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Questions 9-12

9. How are the teachers in school helped to work with children with SEND and what training do the teachers have? 
  • The school provides training and support to enable all staff to improve the learning and teaching of all students, including those with SEND. This includes whole school training on SEND issues, such as Autism Spectrum Disorder (ASD) and speech and language difficulties.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class.
  • Specialists from outside agencies work in partnership with the school to train staff and to develop specific expertise.
  • Staff are encouraged to gain specific qualifications, training and expertise so can offer advice, support, guidance and training to other staff and families:
    • Attachment and Trauma
    • Autism.
    • Speech Language and Communication Needs.
    • Physical Difficulties and Disabilities.
10. How do we evaluate the effectiveness of the support given to your child? 
  • Provision for individuals with an Education Health and Care Plan is evaluated in partnership with parents and other professionals at Annual Reviews. Recommendations are made and implemented by the school. The school may put in place interim (mid-year) reviews if we are concerned that the provision is not meeting your child’s needs. If a parent is concerned about the provision for their child they are able to request an interim review.
  • The leadership team, informed by student progress meetings, make decisions about suitable and appropriate interventions and resources deployed to ensure accelerated learning to close the gap.
  • Intervention programmes are regularly reviewed by the leadership team to ensure that the programme is appropriate for your child and learning is improving.
  • The leadership team monitor effectiveness of interventions through observations of individuals, whole class teaching and any group or individual intervention work.
  • Termly reviews take place to ensure that all students are making good progress.
11. How will we measure the progress of your child in school? 

Progress can be measured in many ways and Daventry Hill School we believe that measuring what is important is vital. This is why at our Annual Reviews objectives set are personal and individual, agreed in conjunction with your child, yourself and any professionals present.

Progress towards these objectives is monitored by the class teacher through your child’s Individual Education Plan. Your child’s objectives will be incorporated into his/her daily curriculum so that there are opportunities throughout the day to develop and practice the new skills.

At your child’s next annual review these objectives will be reported on formally, however throughout the year you have the opportunity to discuss progress at parent’s evenings or whenever you feel appropriate through phone calls or the home school planner.

Academic targets are reviewed annually and as discussed in earlier questions monitored regularly through professional discussions, learning walks / observations and work scrutiny.

Progress that students make is discussed regularly throughout the year to ensure timely interventions are implemented in the event that a student is not making progress. At the end of the year progress is recorded and reported formally, using Performance Levels (more information can be given on request and is given to parents)

All students have the opportunity to work towards qualifications and dependent upon need these may be personal or academic.

12. How will we support your child’s emotional and social development? 

We recognise that some children have additional emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including displaying undesired behaviours such as anxiousness, being uncommunicative or in extreme cases physical aggression. At Daventry Hill School we talk about ‘safe’ and ‘unsafe’ behaviours.

All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those students who find aspects of this more challenging, we offer:

  • Small group working
  • Opportunities for 1-1 support / time
  • Small group circle time sessions
  • Learning Mentors
  • Alternative Curriculum
  • Therapeutic Interventions
  • Educational Psychologist
  • Clinical Psychologist

Daventry Hill School has a Pastoral Support Team which is led by a Pastoral Leader. Within the team there is a Family Support Worker, a Pastoral Mentor, a Therapy Assistant, a Health Care Assistant and two Medical and Welfare Assistants. Their role is to support children to be ready and able to learn, and in the case of the Pastoral Leader and Family Support Worker to be a link between home and school.

If your child still needs extra support, with your permission the school can also access further support through a range of services:

  • The Early Help process (Early Help Assessment – EHA)
  • Child and Adolescent Mental Health Service (CAMHS):
    • Some children require specialist support and intervention and children can be referred to the service by families or school and regular clinics are held at school.
  • Educational Psychology
  • Clinical Psychology
  • Children’s Social Services