The re-development of provision for learners who have high needs/SEN has been highly successful in the last few years with over 180 full time high needs learners each year. The introduction of work placements and greater independence training have provided young people attending the College with opportunities to ensure successful progression into adulthood.
Heart of Worcestershire College has an ambitious drive towards ensuring provision for learners with disabilities takes centre stage in its development of learning opportunities. This has resulted in excellent outcomes for learners resulting in meaningful impact for their lives and work.
This project was developed to raise the aspirations of our pupils but it doesn’t tell the whole story about our collaborative approach to improving children’s lives. Over the past six years we have developed valued partnerships both within, and outside education; these show that collaboration is at the heart of everything we do.
Our SEND Manager not only works closely within our federation, but also visits other local primary schools during the year to build relationships with children who are likely to be moving to us in year 7. She attends review meetings for these children and begins communication with their parents from year 5 onwards. We now have a really effective working relationship with other local SENCOs and Headteachers.
The proportion of children with SEND at our school was ore than double the national average and the complexity of the needs was also significant. As a board of governors, we considered appointing an Assistant SENCO to support the day-to-day work the SENCO. This a role description that can be used by school leadership teams or boards of governors who are considering appointing an Assistant SENCO.
This resource outlines the impact of restorative justice within The Iffley Academy, an SEND day provision. . We are currently on a journey to further improve our practice and sharing this resource will hopefully be helpful to schools considering working in a different way and an opportunity for us to reflect on current practice.
Bright Futures School use a relationship-based social communication approach to support pupils with autism. Pupils become more able to engage with the academic and social curriculum, they are happy and challenging behaviours are greatly reduced.