Twitter Wall

Twitter Wall

17/10/17

A thought provoking assembly from on - accepting & celebrating difference. https://t.co/51vRo2a1nf

17/10/17

That is a shame - there will be more opportunities though. will confirm more dates to

17/10/17

Retweeted From Innovate My School

So proud to be co-hosting a SLT event with the new, STEAM-powered on 15th Nov. Tickets: https://t.co/PNQOMLfdIB https://t.co/8vse1qb4Z3

17/10/17

Retweeted From Hannah Wilson

Claim your free copy of here: https://t.co/6UWm5wXJ4e I have a piece about buried in there somewhere!

17/10/17

Retweeted From Tricia Taylor

Done! Clear and concise. Number 2 and 4 stand out the most for me, and you have definitely excelled at number 1. See you soon https://t.co/g9C7U4Otii

17/10/17

Retweeted From Ellie Dix

Join at on 8th Dec for his new behaviour course - When the Adults Change... Book now! https://t.co/cychv658bf https://t.co/ohfUrwXbdZ

17/10/17

Retweeted From Amjad Ali

Exciting day today! Masai Warriors will be speaking to us and many students from our feeder primary schools!

17/10/17

Retweeted From Hannah Wilson

Thanks Ross - great to see both our DHTs & on here. Please could you update #10 & my handle?

17/10/17

Retweeted From Hannah Wilson

I can't wait either! Also visiting this morning to see site progress! Big day!

17/10/17

Retweeted From Innovate My School

The team at are looking forward to meeting Oxfordshire ! Join our event here: https://t.co/PNQOMLfdIB https://t.co/mLlymTcSQQ

15/10/17

Retweeted From Hannah Wilson

We have 50 in a DM group Ollie - how many special deliveries can make? We ❤️ it! https://t.co/Ekfl6vRBLZ

15/10/17

Retweeted From GirlGuiding GWP

Very proud of our Brownie helper!! 👭 https://t.co/NrZEpjmYvu

15/10/17

Retweeted From Tiernan Coyle

County cup day for . A balmy 21°C. Pitches look magnificent. So happy in our new home

15/10/17

Retweeted From Tiernan Coyle

https://t.co/hagwJT0ZCn

15/10/17

Retweeted From Tiernan Coyle

Note to self don't forget the photo https://t.co/m2skLq695r

15/10/17

Retweeted From Claire Stoneman

Aureus staff - be great to meet you! Broad themes are curric, assessment & devs in ITT. Check out the fab list: https://t.co/EnpcgtmUrS https://t.co/1nDr2aAMeR

15/10/17

Retweeted From Innovate My School

Our partners at are looking forward to meeting local at our show! Tickets here: https://t.co/PNQOMLfdIB https://t.co/alsztWzJKS

15/10/17

Retweeted From Hannah Wilson

Now with you listed too! https://t.co/QsRKNeoGf4

15/10/17

Retweeted From Pivotal Education

So excited that & are hosting our behaviour course- 8th Dec. Book! https://t.co/6zFeuWMP0S https://t.co/mX8RTJ60uf

14/10/17

Retweeted From Hannah Wilson

Proud of our AHT https://t.co/aqZbfy4neZ

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.