The well being of all our students is paramount to us.
We place great emphasis on developing and maintaining positive relationships between students, staff and parents/carers. This shared commitment will facilitate maximum academic progress, excellent behaviour, respect for learning and involvement in a wide range of challenging, stimulating and worthwhile activities.
All students are placed in mixed ability tutor groups under the watchful eye and guidance of their form tutor.
The form tutor is the key member of staff for the students in their care and will usually be the first point of contact for parents/carers and other members of staff. At Cheadle Hulme High School it is usual for form tutors to be assigned to their tutor groups for five years. In doing so they become fully aware of the students’ individual needs, personalities, strengths and possible areas for support. Parents/carers will also know that they are speaking to an informed member of staff who has already built up a bond of trust with their child.
Form tutors are ably supported and led by a Head of Year. All our Heads of Year are non-teaching members of staff who are in the fortunate position of devoting 100% of their time to the care and welfare of our students.
Year councils and a full school council play important roles in planning for the future. These councils have been fully consulted on a number of issues, such as rewards, uniform and sanctions. Members of these councils are often used to show visitors and applicants around school and are involved in the selection procedure when new staff are appointed.
Trust Director of SEND: Emma Warrington
The Learning Support Department at Cheadle Hulme High School supports students with additional needs so that they are able to benefit fully from their education by achieving their full potential. We are committed to the inclusion of all students regardless of their special educational needs or disabilities. At all times, we endeavour to meet the needs of individual students by providing an effective support service to identified students across the age and ability range. We welcome communication and engagement with parents and carers who have any concerns regarding any aspect of SEND (Special Educational Needs and/or Disability) provision in the school.
We work closely with students, parents/carers and outside agencies to:
- Create an environment in which students with SEND can fulfil their potential
- Enable students with SEND to function as independently as possible within the school environment and the outside world
- Create a partnership in which the school, home and other agencies work together for the benefit of students with SEND.
The department continues to develop and refine systems of support and guidance for students identified as having SEND.
Student Support Centre (SSC)
Students with social, emotional and behavioural difficulties (SEBD) may benefit from a programme of withdrawal in the SSC where they are taught in small groups. The centre is managed by Mrs S Fern (Assistant SENCO) and staffed by Curriculum Support Assistants. Students may also benefit from additional support from the Speech and Language Therapy Service, Stockport Behaviour Support Service, the Educational Psychologist, School Nurse, Beacon Counsellor and Mosaic.
The Student Support Centre offers additional support to those students with additional learning and physical needs. The refurbished Blue Room provides a pleasant environment for students working on life skills as well as for small group teaching and 1-1 support. There is also an accessible hygiene and toilet facility.
The department is complemented by an enthusiastic and dedicated team of Higher Level Teaching Assistants who have responsibilities for developing speech and language, reading, motor skills programmes and alternative curriculum programmes. The department also has a well-established team of Curriculum Support Assistants, Personal Care Assistants and a teacher from Stockport’s Learning Support Service.
As far as possible, students with SEND are supported in mainstream, although arrangements are made for individual or small group work where this is appropriate. Some students are also supported 1-1.
The school is also a designated school for students with physical disabilities and this includes Hearing Impaired Provision and a VI Base for students with sensory impairments (Sensory Support Service).
All groups of students, including those with an identified special educational need and those from a disadvantaged background make the same outstanding progress as their peers…. There are no gaps in the progress of different group of learners…. Students who have a special educational need are supported extremely well by teachers and support staff and this ensures they make equal progress to that of their peers in school.