Special Educational Needs and Disabilities
Meet the Pastoral Team!
Special Educational Needs Co-ordinator (SENCo)
Miss Clare Hanchet
Clare is responsible for the day-to-day implementation of the school's SEN strategy, policy, and school offer. She supports teachers, the leadership team, children and their families, and liaises with external agencies when required. Clare provides advice, guidance, and training to staff on supporting pupils with SEND and will support teachers to develop individualised support plans for pupils with additional needs.
Mental Health and Pastoral Lead
Mrs Jackie Aspden
As mental health lead, Jackie oversees the pastoral team and is also one of our assistant heads with a teaching responsibility in Year One. Jackie works closely with the team to ensure the strategic implementation of the mental health policy. Jackie also liaises with the CAMHS MHST who provide support for children with a range of challenges.
Home School Link Worker
Miss Beth Coldrick
As part of her home school link role, Beth supports children, parents, and their families, building and maintaining positive relationships between home and school. Beth can support with a range of issues, including attendance, punctuality, bereavements, separation, illness, disabilities or financial struggles.
Emotional Literacy Support - The Hive
Mrs Teresa Sanderson
The Hive is a nurture room that offers a safe, secure and predictable space to support the mental health and developmental needs of children. This intervention is run by Mental Health and Well-being coach, Mrs Teresa Sanderson. For more information about The Hive please click on the separate tab on the right-hand side of this page, or contact the pastoral team directly.
Mrs Raphaelle Rama
Raphaelle has extensive experience supporting children with a wide range of needs. In addition to working closely with other members of the pastoral team, she also supports year group leaders, teachers and teaching assistants in the delivery of alternative provision. Raphaelle works directly with children, both 1:1 and in small groups, to support them in meeting identified outcomes and to ensure they make great progress with their learning.