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Departments - Curriculum Support Department


Staff

Becky Ilderton
Special Educational Needs Coordinator [SENCO]

Anne House
Specialist Teacher
Assessment, intervention co-ordinator, access arrangements

Mo Van Boxel
Lead Teaching Assistant [TA] ; English as an Additional Language [EAL] Specialist Co-ordinator; KS4 Humanities and English subject specialisms; hearing impaired expertise

Liz Allen
Lead Intervention Specialist TA; Data Management; SENCO support; Open Learning Centre activities coordinator

Subject and Key Stage Specialist TAs:

Sue Newton
Science [KS3 in-class support; KS4 Interventions]

Mary Ede
Food Technology [KS3/KS4 in-class support; Autistic Spectrum Condition; Downs Syndrome; Literacy]

Tracey Seelig
Maths [KS3/4 in-class support; KS3/4 Interventions]

Carolyn Kew
English [KS3 in-class support; Youth Award; literacy intervention specialist TA]


Lisa O’Brien
KS3 in-class support – Year 8; 1-1 support

Francesca Evans-Clarke
Languages, Humanities, EAL [KS3/KS4 in-class support; specialist 1-1 support]

Rebecca Boys
KS3 in-class support -Year 7

Elaine Ely
KS3 in-class support -Year 7

Maud Thio
KS3 in-class support -Year 9

Sharon Bale
KS3 in-class support – Year 7

The Head of the Curriculum Support Department [CSD] is Mrs Rebecca Ilderton, who, as well as teaching English and the Youth Award Scheme, is the school’s Special Educational Needs Coordinator [SENCO]. As such, Mrs Ilderton has a clear overview of the needs of pupils in school, beginning with their transition from primary school, throughout their secondary education, and to a bright future beyond. The department’s aim is to give pupils the confidence to develop their individual strengths, and thus the skills necessary to unlock their full potential, and build self-esteem.

The services we provide in CSD include support across the curriculum, both within classes and on an individual or group basis, as well as break, lunchtime and after school activities. We also provide a regular intervention slot during afternoon registration, which might include reading, spelling, touch typing or study skills support, depending upon need. We work with pupils with SEND [Special Educational Needs and Disabilities] but we support any pupil, from Year 7 to Year 11, who may need short term assistance. We have a Specialist Teacher who is qualified to assess for dyslexia, and who is responsible for screening for access arrangements in examinations, to ensure that no pupil is disadvantaged by learning needs. We have a team of experienced and enthusiastic Teaching Assistants, with particular strengths in different areas of the curriculum, at both Key Stage 3 and Key Stage 4. We always welcome staff and parents/carers who may need support, or someone to advise about difficulties they may be experiencing with a child’s learning. Staff can come to see us at any time, and parents/carers can contact school to arrange a convenient time to meet.

From the end of Year 6, we begin a continuous process of gathering information and individual assessment to determine the best provision for your children. This is a time for the school to get to know the pupils, and for the pupils to settle into a new and sometimes challenging environment. When our information gathering is complete, support will be arranged, either in-class, or within the department. Through Years 7 to 11, our support is based on the graduated approach, with quality teaching as the first step to support for learning. If we have concerns about any pupils, we assess their needs, and then in consultation with staff and parents/carers, we plan the next stages, which might be small group support directed by the class teacher, or provided by CSD staff. The child is always at the centre of this process, which is a continuous cycle of assessment, planning, implementation and review. Our SEND Policy gives more detailed information.

Letters will be sent home so that parents/carers are kept fully informed, and you will be asked to give your permission for your child to attend any sessions in CSD. For children with SEND who are recorded on our SEN Register, ‘Pupil Profiles’ will be issued, but only when all assessment, including discussion with your child and other staff, has been completed. We hope to have draft versions in place for the beginning of September, and any SEND is alerted to all our teachers before your child starts school with us. A ‘Pupil Profile’ gives detailed information about pupils’ learning needs, with test scores and background information to support their teachers in planning and providing appropriate learning opportunities. We also aim to provide a ‘One Page Profile’, which gives key information for teachers, as well as the pupils’ own views on their strengths and difficulties.

Throughout secondary schooling, you can help your child in the following ways:

  • Send into school any reports on your child’s Special Educational Needs which have not already been passed on from the primary school
  • Ensure that your child wears glasses as necessary, or uses any coloured filters or learning aids recommended by health professionals
  • Check that your child has a pencil case fully equipped with suitable handwriting pens, and colours and highlighters to aid learning
  • Investigate useful web sites on study skills, or subject specific areas with your child
  • Support the homework activities or exercises we may suggest at school
  • Encourage your child to review work learned at school at the end of each day
  • Finally, please tell the school if you have any worries. Your child’s tutor will be the first contact in most instances, but if you have concerns about learning and want to speak to us, please ask for Mrs Ilderton, who will contact you to arrange a meeting.