What kinds of special educational needs are provided for at Alfriston School?
Alfriston is a special school academy for girls aged 11 – 19. The school has provision for 20 girls to board for 3 nights per week. The pupils’ primary needs are moderate learning difficulties and speech, language and communication needs. Pupils may also have other associated needs in areas such as social and emotional, sensory and physical difficulties.
What are the school’s policies for identification and assessment of pupils attending the school?
All pupils will have an Education Health Care Plan.
What are the arrangements for consulting parents and involving them in their child’s education?
At Alfriston we encourage parents to be included in the process of the education their children. This includes:
- Initial visits to the school
- Induction meetings
- Parents’ evenings
- Annual review meeting and report
- Annual report on pupil progress
- School events and celebrations
- Parental representation on the Governing Body
- Parent support group
- Parental involvement in changes to the school through informal and formal consultations
What are the arrangements for consulting young people and involving them in their education?
We listen to the pupils and involve them in decisions about their education through:
- Individual pupil review meetings with their pastoral tutor
- Involvement in the annual review meetings
- Representation on the school council to contribute and decide on aspects of school
- Pupil involvement in changes to the school through informal and formal consultations
- Regular pastoral support meetings
What are the arrangements for assessing and reviewing pupil progress?
Pupils’ progress is continually monitored by their subject teachers and pastoral tutors. Academic and personal progress is reviewed formally each academic year. All pupils have an individual education plan which is reviewed termly, and includes targets for other aspects of learning such as independence and personal and social development.
How do we support our pupils in moving between phases of education and in preparing for adulthood?
We recognise that “moving on” can be difficult for our pupils and take steps to ensure that this is as smooth as possible.
When moving classes within school
- Information is passed on to the new tutor before the move takes place
- Pupils are given an introductory session in the new class with their new tutor prior to the move
- Parents are informed in advance
When leaving our school at the end of Year 11 or after Post 16
- We will have spent a lot of time with parents and pupils planning and agreeing next steps
- Staff from Future Focus (previously Connexions) work with pupils in school to get to know them and advise pupils and parents on options for the future
- Preparation visits and meetings will have taken place
- The students will have been fully involved in the whole process
What is our approach to teaching?
Our aim is to provide a safe and happy environment, where our pupils can grow in confidence and acquire the education and skills to achieve their full potential.
- Subject teachers plan lessons according to the specific needs of all groups of pupils in their class, and ensure that pupils are able to access learning as independently as possible
- School support staff support the individual needs of pupils where necessary and provide overall support for whole class groups
- Specific resources and strategies are used to support individual needs so that pupils can learn most effectively
- Planning and teaching is adapted on a daily basis according to the pupils’ learning needs
What adaptations are made to the curriculum?
As a special school, our entire curriculum is tailored to the special needs of our pupils.
What is the expertise and training of staff and how will specialist expertise be secured?
All our staff are experienced in teaching and supporting pupils with moderate learning difficulties, and have a wide range of expertise in subject specialisms and in areas of special need.
Whole staff training is regularly provided to ensure a high level of expertise in a wide range of specialist areas such as speech, language and communication, ASD, social and emotional difficulties and other associated needs.
The school has a performance management process which includes identifying training needs for all staff to improve the teaching and learning of pupils
Specialist expertise is secured through the appointment of the following professionals:
- Speech and language therapist
- Occupational therapist
- Student counsellor
- Head of Wellbeing
And through direct input from other professionals as required such as:
- Educational psychologists
- Social workers
- CAMHS professionals
- Physiotherapists
- Specialist advisors
- Future Focus (Connexions)
What support does the school provide for improving social and emotional development?
The school has a strong pastoral system with each pupil assigned to a pastoral group with a dedicated pastoral tutor who closely monitors each child’s personal development.
Pupils with particular social or emotional difficulties are referred to our school Wellbeing team, who assess their needs and provide an individual programme of support.
Pupils may also be referred on to other professionals as needed.
A high level of care and attention is paid to every child’s welfare, and any issues are quickly identified and addressed.Opportunities to develop personal and social skills are built into the curriculum, and time given to explore feelings and experiences in a safe and supportive environment.
Who can I contact for further information about our special education needs?
If you are an existing parent or carer the first point of contact is your daughter’s pastoral tutor.
If you are a prospective parent or carer, then please contact the school office on 01494 673740.