Aspire focuses on developing life long learners and re-engaging students in learning. We ensure that all students have a personalised curriculum to meet their individual needs and give them the skills to improve their life chances.
At Aspire all students do Maths and English, the rest of their curriculum package is tailored to meet their individual needs and may involve a number of academic, vocational and enrichment options.
CSEC and Blueprint are both centres of excellence for young people which will provide a vocational and enterprise curriculum tailored to meet the needs of individuals.
Aspire aims to support schools in maximising personal student success.
The Outreach Support is a service that works with students at risk of permanent exclusion in school. We also offer a group sessions designed to be taught in school.
We use a variety of tailor made behavioural packages to support the needs of our students in order for them to achieve in education. Students attending the prevention packages work with our staff with the aim to transfer the skills they learn into their school setting.
What are Special Educational Needs and Disabilities?
If students need some additional, ongoing support above what they receive in the classroom it may be that they have some form of SEND. There are 4 areas of SEND:
Cognition and Learning-For instance, perhaps a student has Dyslexia or struggles to process information at the same speed as their peers.
Sensory and Physical– E.g. a student may have a visual impairment or Cerebal Palsy.
Communication and Interaction: An example of this may be a speech and language delay or problems with social interaction.
Social, Emotional and Mental Health: A student may have this as their primary SEND, such as clinical depression or it may be a secondary SEND as a result of other learning differences such as ADHD or ASD.
SEND at Aspire
Students enter Aspire with a range of needs, which can usually be met through Quality First Teaching in the classroom. Our class sizes are small and our teachers and support staff are highly adept at building relationships and identifying where extra support is needed, whether this be academic or with social, emotional and mental health. This provision could be in the form of a short term intervention such as Dyslexia support or Nurture. All students who receive additional support of this nature will have a learning plan, which will be shared with the student and their family.
Some students may require more intensive long-term support. In this case the teachers, SENCO and family would work in tandem to ensure that the student has access to the appropriate assessments in order to begin the process of applying for an Education Health Care Plan. An EHCP is a legal document, drawn up to make sure that all a students’ needs are being addressed and that they are making expected progress.
Exams Access Arrangements:
If your child has an additional need they may qualify for exams access arrangements. The SENCO will work with the teachers to put these in place should they be required. Some examples of EAA are: movement breaks for students who struggle with concentration, a reader, a scribe who will write their answers for them, assistive technology such as a word processor.
Who can I contact if I think my child has SEND?
If you think your child may have SEND, don’t hesitate to contact the school to discuss these concerns. You are welcome to make contact directly with the SENCO:
Who can I contact if my child has SEND and I have concerns about them?
If you are worried about your child’s progress or have questions related to their learning plans or EHCPs then contact the SENCO as soon as possible, no matter how small you think the issue is. The quicker we act the sooner we can address any concerns you may have.
If my child has SEND can they still return to a mainstream school?
Yes. Having SEND does not mean that your child necessarily needs to attend Alternative Provision or a Special School long term. At Aspire we can work with families and mainstream schools to re-integrate students back. Or we can discuss whether their needs would be met more effectively elsewhere. All decisions will be made with the parent’s preference and the students’ wishes as a main concern.
The Outreach Team work across the county supporting students in schools. They are one of the first steps in the process of preventative provision offered by Aspire and they work to help students retain their mainstream school placements.
Outreach is an Early Intervention Service and is best accessed when a student’s behaviour has reached a level where a Pastoral Support Plan (PSP) – or equivalent – is being considered.
Schools can refer pupils who are displaying challenging behaviour, affecting their ability to engage in education. This may be evidenced by an increase in internal exclusions, poor attendance, lack of engagement and poor attitude to learning.
A referral form must be completed before Outreach begins.
These can be completed by:
The referral form must be signed by the school and parent/carer.
Referral to Outreach should only be considered following a range of school interventions that have not effected the desired change, such as;
The team offer students the following:
The Outreach Team work closely with staff in schools, monitoring the student’s progress, formalising provision and liaising between the school and other Aspire provision. It is through this process that further support can be accessed, if required, for the student.
The team offer the following to schools:
Gaynor Salter at email@example.com or 01494 445815
The Aspire Science Department is now an Associate Member Department of the PTI Schools Programme having been a Member Department for four years and therefore allowing Aspire to use the PTI Fleur de lis Mark since 2010.
The Schools Programme encourages inspirational teaching by providing structure and a network of support to subject departments. At Aspire the Science Department has been conducting a research project over the past five years, to assist students to increase their motivation in this subject and allow teaching staff to monitor that motivation.
The Schools Programme also allows teaching staff superb CPD giving staff the opportunity to reinvigorate their passion for their subject area.
Recently Aspire English Department has also become a Member Department of the PTI Schools Programme too.
Pupil Premium funding was introduced by the Government in April 2011 to help disadvantaged children and young people do well at school and therefore, additional funding is given to schools so that they can support their Pupil Premium eligible students and close the gap between them and their peers. The funding is allocated to schools for students from Reception to Year 11, who have been registered for free school meals at any point in the last six years ( known as ‘Ever 6 FSM’) and those who are in care. Schools also receive a smaller amount of funding (SPP) for students who have parents in the Armed Forces or who are in receipt of pensions under the Armed Forces Compensation Scheme (AFCS) and the War Pensions Scheme (WPS).
Each Pupil Premium student generates £935 in annual funding, whilst Looked After Children generate £1900. Children with parents in the armed forces generate £300. Due to the numbers of students eligible, ASPIRE received £39,789.00 this current year (2017-18) to date.
Schools decide how the Pupil Premium Grant is spent since they are best placed to assess what additional provision should be made in supporting individual pupils.
At ASPIRE we have a strong belief that excellent teaching and learning is paramount to the progress of all students and particularly those from disadvantaged backgrounds. There is a consistent and relentless focus by all staff at ASPIRE to ‘narrow the gap’. This means that there is a Constant focus on high quality teaching and learning, as well as targeted intervention and specific support strategies for all disadvantaged students. We aim to ensure that the provision for Pupil Premium students is seen throughout everything we do in terms of teaching and learning and not just an additional ‘add on’.
53% of our students are eligible for Pupil Premium funding and this includes those who are both full time and dual registered and this figure is significantly higher than the national average. ASPIRE recognises that each individual student has different needs, concerns and aspirations and we strive to ensure the best outcomes for everyone regardless of their background and disadvantages. In some cases the support may be in the form of supporting a student’s progress in reading, individual mentoring sessions, visits or literacy initiatives. Many of the students that we support at ASPIRE are disadvantaged in many ways yet they do not fall under the category of Pupil Premium. We recognise this and endeavour to provide every single student who comes through our doors with a warm, supportive and enriching experience whereby we will go above and beyond to enable them to achieve their potential.
At this school, the health, safety and well-being of every child are our paramount concern. We listen to our students and take seriously what they tell us. Our aim is that children will enjoy their time as students in this school. We want to work in partnership with you to help your child to achieve their full potential and make a positive contribution. Our Child Protection officer is James Sisk, Assistant Headteacher.
On rare occasions our concern about a child may mean that we have to consult other agencies even before we contact you. The procedures, which we follow, have been laid down by the Buckinghamshire Area Safeguarding Team and Aspire has adopted a Safeguarding Policy in line with this for the safety of all.
If you want to know more about our procedures or the policy, please speak to a member of SLT.
Our school is working in collaboration with the Driver Youth Trust – a national charity dedicated to improving the life chances of children and young people, with a focus on those with literacy difficulties and who may have SEND. In collaboration between DYT, we have adopted the Drive for Literacy model that addresses the needs of those who struggle with literacy and may be dyslexic. Our school leadership, whole school and key staff (SEND/Literacy Leads) have access to Drive for Literacy workshops, resources and parent support and advice to ensure pupils with literacy difficulties are able to access the curriculum and experience success as learners. More information on this model, which includes useful information and free resources for parents and schools can be found at www.driveryouthtrust.com and on Twitter @DriverTrust.