Inclusion
Behaviour at Ashley
Our behaviour approach at Ashley School is based on a model that puts relationships at the centre. Rather than a punitive approach, we focus on logical consequences to repair harm and look to the future. It is underpinned by our school vision and values of care, courage and curiosity.
Relationships & Behaviour Policy
We use the Zones of Regulation as a tool to teach children how to recognise their emotions and apply strategies to control their behaviour and emotions.
Watch this short video about what it is and how we utilise it across the school:
//www.youtube.com/embed/55BC8gUqlCM#t=0.5
SEND Information
Making the curriculum accessible for those with disabilities or special educational needs
We welcome children with special educational needs or disabilities and value all children's unique contribution to school. We aim to identify children's special educational needs and disabilities as early as possible in collaboration with the children and their parents and carers.
High quality teaching is our first step in responding to pupils who have SEND.
We also make the following adaptations to ensure all pupils’ needs are met:
- Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style and content of the lesson.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, task boards and larger font.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud and using visual resources.
Information and services for young people from 0-25 years old and their families with Special Educational Needs or a Disability can be found here: Surrey Local Offer
Our SENCo is Mrs L Athersuch – senco@ashley.surrey.sch.uk
Accessibility plan
Admission arrangements
If your child has SEND, their Education, Health and Care Plan (EHCP) will name a school for them. The school must give your child a place. At Ashley we welcome children with special educational needs or disabilities and value all children's unique contribution to school. For children without an EHCP, we support your child and adapt our teaching to meet their needs. Applications for admission should be made in the normal way (please see Admissions).
Facilities for disabled children and staff
All teaching areas of the school are accessible (we have ramped access, and a lift to our first-floor classrooms). Those with visual or hearing impairment have their needs met.
Transition and Outreach Support Information
For information about transition arrangements and outreach support, please contact the school.
Intervention and Support Information
For information about intervention and support, please contact the school.
Family Support Leaflets
ADHD - Supporting Families Leaflet