Our dedicated areas of pupil support
We provide support for our children in a variety of ways ranging from support within the classroom and lessons, support within a group and individual support. Our teachers provide highly differentiated tasks and teaching styles to ensure all children can access the lessons.
We readily cater for children’s different learning styles and maximise any learning opportunities available.
We believe learning should be relevant, interactive, fun and enjoyable. Our provision is as extensive and varied to ensure we provide the best support for all the different areas of Special Educational Need.
Children with statements of Special Educational Needs or EHC Plans.
Children on SEN Support encompassing the four main areas of SEN need:
- Communication and Interaction
- Learning and Cognition
- Social, Mental and Emotional Health
- Sensory and Physical
At Two Mile Ash, we are passionate about all children receiving the best possible education and developing their full potential, in line with their individual needs and abilities. We endeavour to always provide a positive and nurturing environment whereby our children feel able to build upon their strengths and have the confidence to overcome their areas of development.
We endeavour to welcome all children to the school, regardless of their special needs. At TMA we aim to raise the aspirations and expectations of all pupils with SEND. We remain unashamedly focused on the outcomes for all children with a view that they are unique and part of our role is to foster independence. We do this by setting appropriate learning outcomes and using a wide range of strategies, which are personalised to the individual rather than being focused on hours and numbers.
English as an Additional Language (EAL) at TMA
Children with EAL are defined as having a language other than English spoken at home.
All children considered to have EAL are assessed upon entry to the new academic year using the NASSEA EAL Assessment Tool. If an individual child’s base understanding of the English Language falls below the ‘average’ parameter for that year group, specific intervention shall be planned and enacted. The Head of Pupil Support, together with the class teacher and the Head of Year will identify children requiring this support.
Any provision for children with EAL is provided initially by their teacher in class. Individual lesson planning is differentiated to allow each individual child to access the curriculum and strategies such as visual cues, or support through technology will be used accordingly. Any further interventions that are required are carried out by our Speech and Language Therapist who, working in collaboration with the Head of Pupil Support and class teacher, will put in place a bespoke intervention program. Monitoring of progress towards targets takes place throughout the year and interventions are altered accordingly to cater for the individual changing language needs.
Newly arrived EAL children at TMA
Newly arrived EAL children will receive support from a buddy in class and from their class teacher to allow them to become familiar with class and school routines in the initial phase. Once information has been passed to the school regarding the nature of the language spoken, the class teacher can prepare any first language resources and pictures of that child’s home to display around the classroom in order to allow the child to assimilate themselves to a new environment. Where necessary, the Head of Pupil Support will request dispersed needs support from outside agencies.
Individual children counselling
Counselling and Therapeutic play delivered by a trained Level 3 Counsellor. Listening, questioning, reflecting and observing with a non-judgemental approach.
Developing children’s play
Relax kids contains three different types of classes (6 week Magical Adventure Classes for aged 5-9, 6-8 week Chill Skills Classes for aged 9-12 and SATS Preparation Classes and Stress Busting Techniques). Relax Kids allows children to practise and learn relaxation techniques with a unique combination of mindful games, storytelling with exercises, stretching, breathing, massage as well as positive affirmations, visualisations, mindfulness and relaxations. The programme helps children manage stress and anxiety, whilst also improving their concentration, focus and listening skills. It can also improve creativity, imagination and build confidence and self-esteem.
Emotional First Aid *
The initial response to support children following distressing events such as bereavement, divorce, etc. It is the first step towards preventing mental health issues later in a child’s life. Initially dealing with “emotional stuckness (presenting as a Disorder), concentrating on emotions and enabling emotional expression, leading to helping children understand and express their emotions to move forward in a positive manner and avoid higher level intervention (CAMHS).
The Friendship Formula – Ages 8+
A Social Skills programme to assist in developing an awareness of self and others. There are four units in the programme with 10 sessions dedicated to each unit.
Units covered within this programme are:
There may be some collaboration with home at times.
Understanding and Exploring Emotions – Ages 7 to 11
A programme where children explore emotions through a continuing story, enabling them to understand and tap in to emotions aiding their emotional wellbeing. The aim is to help encourage an emotionally healthy child and build on the basis that an emotionally healthy child will be more able to learn, be more sociable, have more satisfying relationships with peers and do better in school. There are activities that tie in with the programme throughout.
The Giant’s Desk – Promoting Friendship, Emotional and Social Skills – Ages 5 to 11
The aim of this programme is to help children develop their friendship, social and emotional skills. Recognised by the SEAL agenda, these skills include:-
- Trust in each other
- To work collaboratively
- To manage own emotions and behaviour
There are many activities throughout this programme that promote the above.
KIMOCHIS – Years 3 & 4
The Kimochis is a Social-Emotional Learning (SEL) program designed to give children the knowledge, skills and attitudes they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively. These skills have been identified by leading researchers in the field of social and emotional learning as necessary for school success, academic achievement, positive social relationships and the development of emotional competence. The Kimochis curriculum incorporates innovative and fun activities developed to teach children how to manage challenging social situations with skill, character and confidence.
Healthy Mindsets for Super Kids: A Resilience Programme for Children Aged 7-14
Self-esteem, communication skills, positive thinking, healthy friendships, and dealing with anger, stress, anxiety and grief are all crucial parts of being resilient and having strong life skills. A programme to boost resilience in children aged 7-14. Each session focuses on a key theme, and a superhero character helps to teach each skill, from overcoming anxiety to dealing with grief. A creative hands-on activity closes each session, and session summaries and tips for parents encourage children to continue learning and building their skills between sessions. An engaging comic strip story about the superheroes runs throughout the programme with worksheets and hands on activities to get the children involved.
Group or individual work that supports children in recognising their anger, identifying triggers, understanding its effects and finding strategies that work for them in order to manage it and find a different release.
Group work that develops peer massage and stories to build respect and thoughtfulness towards others.
Children with active CP cases who require further support in school.
Children who qualify for pupil premium support and need intervention to boost academic performance in line with their peers.
Children who qualify for pupil premium funding who require further support to access life experience and opportunities in a similar way their peers do.
Promoting and ensuring that every child reaches their full potential is paramount at Two Mile Ash School. This encompasses social, moral, spiritual and culture growth and we believe maintaining an environment in which every member of the school is able to achieve success and fulfillment. High expectations and consistency of progress and achievement for all pupils is embedded throughout our school, irrespective of gender, race, culture or socio-economic background, and this is enhanced further by ensuring Pupil Premium is used to maximum effect.
Pupil Premium was introduced in April 2011 and is allocated to pupils who are one of the following: Pupils Looked After, pupils who are currently eligible for Free School Meals, pupils who are within a service family, those pupils who have received Free School Meals in the last six years (Ever 6 children). Since April 2014, Pupil Premium Plus has come into effect whereby children adopted from care, or those children who have left care under Special Guardianship order since December 2005, also now receive funds. From April 2014, the allocated money for Pupil Premium Pupils is as follows: Children Looked After and those on Pupil Premium Plus receive £1900 a year, Military children £300 a year and all other Pupil Premium children receive £1300 a year. Pupils with Special Educational Needs, who are also pupil premium pupils, will therefore receive these funds, which will be used to maximise and benefit each pupil on an individual basis bespoke to meeting their needs.
TMA is committed to the development of the whole child and we wrap ourselves around families providing social care, out of hours support and a deep rooted trust that together every child will achieve their full potential with complete awareness of a vulnerability amongst some of our children. Our PP strategy is bespoke, it’s targeted and it’s obvious. These children must leave us on an equal footing to everyone else, they must be secondary ready and hold their heads up high ready for the challenges to face them in the next chapter of their lives. We tackle any barriers head on from entry so that we engage early with issues, build trust quickly and start immediately to break down these barriers once and for all. High expectations and consistency of progress and achievement for all pupils is embedded throughout our school and this is enhanced further ensuring Pupil Premium is used to maximum effect.
No one child is the same and thus this is reflected in the wide variety of ways PP is utilized. The provision provided encompasses both direct approaches to ‘narrowing the gap’ and other more creative interventions, which subsequently influence academic achievement and very importantly enhance their social and emotional well-being. We believe that PP should be used to impact the wider school but it is also pertinent that the PP is specifically tailored to meet the needs of individual PP pupils in addition to and in different ways from our other intervention programs.
Our key ethos and aims include:
- TMA adopts a whole school approach with all being empowered and accountable for our pupil premium pupils. It is also a key focus for SLT with a shared purpose but has one strategic lead who is on the senior leadership team.
- There should be no gap in progress or attainment between pupil premium pupils and non-pupil premium pupils.
- Pupil premium funds will be ring fenced to directly benefit and target pupil premium pupils, they will be specifically tailored to meet their individual needs and the provision will include ways which are in addition to and different from other intervention programs as required.
All expenditure is evaluated using key performance indicators, including attendance, attainment, progress and punctuality.
- Pupil premium is a key focus of teaching and learning and plays a crucial part in planning, monitoring and assessment.
- Direct involvement by all stakeholders including our Pupil Premium governor.
- Governors, especially our Pupil Premium governor, to be fully involved in the monitoring and evaluation of the Pupil Premium interventions, analysis and costings.
Our Pupil Premium lead is Martin Gallop. Sarah Bennett, the Head teacher, is a National Leader in Pupil Premium and our Pupil Premium Governor is Kelly Cursley.
If you would like any additional information about Pupil Premium at Two Mile Ash School, please don’t hesitate to contact the school on 01908 562262.
Pupil Premium Reports
Free School Meals
Children who are more able in specific subjects.
At Two Mile Ash School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or religion or socio-economic background.
We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.
The achievement of pupils will be monitored by race, gender and ability and we will use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At Two Mile Ash School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
As you know at Two Mile Ash School we are committed to the well-being of your child/children. Therefore, I would like to introduce myself and provide you with some useful information regarding your child’s health.
My name is Mrs Cathie Stone and I have been Matron at Two Mile Ash School for a few years now. I work alongside Mrs Sue Lee-Delisle, and between us, we staff the Medical Room between 08.30 and 16.30 Monday to Friday. If you have any medical or other relevant concerns regarding your child/children, please do not hesitate to contact me.
If your child/children require medication throughout the day such as antibiotics, inhalers, eye drops etc. please send them into school for matron’s attention. The medication must be clearly labelled with your child’s name and class, stating the dose, frequency and the time required for each school day by completing an authorisation form. You can collect one of these from reception or Matron or you can send in an accompanied letter granting matron permission to administer the medication.
Please be aware that matron is unable to administer any medication to a child without written permission.
If your child has an ongoing medical condition with daily medical needs, you will be required to complete a Healthcare Plan which you will be able to collect from Matron. The Healthcare Plan can be tailored to your child’s particular needs and agreed by the school and the parent/carer. If you require further assistance in completing the health care plan, please feel free to contact matron at any time to discuss this.
Sickness and Diarrhoea
If your child has had sickness/diarrhoea, please do not return your child to school until at least 48 hours has elapsed from your child being ill.
If your child has been prescribed an asthma inhaler, please could you make sure your child has their inhaler in school at all times. This must be clearly labelled with their name and class and kept in their tray or bag during class. A spare inhaler may be kept in the Medical Room.
Please remember to check your child’s hair regularly for head lice. This is a good habit to get into as these unwelcome visitors are passed on quickly and it could be your child/children next!
If you require any information regarding these pesky creatures, please do not hesitate to contact me.
May we take this opportunity to remind you that it is school policy to ask for children to be taken home for treatment when live insects are seen in their hair.
It is extremely important to keep the school informed of any changes to your address and/or contact details, this avoids unnecessary distress for your child when we are unable to contact you in times of illness, injury or emergency. There is a form available from reception that must be completed for any change in telephone numbers etc.
Again, if there is anything that is of concern to you, please do not hesitate to contact me. Thank you for your co-operation in these matters, and let’s hope your child has a happy, healthy time at TMA!