Cranford Review 2021
The “Cranford Review” © is a publication of Cranford Community College. Is an annual high standard produced magazine which provides an archive document highlighting various aspects of the life of the academy, its staff, students and community from each academic year. It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of the academy, its staff, students and wider community. A colorful layout with a wide range of topics comprising events, extracurricular activities, recognition awards, initiatives, trips and excursions among many others. Hard copies are provided to stakeholders including families, staff, partners, visitors, prospective parents/students, prospective employees and others with an interest or stake in the academy and its students. Headteacher & Director: Kevin Prunty / Editor-in-chief: Jessica Joyce / Graphic Design: Enzo Gianvittorio Danese (Enzo GD) / Printed by: Springfieldpapers.com
The “Cranford Review” © is a publication of Cranford Community College. Is an annual high standard produced magazine which provides an archive document highlighting various aspects of the life of the academy, its staff, students and community from each academic year.
It is a wonderful read and a useful historical document which, with its termly sister publications and occasional special editions, also serves to describe the values of the academy and support the aspirations of the academy, its staff, students and wider community. A colorful layout with a wide range of topics comprising events, extracurricular activities, recognition awards, initiatives, trips and excursions among many others. Hard copies are provided to stakeholders including families, staff, partners, visitors, prospective parents/students, prospective employees and others with an interest or stake in the academy and its students.
Headteacher & Director: Kevin Prunty / Editor-in-chief: Jessica Joyce / Graphic Design: Enzo Gianvittorio Danese (Enzo GD) / Printed by: Springfieldpapers.com
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
# SEND
SEND
Remote working
We
are incredibly proud of how well our SEND (Special Educational Needs and Disabilities) and
vulnerable students adapted to the periods of remote learning. One of our main concerns during this
period was that our SEND and vulnerable students would be at risk of falling behind due to problems accessing
remote learning independently. Our main priority as a SEND team was to provide quality pastoral and academic
support to young people to enable them to engage with their remote learning and continue to make progress.
Whilst the majority of students accessed remote learning from home, there were a small number of students
who engaged with their remote learning on school site.
During the periods of remote learning, all students with SEND, students with Education, Health and Care Plans
(EHCPs), those known to SEN and other vulnerable students, were allocated to a teaching assistant to provide
both pastoral and academic support during this period. Teaching Assistants were available to offer pastoral
support, ranging from: a friendly voice on the end of the phone or on TEAMs to promote well-being; wake up
calls to ensure students were up and ready to join their lessons remotely, and ensuring that students had the
right resources and equipment to work effectively at home.
Teaching assistants also supported academic progress in lessons and were quickly able to share innovative
strategies to effectively work with individual or groups of students on TEAMs to maximise progress. There
were some excellent support channels in place on TEAMs where TAs were able to share differentiated materials
and to provide one-to-one or small group support to ensure young people were able to access the curriculum
whilst working remotely.
Maintaining lines of communication between school, students and parents was essential in enabling us to
provide quality support to our young people. Parental questionnaires were sent out and provided us with
necessary information to ensure that we were dynamic in meeting the demands of remote learning and able to
support and meet the needs of our young people.
Staff and students adapted very quickly to remote learning. Students showed admirable resilience in how
quickly they were able to adapt to this new way of working. Together, staff and students found innovative
ways to ensure that Cranford was able to provide the best SEND provision possible during these difficult
circumstances.
64
Change language