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Pastoral Care at the Wren School

OUR SCHOOL

Pastoral Care & SEN/D

Pastoral Care

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 and the key stage 4 leader manages years 9, 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 headteacher; 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.

SEN/D

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 Headteacher (Raising Standards) and Special Educational Needs and Disability Co-ordinator (SENDCo) 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.

Provision:

  • 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 Wren’s Nest is a ‘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.

Click here to read the SEN/D Information Report.

Click here to read the Reading Borough Council SEN Information Report.

Click here to read the Maths and Literacy Catch Up Funding 2015-2016.

Click here to read the Maths and Literacy Catch Up Funding 2016-2017.

Click here to read the Maths and English Catch Up Funding 2017-2018.

The team is made up of:

Mr David Zell – Assistant Headteacher (Pastoral Leader)

Mrs Jo Juster – SENDCo

Mrs Nicky Danbury – Assistant SENDCo

Mr Andrew Hollands – Key Stage 3 Leader

Mr Oliver Harrison – Key Stage 4 Leader

Mrs Martina Grant – Year 10 Leader

Mrs Claire Rider – Year 9 Leader (maternity leave)

Miss Rebecca Jeffreys – Year 9 Leader

Mr Andrew Clarke – Year 8 Leader

Miss Ally Taylor – Year 7 Leader

Ms K Pike – Student Wellbeing Leader

 

Term Dates

Term 4
Mon 25 February – Fri 5 April 2019
Easter break – Mon 8 April – Mon 22 April 2019
Term 5
Tue 23 April – Fri 24 May 2019
Bank holiday – Mon 6 May 2019
Summer break – Mon 27 May – Fri 31 May 2019

SEE ALL DATES