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Cheney School

Cheney School

Other Support

Academic Mentors

Academic Mentors provide individualised and targeted interventions for students who are having difficulties with learning, engagement and who may have emotional and social issues. They work closely with students, parents and other staff to provide the necessary level of care and attention to assist underachieving pupils in reaching their learning potential. The interventions are tailored to each specific student’s needs, working together to overcome their barriers to learning and encourage and motivate them in school. Academic Mentors’ involvement includes supporting students in lessons and at key times of the day, one to one mentoring sessions, and liaison with staff, parents.and outside agencies.

TEACHING ASSISTANTS

We have a group of dedicated Teaching Assistants who work in partnership with the class teacher to develop SEND students' learning.  Their role is to prompt, encourage and empower students to work to the best of their ability.  Teaching Assistants work alongside many of the most vulnerable and challenging students in the school, so their role is of key importance in the work of the Learning Support Department.

As part of their role Teaching Assistants run the Year 7 Enrichment groups held on a Wednesday afternoon.  They will also support SEND students during Tutor time with any homework that needs to be completed.

STUDENTS WITH PHYSICAL DISABILITIES

The department provides personalised support for students with physical disabilities. We aim to provide an inclusive environment that will empower and engage the student to achieve their full potential. We are proactive in supporting our students with a joined up thinking approach. We aim to provide the best support we can whilst working alongside and cooperating with families and external agencies.

YOUNG CARERS GROUP

The Young Carers group supports young people with additional responsibilities at home because of the need to care for someone who has a disability, illness, mental health or substance misuse issue. These responsibilities have a huge impact on the student, both practically and emotionally.

The group aims to create bespoke support for each student with mentoring and also to help with academic progress. We also have strong links with the Parasol Project, the Pegasus Theatre, Green Square  Autism Family Support , Spurgeons, The East Oxford Hub the Falcon Club and Oxford University through the Compass Programme and Oxford Preservation trust. This year's focus will be looking at Young Carers health and offering more opportunities to get involved sporting and physical activities.  Cheney School has been granted a sliver award for our work with Young Carers.

HOMEWORK CLUB

Homework is integral to successful learning and all students are required to fulfill all their homework obligations in order to consolidate and extend learning. All students receive a homework planner to record homework tasks. This also acts as a regular source of dialogue between school and parents.  Every day (except Wednesdays) between 3.00pm – 4.00pm students are invited to attend study support sessions. Members of staff run these free sessions to offer support and to help with homework in a quiet environment and with access to computers and other resources.  Everyone is welcome.

LUNCH CLUB

The department offers support for students over break and lunch times.  In the lunch club, we aim to provide a supportive, empowering and nurturing environment for the students to make friends and grow in confidence.

Exam Access Arrangements

Cheney School bears in mind that it has a duty towards students with learning difficulties and disabilities to make reasonable adjustments to examination arrangements.

Access Arrangements are organised in advance of an examination and are based on evidence of need and a child’s normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQCIC awarding body approval.

Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment.  For example, extra time, readers, scribes and Braille question papers.   Most arrangements are made on the basis of tests carried out by a specialist which measure speed, accuracy and/or comprehension. If the standardised score obtained is in the below average arrange, and therefore less than 85, a student may be entitled to extra time, a reader and/or the use of a word processor.  Other specific arrangements are made for students with short or long term difficulties as necessary and dependent on their needs.  For more information on exams, click here.