Outstanding practice is embedded throughout the school; the ethos and culture lends itself to enable every child to be the best they can be regardless of background, challenge or need. The school Local Offer is reviewed annually with a collaborative approach between parents, pupils, staff, and Governors.
SENCO: Mrs J Lumley
Assistant SENCo: Mrs S. McKenna
Student Support Centre Manager: Mrs J. Seager
Literacy/Numeracy Co-ordinator: Mrs C. Rudge
Learning Assistants: Mrs W. Roberts, Ms K Morgan, Mrs J. Johnson, Mrs R Dixon and Mrs C. Wolsey
Pastoral Managers: Mrs D. Warman, Mrs S. Smith, Mrs J. Payne, Miss L. Lakin
Date of latest Accessibility Policy: March 2016 to be reviewed in March 2018
Date of latest SEND/Inclusion Policy: May 2017 to be reviewed in Marcy 2018
Student Support Centre
The Student Support Centre works alongside the Pastoral Support Team of four Pastoral Managers.
Students who may be following an integration/reintegration personalised programme or who have been introduced to the SSC by other members of the Pastoral support Team are offered the following:
- A calm and quiet place in which to work.
- An opportunity to totally focus on their individual work.
- A welcoming, friendly, positive and supportive environment in which to work.
- An opportunity to discuss any worries or problems that they may be experiencing.
- A small number of students meet during break and lunch times.
- Counselling and mentoring.
The Literacy and Numeracy Support Centre (The DEN)
‘The DEN’ works alongside the Pastoral Support Team and the SEND team. Learners who may be underachieving for a variety of reasons are offered a personalised learning programme to suit their individual needs. This is a short-term intervention consisting of the following:
- Sessions or small groups of up to 8 students are given extra support to develop basic literacy and numeracy skills, using a multi-sensory approach to learning.
- This is undertaken by following the Government’s National Strategy for Literacy and Numeracy.
- Pupils use various resources to reinforce strategies taught, which include use of I.C.T. software such as Number Shark and Word Shark.
- Individual attention as 1:1 or small groups of up to 8 access support from a trained dyslexia specialist backed up by spelling and reading work in small target groups.
- Spelling based on a structured phonic approach. Letters and letter groups are firmly associated with their own sounds and a vocabulary of letter/sounds associations is built up at the pupil’s own pace.
- Dictation and learning techniques based on a multi-sensory approach.
- The improvement of reading through a carefully graded choice of material and attention to the learner’s own interests.
- Practice in handwriting, using a fluent joined style consistent with school policy, if necessary.
- Free-writing and comprehension development to improve vocabulary, sentences and paragraph writing, reading for meaning, organisation of ideas and other study skills.
- The maintenance of a friendly, confident atmosphere in which pupils can build on success and where mistakes and failures are not criticised.
- A small nurture group facility for learners who require an alternative curriculum.
We operate a mixed age tutor system (vertical tutoring) here at Studley High. This means that each tutor group consists of three to four students from each year group. Members of teaching and non teaching staff are tutors or co-tutors which ensures that tutor groups have no more than eighteen students in each and some groups have two tutors.
There are four Houses, Abbey, Castle, Manor and Priory with eight tutor groups in each. Siblings are in the same House but rarely in the same tutor group. Each House has a teaching House Leader and a non-teaching Pastoral Manager. The tutor is responsible for the pastoral care of the tutees with support from Pastoral Managers and House Leaders.
The tutor groups meets for twenty minutes on a daily basis. During this time the tutor group may deal with administrative matters, form filling, letter distribution, checking planners for credits, debits, messages to and from home etc. Assembly takes place for each House once per week. Discussions about school/community matters will take place in addition to worldwide issues.
Tutors may spend time with particular students at examination times or may lead group activities. We have found that by having mixed aged groups students develop a strong support mechanism for themselves and older students generally enjoy the responsibility of caring for younger members of their form.
Mrs A Page – Assistant Headteacher:
Mrs Page is an Assistant Headteacher who manages the team of staff who support the special educational needs of the children in the classroom. She line manages the support team responsible for monitoring the progress of these children and ensuring that they receive adequate support. She liaises closely with the SENCo to ensure pupils are supported as required.
Mrs J Lumley – SENCo
Mrs Lumley is SENCo at Studley High School. She is responsible for organising and leading the team responsible for monitoring and progress of our pupils identified as having special educational needs or disabilities.
She is supported by a dedicated team of Learning Assistants for pupils with a Statement or Education and Health Care Plan (EHCP), School Action Plus and School Action Pupils.
There are four non teaching Pastoral Managers, one linked to each House, who ensure that students are able to learn and make progress in lessons and develop the necessary skills to overcome friendship and other problems. They support the form tutors and House Leaders and liaise closely with parents and support agencies where necessary.
Each has an additional role within school and have Designated Person status for child protection (DP).
|Ms L Lakin (Exams) ABBEY|
|Mrs S Smith (Transition) CASTLE|
|Mrs D Warman (Looked After Children) MANOR|
|Mrs J Payne (Isolation and PPP) PRIORY|
Student Support Centre (managed by Mrs J Seager)
This is a classroom where up to five students at a time can be accommodated. Students who are unable to access lessons for physical reasons (e.g fractured limbs), are reintegrating back into school after a long period of absence or are unable to cope with the demands of lessons, in terms of appropriate learning behaviour, may spend some time here with Mrs Seager’s support. All work is set and marked by the student’s teachers. Mrs Seager ensures that this work is completed and also offers support and guidance with regard to learning behaviour, strategies for reintegration etc.
Those students who find the hustle and bustle of the playground overwhelming and/or too noisy at free association time are welcomed into the Student Support Centre where they can spend quiet time with their peers playing games, talking etc.
The Student Support Centre offers:
- A calm and quiet place in which to work
- An opportunity to totally focus on their individual work
- A welcoming, friendly, positive and supportive environment in which to work
- An opportunity for students to discuss any worries or problems that they may be experiencing
Literacy and Numeracy Unit (‘The DEN’ managed by Mrs C Rudge)
‘The DEN’ (Department of English and Numeracy) offers a calm, relaxed and safe place of learning where small groups of up to six students have support for numeracy and literacy skills. They work at their own pace and are encouraged to support each other.
Although priority is given to pupils in KS3 some students may require additional support during KS4. Where possible, this is given as a 1:1 session each week either before school, at lunchtime or after school.
A personalised learning plan is devised for each student who requires support. This follows the government’s National Strategy for Literacy and Numeracy.
A multi-sensory approach to learning is used to enable all learners to access the strategies taught. This includes a literacy and numeracy ‘Stile’ programme which targets all areas and is self checking using a tile tray. This promotes independent learning as well as the use of ICT software such as Word Shark and Number Shark. These are used to reinforce strategies taught.
Students gain in confidence as they apply their reinforced skills across the curriculum.
Visit www.funbrain.com for fun maths and literacy games. Don’t forget to log on to the portal: the den, document library for parent help-sheets and fun games to make and do.
POSITIVE PARENTING SUPPORT
Positive Parenting Support is open to all parents and helps you to develop effective strategies for promoting your teenager’s health, development and well-being.
We aim to enhance the knowledge, skills and confidence of parents.