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Questions 5-8

5. How will the school involve my child in their personal learning? 

We understand how important it is for all students to be involved in their learning. We will involve your child, as appropriate, through:

  • Reviewing their IEP and discussing the progress made.
  • Setting end of year targets for English, Maths, PSHE, ICT and Skills Builder and discussing these with your child.
  • Providing next steps in learning through verbal discussion with adults and effective feedback and marking during lessons.
  • Inputting into in their Annual Review, providing views on their strengths, hopes and aspirations etc. and being involved in the meeting as much as is possible.
6. What are the school’s arrangements for assessing my child’s progress against their targets? 
  • Your child’s progress will be continually monitored by his/her class teacher, and this will be academic and personal / social.
  • Expected outcomes at the end of Key Stage 4 (year 11) are based on attainment on entry to Daventry Hill School and specifically end of Key Stage 2 information. Progress towards these outcomes is discussed regularly and then reported on at the end of the year.
  • Progress will be reviewed formally in progress meetings (as discussed in Q3) by the Key Stage Leader and Assistant Head Teacher termly.
  • All children have an IEP based on objectives agreed between the student, parents/carers, professionals and the class teacher in annual review meetings.  Targets will be set, designed to meet agreed education and/or social and/or health needs. Progress against these targets is reviewed regularly, evidence for judgements assessed and a future plan made.
  • The progress of students will also be formally reviewed at the Annual Review with all adults involved with the child’s education.
  • Regular learning scrutiny’s and lesson observations will be carried out by members of the Leadership Team to ensure that the needs of all students are met and that the quality of learning and teaching is high.
7. How will we support your children when they are joining this school, leaving this school, or moving on to another class? 

We recognise that transitions can be difficult for a child or young person with SEND, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school during the year: 
  • A member of the leadership team will visit children at other schools when appropriate.
  • Visits to the school are welcomed and can be arranged through the school office.
  • If your child would be helped by a transition book (visual aids e.g. Photographs of classroom and adults) to support them in understanding and moving on, then one will be made for them.
  • Your child will be able to visit our school and stay for a taster session, if this is appropriate.


If your child is moving to another school: 
  • We will contact the school and ensure they know about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the new school.
  • We will make sure that all records about your child are passed on as soon as possible.
  • If your child would be helped by a transition book (visual aids e.g. Photographs of classroom and adults) to support them in understanding moving on, then one will be made for them.


When moving classes in school: 
  • Information will be passed on to the new class teacher in advance and in most cases a planning and target setting meeting will take place with the new teacher. Action plans will be shared with the new teacher.
  • If your child would be helped by a transition book (visual aids e.g. Photographs of classroom and adults) to support them in understand moving on, then one will be made for them.
  • There will be opportunities towards the end of the summer term for your child to spend time with / in their new class.


Preparation for new academic year 

In addition to the above processes students and their families are invited to formal visits to the school.

  • Families are invited to attend a coffee afternoon which includes a short welcome presentation, important form filling, opportunity to purchase uniform and a chance to meet the staff.
  • Students are invited to attend part of the transition weeks (outlined below) to get to know their new classmates, the staff and the school.


Transition Weeks: 
  • During the last 3 weeks of term students move into their new classes with new staff (as much as possible)
  • Students new to the school are encouraged to join the transition – new year 7 students are invited to join for the first week and part of one of the other weeks and other new students are encouraged to join for as much as they can.
  • Activities are planned in departments and classes with the focus on team building and preparing for the new year with learning activities delivered in class groups both on-site and off-site


8. What is the school’s approach to teaching children with SEND and how do we adapt the curriculum and the learning environment? 

Class teachers plan lessons according to the specific needs of all groups of students in their class and to ensure that your child’s needs are met.

  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted, to meet your child’s learning needs.
  • The learning environment will be adapted as necessary to support your child, for instance to provide an area to support independent or one to one working.
  • Every classroom is communication friendly, using visual prompts and strategies recommended by the Speech and Language Therapy service For example, all classrooms have visual timetables on display.
  • We have adapted the curriculum for those students who are working at early stages of learning, with ‘pathways’ based on likely outcomes at the end of Key Stage 4 (Year 11) or sixth form (Year 13)
  • Our curriculum places emphasis on the development of functional learning and key skills which is based around 8 skills outlined in Skills Builder (Leadership. Listening, Teamwork, Presenting, Aiming High, Creativity, Problem Solving, Staying Positive). We also see Personal Social Health and Economic (PSHE) education as a core subject within our curriculum.
  • Our schools’ curricula are designed to support our students to prepare for their next stages of development, for example in Key Stage 4 and Post-16 learning is designed to maximise outcomes for adulthood;
    • Access to paid employment / further education or training,
    • Access to housing
    • Access to health care
    • Access to social inclusion
  • Some students gain additional support through Pupil Premium funding. This is carefully targeted to ensure maximum benefit.