OFSTED rated the way in which young people with learning difficulties and disabilities make progress at QE as ‘Outstanding’, as was the way in which we promote Equal Opportunities and seek to prevent discrimination. (OFSTED March 2009).
Students at QE, regardless of their ability, or the challenges they face to overcome barriers to learning are helped and supported by a team of committed staff with a vast array of experience, passion and skill, to ensure that they achieve the very best that they can during their 5 (or in increasingly high numbers of cases, 7) years at their school.
Key members of the team are:
· Alastair Smith - Assistant Principal for Intervention and is the School’s SENCO – He has a strategic responsibility for all additional support for students, including SEN, Behaviour and Attendance.
· Loren Reeve-Hodgson – Deputy SENCO and responsible for the smooth running of the SEN team, Statutory processes and the Code of Practice, provision of support for students and liaison with our key support organisations.
· Ruth Preater-Gillard – SEN administrator who ensures all the necessary documentation and information keeps the team running smoothly.
· Amanda Middlemost – Literacy Coordinator and SEN teacher based mostly at lower school
· Susan Macrow-Hill – SEN teacher based mostly at upper school
· Julie Lovering, Jacqui Laffar & Maggie Gomersall – Senior Teaching Assistants who manage a team of around 35 Teaching Assistants to ensure the best care possible is taken of students needing additional support
We are also home to Devon's QE Outreach and SpLD Support Centre, which is run by Deborah Lynch and Ann Atherton. The Centre is the base for the Devon’s Outreach Service and also provides excellent specialist support for students here at QE. Students with an identified Special Educational Need are supported at QE in a huge variety of ways, as detailed below. We are always mindful of the fact that a ‘one size fits all’ approach does not bring out the best in these students, and so approach each individual need in a personalised and specific way.
The support that each student will actually receive is determined by many factors which are specific and unique to that student. If you would like to discuss these in more details, please contact Marilyn Daw by telephone or via email on email@example.com . The list below illustrates the breadth of support available. If you can’t see what you think your child might need here, ask us and we’ll see what else we might be able to provide.
· Individual Education Plans (for statemented students) managed by the student’s own key worker
· Student Information Sheets – similar to an IEP but for students at School Action + status on the SEN register
· Key Worker support – personalised support for all Statemented students – a working partnership to aid communication between home and school and provide regular contact as well as to act as an advocate and supporter for the student in all aspects of school life and beyond
· In class support – additional help from a Teaching Assistant to help clarify work tasks or specific difficulties and to differentiate learning
· Literacy support – time is found from the curriculum to give additional specialist literacy support, available following testing for students in Years 7-13
· Numeracy support – as above
· English as an Additional Language – specialist support for students for who English is not their primary language. This is specifically useful for some of our overseas Boarding students
· Social and Emotional support packages and courses which specifically help support groups of students with things like self-esteem, anger management, friendship management, motivation and protective behaviours.
· Behaviour support for students who are struggling with their own or others behaviour. Using techniques such as restorative approaches and solution focussed coaching.
· Personalised learning packages – in addition to the wide range of options and pathways available to our students, we aim to be creative and flexible with our curriculum to make sure any needs are met.
· Gardening therapy – we have a thriving vegetable garden at upper school and en emerging allotment at lower school, where all sorts of types of learning can be explored through the hands on approach
Last updated: 10 May 2013