Twitter Wall

Twitter Wall

24/09/17

Retweeted From Hannah Wilson

.Check out our fab line up for Diverse Educators on 6/1 https://t.co/QsRKNeoGf4

24/09/17

Retweeted From Tiernan Coyle

entertaining game U16 Boys today 6-6 vs a strong Thame Colts side. Aureus pitch looking fab in the sunshine https://t.co/3ceIyeOhcW

24/09/17

Retweeted From Hannah Wilson

Come to our on Wed with to find our more! https://t.co/KesLEXLtBk

24/09/17

Retweeted From HVF

Showcase talent in your - submit by aged 7-11 https://t.co/oWBfiH1wTJ https://t.co/Iz85r9CiLo

23/09/17

Retweeted From Innovate My School

Head on down to on Wed 15 Nov to connect with like-minded in Oxfordshire https://t.co/PNQOMLfdIB https://t.co/OuiqLExE8v

23/09/17

Retweeted From Tiernan Coyle

our new home for 9-a-side + 11-a-side teams was treated to 2 great U13 and U12 girls games today https://t.co/fNPNmZx650

23/09/17

Retweeted From Paul Dix

Great work everyone !! 💚💚💚 https://t.co/to5ZmP4Igk

23/09/17

Retweeted From Tiernan Coyle

u13 girls today with our fab sponsor Kenny from MBFI who saw us win 2-1 Vs Launton 👍👍⚽⚽ https://t.co/SnTh231y3H

22/09/17

Retweeted From Amjad Ali

A big push on this from https://t.co/ZI3b8QH01y

22/09/17

Retweeted From Amjad Ali

Every morning our students start school with Mindfulness; Reading Movement Art Thinking Makes4anneffective start2the day!

22/09/17

Retweeted From Yinka Ewuola

Check out inspiring ... Doing amazing things for the academically, socially & fab things with their https://t.co/iAXwFjNAEM

22/09/17

Retweeted From Amjad Ali

family! - keep an eye on our journey, our learning and our amazing students, parents and colleagues.

22/09/17

Retweeted From Hannah Wilson

thank you! And our team - - both gave me guardian angel presents today! xxx

22/09/17

Retweeted From Liz Dawson @Success

looking forward to visiting with on 2nd & delighted to be yr assessor for Award. Great dialogue with

22/09/17

Retweeted From Julie Hunter

take away this week was finger breathing. https://t.co/sLw5mW4co1

22/09/17

Retweeted From Hannah Wilson

Our next staff book - we can't wait! 📚 https://t.co/ichQXiy6Yr

22/09/17

Well done to our winners! Thanks Mrs Dodds for our Friday treat. 👏🎉👊🏽 https://t.co/ceDXkXUOxB

21/09/17

Retweeted From WMprimary_banbury

AMAZING morning in Y5/6 with our borrowed computer science teacher!❤️to Mr Wright & . https://t.co/yw60aXPJTL

SEND

At Aureus School, we believe that education is about developing the whole person. Our mission statement: ‘nurturing hearts and minds’, is fully inclusive of all students with SEND and encompasses the aspirations of all. 

We are committed to providing an outstanding education where all students achieve academic success.  Our inspirational and challenging curriculum allows abilities to flourish and self-confidence to thrive. We are committed to helping every student with SEND to access a high quality education which meets their ability, interests and aspirations and which enables them to enjoy success in their learning.
We promote maximum inclusion of all students and recognise students’entitlement to a broad and balanced curriculum whilst meeting their individual needs. We recognise that some students may require more support than others and we aim to plan accordingly. Every individual is valued, learning is enjoyed, success is celebrated and responsibility is shared enabling our students to grow into responsible, questioning citizens who play a full and active role in society.

We aim through our inclusive approach to provide support to students and staff to ensure that all students with Special Educational Needs and Disabilities (SEND) have an equal opportunity to meet or exceed their potential regardless of their ability or disability.

We believe that: ‘all teachers are teachers of Special Educational Needs and Disabilities (SEND)’, therefore it is expected that all teachers plan,adapt and provide the appropriate resources needed for students to access the lesson. Any concerns class teachers have regarding students are discussed with our SENDCO.

We aim to identify, at an early stage, those students who require an educational provision which is additional to and different from that which is provided for the majority of students. At some point during their education students may need additional support with: 

·       Communication and interaction;

·       Cognition and learning difficulties; 

·       Social, mental and emotional health problems; 

·       Sensory or physical disability. 

Once we have identified the barriers to students’ learning, staff and students will then be provided with strategies for overcoming them. 

These can include: 

·       Small group or one to one withdrawal;

·       Additional in class support; 

·       Mentoring or counselling. 

Close liaison with external agencies is maintained by the school and for more complex needs their expertise forms a valuable part of the process.Parents and students are included in discussions around strategies which will support learning and the views of all stakeholders form an important part of the support plan.

 We have a clear method to identifying and responding to SEND at a whole school level:

 ·       Students are assessed on entry to the school for reading, spelling and handwriting. These skills are re-tested each year.

·       If arriving from Year 6 we use the information from SATS, Cognitive Ability Tests (CATs), any confirmed diagnosis and critical information from primary schools.

·       Data is collected at the end of every 6 weeks which maps the progress and attainment of pupils.

·       Students are monitored for examination arrangements.

·       Students are monitored in other areas other than attainment such as social skills.

 The purpose of the identification is to assess which actions the school needs to take. As part of this process, the needs of the whole child are considered, not just the special educational needs of the student.

 The school also recognises that other factors may influence a young person’s progress and attainment, but do not necessarily mean that the child has a special educational need. These include:

 ·       Attendance

·       Health and welfare

·       English as an additional language

·       Being a looked after child or ever having been CLA

·       Being a child of service personnel

 If students do not make their expected progress according to their age and their individual circumstances, then this will be evident through:

 ·       Progress that is significantly slower than that of their peers who had begun from the same baseline

·       Failing to match or improve on the student’s previous rate of progress.

·       Failing to close the attainment gap between the student and their peers.

·       A widening of the attainment gap.

 If a student does not make expected progress, then the SENDCO will review evidence provided from the subject teachers along with evidence from parents/carers and the student themselves in order to carry out an early assessment. 

 Our ultimate goal is to make our students independent and resilient learners, ready to leave school and venture into the world of further education or work when they are 16.