Here at the Emily Davison School, ensuring that all students make both academic and social progress, in line with their baseline assessments, is of utmost importance.

We aim to support all our students to focus on attainment, not containment, both within their academic progress and to develop their Social, Emotional and Mental Health. Preparation for Adulthood is at the heart of what we do each day.

Using the Educational Health Care Plan (EHCP) and working in partnership with students, parents, carers and external agencies, the staff at Emily Davison School draw up a Therapeutic Profile for every student. This profile is used by all teaching and support staff, to ensure the right support and interventions are put in place to ensure that the social development, and Preparation for Adulthood progress, is mapped and supported.

The Pastoral staff use a combination of THRIVE, supported by our THRIVE Manager, along with Prisum, to plot progress and set next steps for each student.

Students follow a curriculum that meets both their academic and social needs.
Students will follow Core subjects; English, Mathematics and Science, with expectations that they will achieve between Early Entry, Functional Skills Level 1 & 2 and GCSE qualifications.
In Years 7-8, students will also follow Creative subjects: Art, Food Technology, Forest School, Humanities, IT, Music, PSHE, PE, and Preparation for Adulthood.
In Years 9-11 students will also follow two Options, ranging in GCSE, BTECs and City & guilds qualifications, along with PSHE, PE and Preparation for Adulthood.

Who are we?
Inclusion Manager (SENCO / Inclusion) Cath Taylor
Safeguarding Manager Elizabeth Broderick
Family Liaison Manager & EHCP Caseworker Lisa Culling
Family Liaison Manager & Transition Julie Ions
Learning Community Manager Key Stage 3 Emma Tray
Learning Community Manager Key Stage 4 Tina Reay
Alternative Provision Manager Sam Chiu
Wellbeing & Charity Manager Lesley Cole
THRIVE Manager Deborah Notley

Learning Support Assistants:
Laura Griffin, Jordan Robinson, Jack Hopper, Lia Green, Dale Hindhaugh, Amy Sale, Rebecca Foster, Lauren Hendry, Claire Douglas, Janet jones, Scott Barron, Karen Rootham, Ellie Sissons and Joseph Gardiner

What is our role?
Learning support in lessons – All classes have a high staff to student ratio to ensure students have increased access to support to help them achieve academic success
SEMH Support – Providing general support during their school days, our support staff build strong relationships with our students
SEMH Intervention – Our support staff work with small groups or on a 1:1 basis with our students providing SEMH interventions to support students in developing social and emotional resilience
Home School Liaison – All of our staff work closely with parents and carers, providing weekly updates and termly meetings
Family Support – Signposting and supporting families accessing external services
Attendance Support – Supporting students and families with attendance worries