Positive engagement and relationships

Staff develop understanding of student individuality and develop trusting relationships with them.

Student Voice is prioritised, and students are given opportunities to express how they are feeling through daily emotional check-ins. Staff understand individual students’ interests and motivators and use these to support their wellbeing and learning.

We engage with families and carers to gather information about their child so they can be kept informed about how their child is progressing in school. We use Home School Diaries daily to let families and carers know about daily activities and to celebrate achievements. If we have any concerns regarding a student’s wellbeing or health we will contact them via a telephone call. During the year, families and carers are invited into school for a coffee morning and parents’ evening so we can share student work, targets and progress.

We keep parents up-to-date by sharing information on the school website which includes curriculum planning and photographs of school activities and events.

Mindful and skilled staff

Staff offer a wealth of experience and have a wide knowledge of SEND. A student’s individual needs are considered in everyday practice. Staff are caring, patient and positive when working with the students. They are reflective in their practice and work as a team to ensure we get it right for each individual.

Staff training expectations

All staff are trained annually in safeguarding, medical needs and positive behaviour management.

Staff are trained in the use of augmentative and alternative communication approaches, such as use of key words, communication books and Makaton singing and the team works together to implement consistent use across school.

Work with other professionals

A range of multi-agency, external professionals support students within the school according to individual need. Some of this is provided by the NHS and some is bought in additionally by the school. The physiotherapy team supports in the implementation of individual physical programmes. Occupational Therapists will offer advice and support to students with physical or sensory needs. The Speech and Language link therapist will work within school and sometimes in the home to support students in developing their expressive and receptive vocabulary. The Educational Psychologist supports us with training and some individual student needs. Consent from families or carers is always sought if we feel that support is required from another service.

Community

The post 16 department offer community-based learning twice weekly where students access a range of different locations to support their learning and development. Other visits out in the community take place as part of the curriculum focus. Families and carers are kept informed of any community visits and consent will always be sought.

Transitions

The transition process for students entering Year 7 and leaving at Year 14 is carefully planned to ensure it is as supportive as possible.

In Year 7, staff visit the primary school setting and family home to meet students and gather essential information to support their transition. Families and students are invited to a transition morning before starting school, giving them the opportunity to meet staff and ask any questions.

For students moving on from Year 11, our externally appointed Careers Advisor works with families to create a profile that supports the young person’s EHCP and plan for post-school transition. Families are invited to a transition event in Year 12, where they can learn about the different providers available to support their child’s transition into adulthood and beyond Fox Hollies.