Pastoral Care & SEN/D
The Wren School’s mission statement can only be achieved if a high priority is given to the importance of pastoral care. Therefore, here at The Wren School, we take the wellbeing of our students and staff very seriously. We endeavour to ensure that the systems that we have in place meet the needs of each of our students, whether or not they have an identified additional need. Many visitors to our school comment on the excellent knowledge that our staff have of our students as individuals. If there is an ever an issue that you wish to discuss about your child, please do not hesitate to contact the school and we will do our utmost to ensure that your concern is dealt with promptly and sensitively.
The pastoral team has several strands to it and parents/carers are advised to use the structure that is in place. Pastoral support starts with the form leader whom your child will see on a daily basis. They will be the members of staff that your child is likely to have most contact with as they progress throughout the school.
Each Key stage 3 and 4 year group is supported by a year leader. These members of staff oversee the year group assigned to them; they move up through the school with their students. Overseeing the relevant year groups are our key stage leaders; the key stage 3 leader works with years 7, 8 & 9 and the key stage 4 leader manages years 10 & 11. The key stage leaders oversee not only the pastoral care within their relevant year groups (behaviour and attendance) but also liaise with subject leaders in relation to the progress being made by your child.
An additional, invaluable member of the pastoral team is Ms Pike (student wellbeing leader). She works closely with our year leaders and key stage leaders to support students who are finding learning difficult or the prospect of coming to school a barrier to moving forward. She is a qualified ELSA (emotional learning support assistant) and a Stonewall champion who uses her training and skills to put in place appropriate intervention for students. She is the leader for our outsourced school counselling service, which is provided by No5 (Reading’s young people’s counselling service).
The Wren School has recently been invited to become a ‘Mental Health Trailblazer’ school, whereby we will work with a mental health support team to ensure that student mental health and wellbeing is supported as part of a whole school approach.
This strong pastoral team is led by an assistant vice principal; parents/carers should contact him if they have a significant concern; these may be passed on to a more appropriate member of staff who will be better placed to deal with it.
The vision and aims of our SEND (Special Educational Needs Department) are as follows:
- All children and young people are valued equally and have the right to learn, achieve and participate fully in education and in the wider community regardless of their abilities and behaviours.
- All children and young people are empowered so that their voice is heard and heeded in decisions made about themselves.
- All parents and carers are partners in meeting the needs of their children.
- All children and young people are entitled to have access to a broad, balanced and relevant curriculum that is differentiated to meet individual learning styles, recognising personal strengths and needs.
- The diversity of the needs of children and young people is recognised and met through a range of flexible, responsive and varied provision.
Provision for students with additional needs
The Assistant Vice Principal (Attitudes and Engagement) and Leader of Culture – Inclusion take leadership of the identification and provision for individuals and groups. Initial identification of each student’s needs is through the analysis of baseline data and as a result of discussions with parents/carers and our collaborative transition programme with our feeder primary schools.
Where special educational needs are identified, teachers adjust their planning to ensure that all learners can access the curriculum and make good progress. We expect each teacher to be a teacher of special educational needs, differentiating the work to meet individual student needs and be responsible for planning for each child to make progress.
- Individual Student Profile – every student on the SEND register is invited three times a year, with their parent/carer, to co-construct, with a lead professional, a document outlining their additional needs and suggested support strategies. Any recommendations from external agencies is also incorporated into the ISP which becomes the basis for in-class support.
- In-class teaching assistant support according to need.
- Intervention groups to target specific areas of need such as literacy, numeracy, social skills, nurture and touch-typing. These are usually held during Reflection Time to limit the impact on the curriculum.
- Class sizes of no more than 28 students – with smaller group sizes in practical subjects and classes targeting accelerated progress.
- Lunch-club for vulnerable students.
- The Key Stage 3 and 4 Hubs are ‘safe’ area available, on a time-limited basis, to targeted students in order to ensure their inclusion in school.
- External agencies – where further support is required we make referrals to a range of providers such as Educational Psychology, Speech and Language Therapy etc.
To view the Maths and Literacy Catch-up Funding go to the Pupil Premium and Year 8 Catch-up funding tab under school information
The team is made up of:
Mr Olly Harrison – Assistant Vice Principal – Attitudes and Engagement
Mrs Jo Juster – Leader of Culture – Inclusion
Miss Annie Potts – Assistant Leader of Culture – Inclusion
Miss Rebecca Jeffreys – Leader of Culture – Character and Wellbeing
Mr Andrew Hollands – Director of Sixth Form and Futures
Mr Andrew Clarke – Progress Leader for Year 11
Mrs Kim Laney – Progress Leader for Year 10
Mrs Tanya Piek – Progress Leader for Year 9
Mrs Ally Ainscough – Progress Leader for Year 8
Mrs Kayleigh Schoner – Progress Leader for Year 7
Ms Kate Pike – Student Wellbeing Leader