We recognise that our staff are our most valuable resource and we aim to ensure that they are as well- trained as possible to best meet pupil needs. All staff have a thorough induction training schedule, including with regards to health and safety and safeguarding our children and young people. Throughout the year, there is a lot of opportunity for formal continuous professional development including outside of the institution. All staff are subject to rigorous appraisal and performance management systems.
With regards to specialist SEN training, all support staff participate in training including behaviour management and developing pupils’ communication skills. All staff are trained in the Team Teach system of behaviour management and de-escalation. All relevant staff have medical training in relation to pupils’ medical care plans, and we have a large team of qualified first aiders. Many of our large team of learning support assistants have undergone specific training to NVQ level. Many of our teachers have specialist qualifications in SEN including to Masters Level, and some specialise in Autism. The school’s leadership team have nationally recognised school leadership qualifications. Key staff have also undertaken advanced training in safeguarding. We have on the staff role a number of qualified and experienced therapist, including a music therapist, two speech and language therapists and an occupational therapist. We have committed to employing our own staff because we are aware of the shortage of provision. We also have a skilled team of learning and behaviour mentors. All of our staff work in collaboration to minimise pupils’ barriers to learning and to create, implement and evaluate holistic individualised learning programmes.
We will also commission support from external partners where necessary including psychotherapy services, and educational psychologists.
Evaluating What we Do
As a school, we evaluate the outcomes for our pupils in a variety of ways. We use hard data in relation to the progress and attainment of our young people,, which is scrutinised at a number of levels including shared with our governing body and senior leadership team. Where pupils may appear to be in danger of not meeting their targets, pupil progress meetings identify factors and plan measurable interventions to overcome barriers. We also look at progress in relation to pupils’ IEP targets and these are shared with parents and a range of others including through the annual review process. We also keep checks on formal accredited awards and programmes. We are currently implementing a system whereby we can evaluate the impact of therapeutic interventions on identified outcomes. All of the school’s provision is subject to regular and rigorous self- evaluation including using our on – line self evaluation programme.