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‘To develop a learning environment that will maximise the progress of all, including vulnerable children and the most able.’
Together there is no question that we want the highest possible standards of education and care for the children. Sharnbrook Academy Federation is an organisation where children achieve and enjoy; make their own positive contribution; where their health, safety and well-being is understood and promoted.
We aim to create a school community in which every child matters and thrives. We provide each child with the opportunity for growth – personal, emotional and intellectual. We aim to ensure that every child fulfils their potential and has the opportunity to excel.
At Livingstone we offer every child the opportunity to succeed.
We recognise that every child is an individual, learning and developing at different rates, and bringing a range of skills, abilities and interests to their individual learning styles.
We ensure that quality planning, teaching, assessment and evaluation take these individual differences into account, in order to enable children to make appropriate progress.
Together there is no question that we want the highest possible standards of education and care for the children. Margaret Beaufort is a school where children excel, achieve and enjoy; make their own positive contribution; where their health, safety and well-being is understood and promoted.
We develop pupils’ self-confidence, self-esteem, independence and encourage enterprising behaviour; and we provide opportunities for pupils to personalise their learning and to engage into a wide range of activities that prepare them, for modern life.
Who’s on the SEND Team?
The SEND Team at MVM involves everybody. Every teacher and member of staff is responsible for ensuring pupils with SEND have a positive learning experience and make progress.
The day to day leadership and management of SEND across the school has been charged to the SENDCo, who works closely with parents, pupils, teachers, support staff and external agencies.
Everyone on the team is recognised for being skilled, hardworking and committed to placing pupils’ aspirations at the heart of everything we do.
We value pupils as individuals and want them to feel safe and supported to enable them to be confident and to flourish regardless of their special needs or differences. This is vital for them to grow up to lead happy, healthy and successful lives. Our aim is to prepare them for adulthood.
How we achieve this
Provision for pupils with SEND begins with high quality first teaching. At MVM we have clearly recorded our core offer. Thereafter, we collaboratively decide on appropriate provision that is ‘additional to and different from’.
In collaboration with parents, governors and the community we aim to provide an accessible curriculum by removing barriers to learning and addressing needs.
At Marston Middle School we value individuals, welcome diversity and believe in achievement, ambition and progress for all pupils. In order to do this, many steps are taken to support pupil through their learning journey. Quality first teaching is vital; however for some pupil there are occasions when further additional support may be needed to help them achieve their potential.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
We work in a flexible way to develop effective partnerships with pupil and their parents/carers, staff and external agencies to ensure that the school can meet a broad range of special educational needs and foster a culture of lifelong learning and independent living skills for all pupil.
‘At Milton Ernest Lower School we believe that education enriches people’s lives and aspirations. We value everyone and strive for all to reach their full potential’. (Taken from School Vision statement)
We believe that every child should have access to all aspects of school life so that they are able to be involved active learners and benefit from all that the school has to offer. Some children have pre-diagnosed Special Educational Needs (SEN) when they join us and some children are identified with such needs when they have been with us for a while.
We will endeavour to make any reasonable adjustments to accommodate a child with Special Educational needs or disabilities and will work to support a child’s intellectual, physical, social and emotional development. Children who have special educational needs will be identified as quickly as possible so that these needs can be addressed. We recognise and value the importance of parental involvement and are happy to meet with parents to discuss any concerns.
We are guided in our work by the Special Educational Needs Code of Practice (2014).
The code sets out a legal framework in which the school operates. This document defines SEN as follows:
‘A child or young person has SEN if they have a learning difficulty or disability which call for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
a) has a significantly difficulty in learning than the majority of others the same age,
b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post- 16
The school receives money within its allocated budget to support children with additional needs. Most of these funds are allocated to employ our teaching assistants and the rest is used for purchasing appropriate resources.
If a child has a Statement of Educational Needs or an Educational, Health and Care Plan there may be additional funds available from the Local Authority to supplement our own budget.
Part 3 of the Children and Families Act 2014 and associated regulations requires all schools to publish their SEN offer and below you will find a series of questions and answers that set out our current provision.
Monkey Puzzle Day Nursery offers child care from 7.30am – 6.30 pm, Monday to Friday for children 6 weeks old to 5 years. Sessions run from 7.30am – 1pm and 1pm to 6.30 pm.
The nursery is situated in a residential area within walking distance of Bedford town centre and train station. The building was formally a doctor’s surgery, with a large car park and 2 entrances into the building. There is a large ramp to both entrances to enable wheel chair access.
The rooms are split into 3 age groups, the babies being a self-contained unit with a sleep room upstairs and their own garden which is accessible to the babies by a ramp.
The toddler room is large with many rooms to allow free flow and a sensory room for all children to access. The pre-school is made up of 2 rooms; the smaller room is used for literacy and maths small group work to prepare children for school. The larger room allows children to choose what activities they participate in and free flow into the garden. The parents have a separate entrance to the Pre-school room by the way of a doorbell which is lower enough for the children to ring themselves.
• to promote an open and supportive partnership with children, parents, staff, governors and the community and through that partnership endeavour to raise standards and remain a focal point of the community.
• to provide a positive and challenging environment in which all children are valued and educated according to their needs and potential.
• to create a happy, caring and secure atmosphere that will foster in each child independence, self discipline and a responsible and sensitive attitude towards life.
• to provide good quality resources and a stimulating environment in which children are encouraged to have enquiring minds and are challenged through their work and play.
• to encourage mutual respect, confidence and co-operation and teach children to work together, to show consideration for each other, people of all cultures and the world around them.
• to take advantage of change and be recognised by all as an innovative school in the creation and adaptation of new ideas, best practices and processes.
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