Twitter Wall

Twitter Wall

24/11/17

Retweeted From Kathryn Lovewell

inspiring us. Preventative strategies not waiting til YP meltdown. https://t.co/0y86h8h2KJ

24/11/17

Retweeted From Caro Fenice

What a stupendous final speaker today. Thank you for a your outstanding work and to and her amazing team. Fabulous event. https://t.co/ROzCWMpXKL

24/11/17

Retweeted From Mrs Wilson-Downes

Getting lots of ideas and meeting some fab people, ِ and learning to be honest and compassionate with ourselves https://t.co/nfrlwd0gsP

24/11/17

Retweeted From Julie Hunter

conference asking do all our learners feel like tge belong? Do we care enough about all our learners and does our curriculum make a difference

24/11/17

Retweeted From @SchoolMentalHealth

Hope the conference is a huge success. is there representing our work. https://t.co/D7p5e0Y39P

24/11/17

Retweeted From Julie Hunter

I'll send a pic of our worry eater next week. He's waiting in our new THRIVE room ready for our official opening. gaining a new space to flourish

24/11/17

Retweeted From Hannah Wilson

Thank you & for inspiring opening key notes at the conference https://t.co/f6unjxhCZs

24/11/17

Retweeted From Hannah Wilson

Thank you & for thought provoking case studies at the conference https://t.co/k7zjxT9gke

24/11/17

Retweeted From Mary Taylor

So pleased to take part in conference . An inspirational new school.

24/11/17

Retweeted From Leanne Avis

Had such a and day today thank you so much to and for the conference

24/11/17

Retweeted From Mary Taylor

Wonderful to hear year 7s Olly and Maddie talking about why they enjoy mindfulness.b

24/11/17

Retweeted From clare

How close r u to Oxford? Not that far for your next quiet mindfulness movement and students will guide your mindfulness.

24/11/17

Retweeted From Tes

As you may be aware, sent the grumpiest member of our team, , on a course last week. So, did he find inner zen? https://t.co/snWzPtIkK2

24/11/17

Retweeted From Hannah Wilson

We are are 45 mins from Paddington - open invite for 8.30am any morning to join us for our daily diet of curated by

24/11/17

Retweeted From Deputy Head Pastoral

A huge thank you from for an enjoyable and informative day https://t.co/em8M2jTLv6

24/11/17

Retweeted From Teresa Day

Thank YOU Hannah - what an inspiring school and team you all are: wellbeing built into the bricks and mortar

24/11/17

Thank you to Jackie Billington, our Didcot Mayor, for joining us for lunch & a tour today. https://t.co/MmtijZXNYL

24/11/17

A big congratulations to this week's Well done all! 👏 https://t.co/oN5SQXaaAR

24/11/17

Thank you for funding an amazing day on & - an amazing community of educators committed to the cause. https://t.co/ArY1TcTPI2

24/11/17

Retweeted From Hannah Wilson

I am so proud to be the headteacher our staff did an amazing job hosting the conference today. 👏 The whole team pulled together to enable it to happen. A big thank you to you all! https://t.co/pzemkUcXeV

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.