCELLENCE FOR ALL Upper Wharfedale School aims to promote the virtues and qualities of self-respect, tolerance, understanding,
More informationEvery curriculum policy starts from this policy and expands the detail in relation to the specific requirements of each policy s field.
1. WE BELIEVE We believe a successful Teaching and Learning Policy enables all children to be effective learners; to have the confidence to take responsibility for their own learning; understand what it
More informationCARDINAL NEWMAN CATHOLIC SCHOOL
CARDINAL NEWMAN CATHOLIC SCHOOL Equality Information and Objectives Updated: April 2015 Page 1 of 18 School policy statement on equality and community cohesion Our school is committed to equality both
More informationInspection report Transylvania College Cluj-Napoca Romania
Cluj-Napoca Romania Date : 11 th 13 th April 2016 Inspection number: 20160411 Contents page 1 Purpose and scope on the inspection 2 2 Compliance with regulatory requirements 3 3 Overall effectiveness of
More informationÉcole Jeannine Manuel Bedford Square, Bloomsbury, London WC1B 3DN
School report École Jeannine Manuel 43 45 Bedford Square, Bloomsbury, London WC1B 3DN Inspection dates 13 15 December 2016 Overall effectiveness Effectiveness of leadership and management Quality of teaching,
More informationAccommodation for Students with Disabilities
Accommodation for Students with Disabilities No.: 4501 Category: Student Services Approving Body: Education Council, Board of Governors Executive Division: Student Services Department Responsible: Student
More information