Details of The Marches School’s Special Educational Needs and Disabilities (SEND) services are available for downloading below.
The Local Authority Local Offer can be found here – there is a wealth of information regarding groups/activities/organisations and services that can support professionals and parents in Shropshire.
The Special Educational Needs and Disabilities (SEND) support within The Marches School is based in the Mainwaring Hub.
The Mainwaring Hub is a facility within school which aims to promote inclusion and remove the barriers to learning experienced by many students. Young people can utilise this facility at social times – before school, at break and during lunch time – in order to ease any ‘large school’ anxieties.
The idea behind the Hub is to create an environment which is more relaxing and calm than a regular classroom, helping students to feel at ease and promoting learning confidence in mainstream lessons through support and encouragement. The Hub is also the base for many interventions including literacy, numeracy, social skills, bush craft, mentoring and emotional support – and it is also there for those who just want a general chat with a cup of tea! The Special Educational Needs Co-ordinator (SENCO) is based in the Mainwaring Hub alongside a team of teaching assistants who are on hand to support and help children within the school with their educational and social development.
The Marches School SEND co-ordinator is Miss Tompsett. She can be emailed at Claire.Tompsett@mar.mmat.co.uk or 01691 664435.
The Marches Academy Trust were recently featured in the June issue of the North Midlands Autism in Schools Newsletter, receiving a spotlight as the only Trust involved from across Shropshire with the project.
We along with some of our fellow Trust schools – Grange Primary School, Shrewsbury Academy and Oakmeadow CE Primary School have been able to be involved in training and provided with practical suggestions and summaries of research and strategies – helping us to review our own provision and further enhance inclusive practice.
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