Principal - MA Special education needs and Diploma in education
Deputy Principal - BEd Hons Primary and severe learning difficulties
Business & Finance Manager - BA Economics and accountancy
Dr Irina Roncaglia - Chartered Practitioner Psychologist (BSc Hon. PhD Psychology and Sociology; AFBPsS; HCPC Registered)
Karen Reeves - Speech and Language Therapist (BSc Clinical communication studies; Certified speech therapist)
Tess Steventon - Occupational Therapist (Bachelor of Occupational Therapy)
Dorothea Smit - Designated Lead Teacher (Higher Diploma in education)
Ani Angelova - Qualified teacher
Wioletta Kossowska - Qualified teacher
Beata Chryszczanowic - Qualified teacher
Hema Shridhar - (Intermediate certificate in dance, NVQ Level 3 Caring for children and young people)
Rita Goes - Qualified Teacher
Christine Hammocks (NVQ Level 3 Caring for children and young people)
Rose Robinson (HND Hotel and catering)
Alison Weston (Certificate in Food hygiene)
Jonathan Brough (BA (hons) Journalism)
Dominik Maslach - Qualified teacher
Padmaja Namballa (Bachelor of Education and Certificate in Teaching, Diploma in Hotel and catering)
Marius Roteluic - Qualified Teacher
Adam Szefer - Qualified Teacher
How our therapists help your child
Our therapists are all based in Sybil Elgar and work side by side with the teaching and support staff. They assess the students and develop an individual programme to build their communication, social and behavioural skills.
Our speech and language therapist works with the students in the school setting. They draws up a plan for the student which outlines how their language and communication skills can progress. They also works with small groups and individual students who need extra help. They provide individual communication aids and support the development of the communication environment for school and home.
Our school psychologist and behaviour co-ordinators build an individual positive behaviour profile for all students through direct observations, historical information, baseline assessments and ongoing monitoring and evaluation. They address maladaptive patterns of behaviour by systematically understanding their function and gradually support them in self-regulation and the acquisition of meaningful functionally related skills. They aim to work towards positively supporting the overall wellbeing of all students. They closely work in partnership with other external professionals in providing consistent and structured approaches. They work individually with them, and in class groups throughout the school.
Our occupational therapists where appropriate will develop a sensory profile, and plan support for the student's learning, working closely with other staff. They use standardised assessments regularly to assess the student’s visual perceptual skills and visual motor integration skills linked to handwriting and visual stress. They will also assess the student's fine motor (including handwriting/keyboarding), co-ordination and daily living skills such as dressing, eating and self-care. They will prescribe any individualised programmes and treatment that the student needs.
The therapy team also works closely with parents, which means that you know exactly how your child is progressing. The team often sends programmes and learning materials home. They train all staff and keep everyone up to date with the students’ progress.
Above all, they look at the students holistically: our therapy team works as one unit, bringing together vast amounts of knowledge and experience. They are rigorous and systematic, and constantly assess and monitor how our students are doing.
"I’ll often hear a child say something in passing and think, ‘Oh! They used a whole sentence, I’ll make a note of that.’ We know the children so well."
"She is fantastic since she has been at the school! So contented and happy. She has settled in and is really enjoying it."
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