Twitter Wall

Twitter Wall

19/01/18

Retweeted From Tiernan Coyle

super sunday for boys teams u12s vs Dynamite u13s vs U14s vs U15s vs U16s vs

19/01/18

Retweeted From OTSA

Looking to Return to Teaching in Oxfordshire? Come along to our coffee morning for support and advice about how to get back into the classroom. Book on here https://t.co/mlws3U15HR https://t.co/XYnBeEbrDF

19/01/18

Retweeted From Hannah Wilson

Good luck to all of our SLE applicants coming to interview today for Good luck & enjoy the process. This is your time to shine. ✨ Excited to be working with again!

19/01/18

Retweeted From Julie Hunter

Students this week did some rainbow breathing in and learnt about using bird song to wake up naturally too https://t.co/ozXyohSNba via

19/01/18

Retweeted From Julie Hunter

Year 7s have been looking at Judaism this week and this was our starter. It gave them lots to discuss. https://t.co/Fb7Uki8YtQ

19/01/18

Retweeted From Sarah Vogel

Can’t wait to do Day 2 Fierce ! https://t.co/jr6cGVW81u

17/01/18

Retweeted From Hannah Wilson

We use your planner - a hole punched A4 exercise book would be fab! https://t.co/2F9ZjZ7vAk

17/01/18

Retweeted From Annemarie Williams

happy to say that I have suggested 2 of my leadership team for this and am running female only leadership dev prog https://t.co/TI7uGcxiYx

17/01/18

Retweeted From Downland Dance

Downland Dance Aureus event https://t.co/9o6limyKt1 https://t.co/j2iTLESxiq

17/01/18

Retweeted From ElementaryTechnology

We're at today to showcase this tremendous video wall from ! Superb assembly on 'Courage' https://t.co/iyMQNMpPLZ

17/01/18

Retweeted From Tiernan Coyle

girls fixtures this weekend U10s home vs U12s away vs U13s home vs the fab

17/01/18

Retweeted From Larkmead School

- Breaking the Code collaboration with https://t.co/ytQzTrjvdT

17/01/18

Retweeted From ElementaryTechnology

Ready to interview Paul to discuss how technology transforms teaching and learning! https://t.co/0RE06N7Xv5

17/01/18

Retweeted From Paul

A pleasure 👍 We don’t do ordinary days 😀 https://t.co/c5C1p2UZBX

17/01/18

Retweeted From Changing States of Mind

Thank you , son had amazing session, came home buzzing from

17/01/18

Retweeted From Bretta

Amazing Coach meet tonight led by brilliant discussion around networking and outward facing leadership. Blogs to follow. https://t.co/stgYx6XB0C

17/01/18

Retweeted From Hannah Wilson

Thanks for investing time & energy in coming to network. Looking forward to your #10%braver outward facing leadership challenge!

17/01/18

Retweeted From K Cook

Getting excited about this. Looking forward to hearing from , , and a bunch of fine folks from https://t.co/shLDSY9VGt

17/01/18

Retweeted From Paul

Yr7 found themselves in MicroBit heaven today 👍 << values on show throughout the lesson! https://t.co/ynUtQbWEv1

16/01/18

Retweeted From Paul

Started my computing lesson today with a story... Once Upon A Time, during WW2, Bletchley Park, a man with an idea.... it was a great hook! Students then went on to learn to code in Python and creative visuals on MicroBits! https://t.co/jBbsDOtI2r

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.