The Academy Council is the name we give to our governors for the school. They meet half termly and visit the school regularly.
Child and Adolescent Mental Health Service - CAMHS
Supporting the emotional and personal development of students
Cognition and Learning
Characterised by difficulties in thinking, attention and concentration skills – dyslexia, learning difficulties etc.
Communication and Interaction
Characterised by difficulties in being able to understand and/or express yourself. Can also be difficulties in interacting with other people – Autism, speech and language difficulties etc.
Adapted and changed for children based on differing levels of need and ability
Disclosure and Barring Service Check (DBS)
The government check all people working with children must complete
A professional who supports, monitors and thinks with the school, assesses and identifies children’s needs.
Education Health and Care Plan (EHCP)
The document that replaced Statements
Eight National Teaching Standards
The standards which teachers are expected to meet – see here for more info
The individual criteria a service states must be met before they can work with an individual/family.
English as an additional language (EAL)
Someone whose first language at home is not English.
Early Years and Foundation Stage – EYFS
Nursery and Reception classes
Academy Council (previously known as Governing Body)
Each school has a governing body, which is known at our school as the Academy Council, which comprises members of the local community, parents, teachers and staff. They are required by law to meet at least once a term but can meet more frequently in order to discuss specific matters.
Health visitor/school nurse
Health Professional who monitors, supports and gives advice to families and schools on all aspects of children’s well-being and health needs.
Key stage 1 – KS1
Years 1 and 2
Key Stage 2 – KS2
Years 3 to Year 6
The person assigned to be the day to day contact point for a child with an education health care plan. They are tasked with the day to day delivery of support for the child and to ensure needs are being met.
Local authorities are required to set out in their Local Offer information about provision they expect to be available across education, health and social care for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans. Local authorities must consult locally on what provision the Local Offer should contain.
Professionals from the Health Service who identify, assess, support, monitor, offer advice to children, schools, families for children with functional, motor or sensory needs.
A list of provision and support beyond the classroom to remove barriers and accelerate progress and well-being.
Special Educational Needs and Disabilities Co-ordinator
Special Educational Needs and Disabilities List of children, so the school continually hold them in mind.
The document that reflects the statutory requirements of special educational needs and how the actual practice of the school meets them.
Sensory and/or Physical Needs
Characterised by impairment in some aspect of physical functioning or difficulty in sensory processing compared to ‘normal’ sensory profile – hearing impaired, vision impaired, sensory impairment, cerebral palsy etc.
Social, Emotional, and Mental Health Difficulties
Characterised by problems with regulation of emotion, social skills – ADHD etc.
Services that support the child and the family accessing the correct services and safeguard children.
Speech and language therapists
Professionals from the Health Service who identify, assess, support, monitor, offer advice to children, schools, families for children with communication, social, language needs.
Additional adults who support the learning process, social behaviour and needs of children.
A timetable showing the days events/lessons in pictorial or photograph form for children who struggles with sequencing their day and/or have difficulties with communication and/or reading