Headteacher's welcome

Welcome to Churchill School, a unique environment which caters for pupils aged between 8 and 18 who are of average or above average cognitive ability, usually with a diagnosis of language and communication difficulties, high functioning autism and Asperger’s Syndrome. Pupils at Churchill school are at the centre of everything we do. We have high expectations for both behaviour and achievement and see that every learner has a unique personality and talents to be developed.

Our school was inspected in July 2015 when the overall effectiveness was judged to be outstanding. The inspection report states “The passionate ethos shared by all staff places aspirational outcomes for every pupil at the heart of all the school does. This is underpinned by the high quality care and support given to each individual pupil.”

While at the school pupils are offered a curriculum which is not only broad and balanced but also exciting and challenging. Values and skills are taught together in a language rich environment which is supportive and safe but also inspiring and exciting. Our school encourages students to begin to take responsibility for their own learning while recognising and respecting the needs of others.

Our outstanding team is dedicated to providing the very best opportunities for the pupils who attend Churchill. The school community works hard to prepare pupils for future education and to help them acquire the skills and enthusiasm needed to pursue learning for the rest of their lives.

You are welcome to visit at any time so that we can answer any questions you may have. We look forward to meeting you.

Georgina Ellis

Headteacher

 

 

Vision statement

Difficulties mastered are opportunities won

The vision of our school has several distinctive features which can be summarised as:

  1. A culture that supports and challenges learners to become confident, successful and independent adults
  2. In an ethos of respect, a flexible and personalised approach which ensures that each learner makes progress in all areas of their learning.
  3. A challenge to the traditional ways of working, pushing boundaries with regard to intervention and support for all pupils.
  4. A network of support and partnership between pupils, parents/carers, other schools, specialists and external agencies to provide opportunities for individual needs to be addressed.
  5. A responsibility to the community where individuals have a sense of belonging and where they can integrate successfully.