DOCSLIB.ORG

Governors' SEN Report: 2019-2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Governors' SEN Report: 2019-2020 Governors' SEN report: 2019-2020 SEN students (total numbers): Students 2019-2020 EHCP SEN Support Totals Year 7 7 47 54 Year 8 8 45 53 Year 9 4 58 62 Year 10 4 44 48 Year 11 6 37 43 Year 12/13 2 2 Totals: 31 231 262 Students 2020-2021 EHCP SEN Support Totals EHCPs pending EHCPs to be (as at September 2020) Local Authority progression written Year 7 14 49 63 - 2 Year 8 7 51 58 - Year 9 9 55 64 1 1 Year 10 4 66 70 1 Year 11 4 51 55 2 1 Year 12/13 2 Totals: 40 272 312 SEN classification 2019-2020: ASD: Autism Spectrum Disorder SPLD: Specific Learning Difficulties (e.g. dyslexia, HI: Hearing Impairment dyscalculia MLD: Moderate Learning Difficulties VI: Visual Impairment PD: Physical Disability OTH: includes medical/health conditions PMLD: Profound and Multiple Learning Difficulties SEMH: Social, Emotional & Mental Health SLCN: Speech, Language & Communication Needs [The SEND Faculty will review the Year 7 data (September-December 2020) to ensure the most appropriate SEN classification is used for individual students - to ensure consistency across many receiving primary schools.] 1 Learning Support Faculty staff list: September 2020 name post Louise Elias/Emma Hart Assistant Headteacher / Associate AHT for Inclusion Richard Coombs SENDCo & Head of SEND Faculty Teresa Partlett Assistant SENDCo Melissa Groves SEN Teacher Allys Kimber SEN Teacher Nicola Brassey (part-time) Specialist Teacher for examination concessions Susie Lopez Cheney Plus Instructor Justin Heenan Cheney Plus Instructor Mark Thomas SEN Specialist Tutor (Higher Level Teaching Assistant) Jordan Richardson SEN Specialist Tutor (Higher Level Teaching Assistant) Teaching Assistants Denize Clanfield SEND Administrator Elaine Davis Home Tutor On-site staffing 2019-2020 (i.e. developments since the 2018-2019 report): * the appointment (starting September 2019) of an additional SEN teacher, to lead on the work of the reinstituted 7* and 8* groups; * continuing weekly support from the Special Educational Needs Support Service Communication & Interaction Outreach Worker, supporting identified students, complimenting the work of the SENSS C&I Outreach Teacher; * continuing commissioned work from the NHS: a Speech and Language Therapy Worker, complimenting the work of the NHS Speech and Language Therapist, for one day each week, with an increasing, identified cohort of students; * two educational psychologists allocated by the Local Authority; * specialist Local Authority advisory teachers supporting students with visual and hearing impairments, and Down Syndrome and physical disabilities experts, including NHS staff; * a number of Teaching Assistants left in the period September 2019-July 2020, including the redundancy of two Senior Teaching Assistants in March 2020, due to whole school expenditure savings; * revision of the Home Tutor role as from April 2020. 2 SEN students’ attendance, 2016-2017, 2017-2018, 2018-2019 and 2019-2020: 2016-2017 2017-2018 2018-2019 2019-2020 % attendance % no SEN % SEN % EHCP % no % SEN % EHCP % no % SEN % EHCP Support SEN Support SEN Support Year 7 93.4% 95.99 91.57 78.89 94.3 93.2 96.3 88.3 89.5 81.6 Year 8 88.1% 95.94 90.84 96.22 95 87.8 86.1 89 89.1 88.3 Year 9 90.3% 95.60 86.51 87.31 93.6 86.3 81.5 89.1 88.9 92.7 Year 10 89.7% 93.60 87.85 84.58 93.9 84.3 88.7 84.8 85.9 72.8 Year 11 84.7% 86.20 80.76 72.71 84.8 97.4 86.3 97.8 97.8 91.4 Total: 90.5% 93.46% 87.50% 83.94% 93.2% 97.9% 89.4% 89.8% 90.24% 85.36% Working with the Attendance Officer, and with pastoral leaders, the Faculty’s continuing priority for 2020- 2021 is to continue to raise attendance amongst SEN students. However, the nature of our SEN students’ disabilities mean that high attendance levels (94%) for some students may not be a possible target, and each student is assessed and supported individually according to their specific (sometimes medical) needs. This support is with parents and outside professionals supporting the school’s work. Curriculum: * ‘pathways’ for SEN students have been created for Year 9, Year 10 and Year 11: the options of Curriculum Support, and ASDAN. There is additionally BTEC Work Skills. These groups feature small group teaching, allowing for some one-to-one provision, to meet students’ individual learning needs. In Curriculum Support, working with curriculum specialists and students’ mainstream teachers, there is over-learning of core subjects (English, Maths and Science), homework completion, nurture and life-skills, tailored to specific students’ needs, and in preparation for post-16 college provision; ASDAN as a vocational skills based course, equips students for skills in learning required for post-16 placement; * for a very small number of students from September 2018, English and RE teaching has taken place in SEN out from mainstream lessons, to allow for greater differentiation (with RE taught within the ASDAN syllabus); * development of ASDAN short course qualifications for students in the 7* and 8* groups; * Functional Skills to be taught in SEN in English and Maths, to be developed in 2020-2021; * RAW, Meadowbrook College and the City of Oxford College provision for one day a week vocational courses for a very small number of students; * the intention of a Y11 extended work placement for a very small number of students has been compromised by the effects of the Covid pandemic. It is hoped to be able to review this as soon as local conditions permit. Literacy interventions: SEND and non-SEND students have benefited from various literacy interventions from the literacy team; some students received longer interventions, over two long terms. These details are contained in the separate English Faculty Report. SEN students' progress: * details and analysis contained in the exams’ results provided for Governors. However, a clear focus is on identifying and managing the provision for under-performing cohorts, as jointly identified in on-going processes by SEN and pastoral and curriculum leaders. 3 * the below table shows that across the school, a proportion of students at School Support and EHCP are making progress. SEND students can learn at a slower rate, and their medical, and social conditions / family circumstances, can prevent consistent school attendance. 2019 SEND GCSE results analysis and actions 2017-18 outcomes 2018-19 outcomes No. of 2019-2020 outcomes SEND No. of Change in SEND SEND P8 Subject students non- SEND non- 2018-19 students 2018-19 - SEND SEND SEND SEND non- SEND SEND differ- SEND 2019-20 2019-20 P8 P8 difference P8 SEND difference P8 ence P8 P8 Art 0.60 0.55 0.05 0.08 1.18 -1.10 12 2.21 1.85 +0.36 +2.13 Biology 0.25 0.61 -0.36 0.54 0.88 -0.34 15 1.41 0.54 +0.87 +0.87 Business Studies -2.31 -0.97 -1.34 -0.54 0.65 -1.19 12 Chemistry 0.25 0.68 -0.43 0.54 0.88 -0.34 15 1.41 0.36 +1.05 +0.91 Computing no entries 0.04 0.48 -0.44 9 1.37 0.3 +1.07 +1.33 Product 7 -0.24 0.17 -0.41 Design DT -1.75 -1.20 -0.55 -0.43 -0.25 -0.18 -0.19 Food Tech -0.37 -0.27 -0.10 DT 0.05 0.38 -0.33 Textiles DT -0.90 -0.24 -0.66 -0.38 0.95 -1.33 2 Combined Science -0.06 -0.88 0.82 -0.46 -0.05 -0.41 46 Drama -1.29 0.37 -1.66 0.25 0.53 -0.28 8 -0.37 0.42 -0.79 -0.62 English Language -0.58 -0.11 -0.47 -0.21 0.54 -0.75 61 0.27 0.34 -0.07 +0.48 English Literature -0.60 -0.14 -0.46 -0.21 0.52 -0.73 61 0.16 0.1 -0.06 +0.37 French -0.78 -0.67 -0.11 0.05 1.06 -1.01 11 0.06 0.31 -0.25 +0.01 Geography -0.51 -0.39 -0.12 -0.01 0.57 -0.58 17 0.87 0.68 +0.19 +0.88 German 0.42 -0.61 1.03 0.27 0.00 0.27 3 0.26 0.59 -0.33 -0.01 History -1.23 -0.38 -0.85 0.19 0.55 -0.36 32 0.68 0.4 +0.28 +0.49 Maths -0.48 0.38 -0.86 -0.21 0.54 -0.75 61 0.43 0.65 -0.22 +0.64 Physics 0.57 0.37 0.20 0.54 0.88 -0.34 15 1.41 0.44 +0.97 +0.87 Spanish -1.53 -0.91 -0.62 0.22 0.59 -0.37 13 1.33 0 +1.33 +1.11 Music 2.09 -0.03 +2.12 Religious -0.35 0.22 +0.57 Education Double 0.76 0.45 +0.31 Science Double 0.32 0.17 +0.15 Science (1) Music Tech 0.35 0.78 -0.43 Sport BTEC 0.41 1.24 -0.17 4 (red = P8<-0.50) Underperformance of SEND students is a historic problem across the UK, and at Cheney. In 2018 the P8 score for Cheney students with an EHCP was -1.09 and the P8 score for SEN Support was -0.42. These figures do not particularly change year on year. In 2018-2019 and 2019-2020 our outcomes are considerably better than the national picture.
Load more

Recommended publications
  • Business Engagement Framework
    OXFORD CITY COUNCIL BUSINESS ENGAGEMENT FRAMEWORK FINAL REPORT JUNE 2014 1 Executive Summary Oxford City Council commissioned this short report from Shared Intelligence through the Local Government Association Local Growth Adviser programme in order to provide advice on developing a comprehensive business engagement framework. Oxford is a major economic asset: the city is home to 4,100 businesses and contributes some £4.7bn to the national economy. The City is the service centre for the wider County economy and the location for most of the employment growth in Oxfordshire between 2001 and 2011. The Oxfordshire Local Enterprise Partnership recently submitted its Strategic Economic Plan to government, outlining its ambition to improve business support to promote innovation based economic growth. Oxford, along with Bicester and Science Vale, is one of the three principal areas of economic growth within the LEP. The other two locations have mechanisms to support a strong business voice to represent their interests. A key priority for Oxford City Council is therefore to develop a strong understanding of local business priorities in order to represent their interests to the LEP and promote economic growth in the City. In this context, a business engagement framework should: • provide a structured approach to communication between the City Council and local businesses on economic development issues; • enable businesses to develop a strong voice to support their effective representation within the Local Enterprise Partnership; • clarify for businesses how and where they can express their views on economic growth and other issues; and, • facilitate the development of sector specific projects and programmes or discussions in support of economic strategies.
    [Show full text]
  • Banbury and Bicester College
    Sharing Innovative Approaches to Delivering 16-19 Study Programme Principles Banbury and Bicester College Enterprise and Employability “At the heart of our model for Study Programmes is the development of employability skills through the learning company concept.” Rose Turner, Principal Banbury and Bicester College is part of Activate Learning1, a group which combines secondary, further and higher education along with workforce training, commercial business and social enterprise. The Activate Learning group was formed in September 2013, following the merger of Oxford and Cherwell Valley College, and Reading College in 2010. The group comprises Banbury and Bicester College, City of Oxford College, Reading College and Activate Enterprise. Activate Learning has a chief executive officer; each college has a principal and Activate Enterprise a director. In 2012/13 the three colleges recruited around 14,500 learners, two thirds of whom were adults on part-time courses. Most learners, currently, are on foundation and intermediate programmes and the group have around 1,800 apprentices in five subject areas. Oxfordshire and Berkshire are affluent counties with rates of unemployment below national averages. However, across both counties, there are areas of educational and social deprivation and the profile of learners attending the colleges reflects this. GCSE attainment in local secondary schools is broadly at, or just below, national averages, and many learners come to study and train at the colleges with attainment below national averages. The proportion of the population of Oxfordshire and Berkshire from minority ethnic backgrounds varies from around 25% in Reading to below 5% in Banbury and Bicester. However, the proportion of learners from minority ethnic backgrounds in the colleges matches or exceeds these local proportions.
    [Show full text]
  • The SENSS Hearing Resource Base at Larkmead School Information Report
    SENSS Sensory, Physical & Complex Needs Support Service Hearing Impairment Team, Cherwell Hearing Resource Base, The Cherwell School South, Marston Ferry Road, Oxford OX2 7EE The SENSS Hearing Resource Base at Larkmead School Information Report Special Educational Needs Support Services (SENSS) vision: “Working in partnership to secure good outcomes and a positive future for children and young people with SEN and/or disability” About the SENSS Hearing Resource Base (HRB) at Larkmead School The SENSS Hearing Resource Base (HRB) at Larkmead School is part of a continuum of support offered within the Local Offer for children and young people with a hearing impairment living in Oxfordshire. The link to this site is as follows https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability- local-offer Admissions A child seeking a resource base place must have an Education, Health and Care Plan (EHCP) in which the local authority has named Larkmead School SENSS Hearing Resource Base as the appropriate placement to meet the child’s educational needs. Further detail is included in the Admission Indicators document (Appendix 1). Aims We aim to enable students to: • have a well-supported and smooth transition from primary to secondary school • fulfil their academic and social potential in an inclusive mainstream setting • have the same educational opportunities and challenges as their normally hearing peers • enjoy their time at school • become effective communicators in their chosen mode(s) of communication • become independent young people • be involved in decisions regarding their own education and take increasing responsibility for their own learning • benefit from the close co-operative working of parents, the school and other agencies • be prepared for post-16 opportunities • be prepared for life in the wider community • become resilient young adults with positive self-image and good self-esteem.
    [Show full text]
  • Use of Contextual Data at the University of Warwick Please Use
    Use of contextual data at the University of Warwick Please use the table below to check whether your school meets the eligibility criteria for a contextual offer. For more information about our contextual offer please visit our website or contact the Undergraduate Admissions Team. School Name School Postcode School Performance Free School Meals 'Y' indicates a school which meets the 'Y' indicates a school which meets the Free School Meal criteria. Schools are listed in alphabetical order. school performance citeria. 'N/A' indicates a school for which the data is not available. 6th Form at Swakeleys UB10 0EJ N Y Abbey College, Ramsey PE26 1DG Y N Abbey Court Community Special School ME2 3SP N Y Abbey Grange Church of England Academy LS16 5EA Y N Abbey Hill School and Performing Arts College ST2 8LG Y Y Abbey Hill School and Technology College, Stockton TS19 8BU Y Y Abbey School, Faversham ME13 8RZ Y Y Abbeyfield School, Northampton NN4 8BU Y Y Abbeywood Community School BS34 8SF Y N Abbot Beyne School and Arts College, Burton Upon Trent DE15 0JL Y Y Abbot's Lea School, Liverpool L25 6EE Y Y Abbotsfield School UB10 0EX Y N Abbotsfield School, Uxbridge UB10 0EX Y N School Name School Postcode School Performance Free School Meals Abbs Cross School and Arts College RM12 4YQ Y N Abbs Cross School, Hornchurch RM12 4YB Y N Abingdon And Witney College OX14 1GG Y NA Abraham Darby Academy TF7 5HX Y Y Abraham Guest Academy WN5 0DQ Y Y Abraham Moss High School, Manchester M8 5UF Y Y Academy 360 SR4 9BA Y Y Accrington Academy BB5 4FF Y Y Acklam Grange
    [Show full text]
  • Raleigh House
    373 WOODSTOCK ROAD Raleigh House Computer generated image RALEIGH HOUSE is a stylish, contemporary interpretation of the ‘North Oxford villa’, and offers all the space and features you’ve been looking for – both inside and out. We have brought this classic design right up to date, equipped with everything you expect – a beautifully designed and fitted kitchen, luxurious wet rooms and plenty of space for entertaining. This substantial six bedroom detached property sits on a generous plot with a south-west facing, fully landscaped rear garden. Many aspects of the house can be equipped to your specification, to make sure it feels like home from the moment you move in. Welcome to your Sweetcroft Home. 373 WOODSTOCK ROAD Enjoy the open space, inside and out ABOVE: Computer generated image of AT SWEETCROFT we create stunning homes which are just as Raleigh House’s airy family space. good to live in as they are to look at: environmentally considerate, BELOW: Oak and glass staircase at beautifully crafted and perfect for all the needs of a modern family. Bibury House, Cumnor Hill. We provide a light and spacious blank canvas onto which you can paint the varied colours of your lifestyle: family space which opens onto the patio and landscaped garden; a cosy drawing room with a woodburner to take the edge off autumn afternoons walking on Port Meadow; the luxury of a gym room and home cinema, and stylish bathrooms and ensuites which have a real wow factor, featuring full height glass shower panels and top quality tiling, fittings and vanity units.
    [Show full text]
  • Annual Performance Summaries 2017/18
    Annual Performance Summaries 2017/18 Solar 2014 + Solar 2016 Sandford Hydro ONCORE: A & B www.lowcarbonhub.org Low Carbon Hub, 9 Park End Street, Oxford OX1 1HH • [email protected] Solar 2014 Investment Portfolio ......................... 4 LOW CARBON HUB contents Solar 2016 Investment Portfolio ......................... 6 Sandford Hydro Investment Portfolio ............. 8 at a glance ONCORE Investment Portfolio .........................10 Background notes .....................................................14 Dear Member enables the initiative to offer schools cheaper electricity and for the projects to make a surplus, These portfolio summaries have been created to 100% of which is used to support local community PLANET people give you an insight into the environmental and action on climate change. The Feed-in tariff closes financial performance of your investment over for new registrations in March 2019 so the race the last financial year. is on to get as many schools installed with solar Since its inception more than six years ago, the panels before the deadline. Low Carbon Hub has successfully raised over £4 Finally, I am thrilled to be able to announce the million of investment from our supporters, just launch of our new share offer: renewable energy installations* investor members who between The Community 808 like you, enabling us to deliver three portfolios Energy Fund. As with our previous share offers, 38 them have invested £4.1 million to finance the of community-owned hydro and rooftop solar Together they can: £ investment will be put to good use supporting costs of our projects and whose investments PV renewable energy projects. community energy. However, partly in response bring energy into community ownership Key highlights during the year included the to investor feedback, it has some new features.
    [Show full text]
  • Raleigh House
    373 WOODSTOCK ROAD Raleigh House Computer generated image RALEIGH HOUSE is a stylish, contemporary interpretation of the ‘North Oxford villa’, and offers all the space and features you’ve been looking for – both inside and out. We have brought this classic design right up to date, equipped with everything you expect – a beautifully designed and fitted kitchen, luxurious wet rooms and plenty of space for entertaining. This substantial six bedroom detached property sits on a generous plot with a south-west facing, fully landscaped rear garden. Many aspects of the house can be equipped to your specification, to make sure it feels like home from the moment you move in. Welcome to your Sweetcroft Home. 373 WOODSTOCK ROAD Enjoy the open space, inside and out ABOVE: Computer generated image of AT SWEETCROFT we create stunning homes which are just as Raleigh House’s airy family space. good to live in as they are to look at: environmentally considerate, BELOW: Oak and glass staircase at beautifully crafted and perfect for all the needs of a modern family. Bibury House, Cumnor Hill. We provide a light and spacious blank canvas onto which you can paint the varied colours of your lifestyle: family space which opens onto the patio and landscaped garden; a cosy drawing room with a woodburner to take the edge off autumn afternoons walking on Port Meadow; the luxury of a gym room and home cinema, and stylish bathrooms and ensuites which have a real wow factor, featuring full height glass shower panels and top quality tiling, fittings and vanity units.
    [Show full text]
  • Download Our Brochure
    HANBOROUGH GATE Long Hanborough, Oxfordshire Made for life. Join our legacy. Since 1927, Pye Homes has always taken the same pride in the homes and communities we have built in Oxfordshire. Although many things have changed in that time, our values have stayed the same, because so much of what was true then is still true today. We always take the same care in how we build, because that care ensures that your home is built to last. It means that everything about your home is perfectly placed, from the moment we lay the foundations, to the moment we open your door to show you around. By combining the best innovations in design and materials which have stood the test of time, we build in harmony with nature and the local legacy, so that new homes simply belong as part of a community, right from the start. It means always giving the same kind of personal care and integrity that our founder Jack Pye would recognise and be proud to acknowledge with his famous handshake. Those values, and that same regard for legacy, has led us to join with Blenheim and to make our commitment to their Legacy Principles. Together we share a desire for progress alongside a deep-rooted sense of place and enduring connection to our neighbours and local communities. Pye Homes. Made for life. 2 3 “Unlike many new developments, Hanborough Gate has been thoughtfully designed with plenty of green spaces and a feeling of openness which was important to us. It is also in a wonderful location being close to numerous walks through villages, woods and along the riverside.
    [Show full text]
  • Admissions Policy
    ADMISSIONS POLICY Person responsible for policy: Headteacher Revised: September 2018 Review Date: September 2019 Governor Committee: FGB Admissions Policy for The Cherwell School 2019/20: 11-16 Provision (Years 7 to 11) Introduction The Cherwell School is an 11-18 comprehensive school which aims to provide excellent education to all students. The school’s aim is to be a Centre of Opportunity to enable students to achieve success in whatever they undertake. The School is an Academy managed by the River Learning Trust (formerly The Cherwell School Academy Trust). This policy has been approved by The Cherwell School Governing Body and the River Learning Trust Board of Trustees, the body responsible for admission arrangements and decisions. These arrangements come into force for admissions planned for 2019-20. The Cherwell School follows the Admissions process of the Oxfordshire Local Authority co-ordinated scheme and further details of this process, including important dates can be found at: https://www.oxfordshire.gov.uk/cms/content/secondary-school-applications This policy is for entry to Years 7 to 11; the policy for entry to 16-19 Provision (Years 12 to 13) is available separately and applications are made directly to the school. Further details can be found at: http://www.cherwell.oxon.sch.uk/sixthform Admission Number The Published Admission Number (PAN) is 270 students for Years 7 to 11. The school will accordingly admit this number of pupils each year if there are sufficient applications. Oversubscription Criteria When the school is oversubscribed, after the admission of children with an Education, Health and Care plan naming the school (or children who have a Statement of Special Educational Needs naming the school in Part 4 of the Statement), priority for admission will be given to those children who meet the criteria set out below, in priority order: 1.
    [Show full text]
  • Chipping Norton School Advert
    Burford Road Chipping Norton Oxfordshire OX7 5DY Tel 01608 642007 Email [email protected] Website www.chipping-norton.oxon.sch.uk Headteacher Simon Duffy Chipping Norton School Advert Chipping Norton School is looking for the right person to take on the role of: Pastoral Assistant (Year 9) Permanent post Grade 7 £21,074-£23,111 pro rata 37 hrs per week (term time only) Required as soon as possible a Pastoral Support Assistant to support the Deputy Headteacher and our Pastoral Year teams. The successful candidate’s duties will include responsiblility for maintaining pupil records, dealing with student enquiries and providing clerical support for the Deputy Headteacher and Heads of Year. This post calls for strong inter-personal skills combined with discretion and a high level of accuracy. Excellent ICT and word processing skills are essential, and a knowledge of SIMS school database is desirable – however training will be given. If you are interested, please complete a Chipping Norton application form and include a letter (no more than two A4 sides) outlining your reasons for applying and your suitability for the role. Application forms and details are available on the school website or from Morag Robinson (01608 649500/[email protected]). The closing date for receipt of applications is 21 May 2018. Visits, by arrangement, are warmly welcomed. Chipping Norton School and the River Learning Trust is committed to safeguarding and promoting the welfare of all children and preventing extremism; all staff must ensure that the highest priority is given to following the guidance and regulations to safeguard children and young people.
    [Show full text]
  • Top School Changes
    Issue 397 May 2017 50p WOBA Top winners School changes Chipping Norton School looks to the future The Tikkitty Team: Emma. Sue, Daisy, India, Belinda, Amy & Julia In a full feature (page 2) the News shines It was all ‘Tickittyboo’ for a light this month on recent progress at the Middle Row team at the Town’s ‘Top School’, as they officially the glitzy Heythrop join the new ‘multi-academy’ River ceremony for this year’s Learning Trust – and head into a new era West Oxfordshire Business of growth. Awards. And well done to Foundation for success Vivian Woodell (pictured Governors, Head Simon Duffy, and staff left) of the Phone Co-op as welcome the move to build on record A WOBA Business Person of level results and good GCSEs last year. the Year. More on page 3. Ofsted also report good progress on making improvements on learning for all students across the board – but there’s In this issue: still more to do. Mayor’s new traffic ideas: Town Council Warm welcome for new parents launches project to look at town one way system The Newsteam were invited to spend the Phone Co-op’s new office: update on plan to morning there, to meet the Head and move 60 jobs to town centre students, and were impressed with what Neighbourhood Watch: Town Hall awareness they saw. ‘Top School’ gets great support day leads to 16 May Community Forum with police from most existing parents and the Features: Naming our new town streets ~ a day community. If you are new to Chippy why at Highlands ~ snacks at the Old Shed ~ Artweeks not take up the Head’s invitation to ‘come and all the usual arts, sports, clubs, schools and letters.
    [Show full text]
  • The Henley College
    What next? Post 16 choices in Oxfordshire Guidance for young people with special educational needs, disabilities, or those who need some extra support to move on Updated January 2017 2 This guidance will tell you about; • The range of education and training options in Oxfordshire • Where to get information, advice and guidance to make your choices • What happens in the year before you start • What it is like going to college and what colleges offer • Other opportunities for learning and working • An explanation of the levels used in colleges Feedback If you have ideas for making this guidance better please send them to [email protected]. We will use your feedback to make improvements. 3 Contents This guidance will tell you about; ..................................... 2 Contents ........................................................................... 3 The range of choices ......................................................... 4 Working out which route is best for you .......................... 6 Going to college ................................................................ 8 Abingdon & Witney College ............................................. 9 Banbury and Bicester College & City of Oxford College ... 11 The Henley College ........................................................... 14 Other learning providers and support to find employment 17 Appendix 1: Description of levels ..................................... 20 Appendix 2: Timeline ........................................................ 21 4 The range of choices Young people are expected to remain in some sort of learning until they are 18. Most stay in school or college, but there are lots of other options available. School You could stay at school for Year 12 or you may want to apply to another school that has different courses and support for students. Have a look at school websites for information about what’s offered. You can find at this link a List of Oxfordshire Schools and information about Specialist Schools & Resource Bases here.
    [Show full text]