“Disabled students and those who have special educational needs are making good progress. Students supported through school action are making particularly good progress because leaders identify their needs early and arrange extra support for their numeracy and literacy.”
|Mrs J Batchelor||Head of Learning Support/SENCo|
|Miss J Allen||Second in Department|
|Mrs G Davis||Learning Support Tutor|
|Mrs J Hakes||Learning Support Tutor|
|Mrs P Saxton||Learning Support Tutor|
|Mrs H Harris||Learning Support Tutor|
|Mrs C Pomlett||Learning Support Assistant Team Leader|
|Ms F Millen||Learning Support Assistant (LSA)|
|Mrs P Pegg||Learning Support Assistant (LSA)|
|Mrs S Pursehouse||Learning Support Assistant (LSA)|
|Mrs C Evans||Learning Support Assistant (LSA)|
|Mrs A Gough||Learning Support Assistant (LSA)|
|Mrs L Grewer||Learning Support Assistant (LSA)|
|Mrs D Haynes||Learning Support Assistant (LSA)|
|Mrs A Kennett||Learning Support Assistant (LSA)|
|Mrs C Lake||Learning Support Assistant (LSA)|
|Mrs J Pearce||Learning Support Assistant (LSA)|
|Mrs B Mullarky||Learning Support Assistant (LSA)|
King Edward VI is proud of its achievements of students on the SEN register. In 2013 51% of students with SEN achieved 5A*-C grades and 100% achieved 5A*-G grades. Alongside academic achievements our students develop Socially, Emotionally and grow in their Independence skills that impact on all areas of their life.
We are very fortunate as a school to have a large Learning Support department with highly trained and experienced members of staff that can work with students 1-2-1, in small groups or within the classroom. Intervention is targeted based on student need and is closely evaluated, the focus of all interventions is to develop strategies that will positively impact across the whole curriculum. Therefore the impact of intervention is also monitored for its impact on whole school achievement.
King Edward VI is a Fully Dyslexia Friendly School (reaffirmed in 2013) and therefore inclusive practices have been assessed to be evident across the whole school and firmly embedded in all classrooms. All our teachers are committed to understanding each child as an individual and knowing their needs within the classroom environment to ensure they succeed to their potential.
We have a secure transition process whether your student is transferring to us in Year 7 or within the academic year. Gathering information from all parties involved in the student’s care is paramount to ensuring the student feels confident in their own abilities from day 1.
Being ‘Special’ now gives you a chance to be someone Special later: