A warm welcome to CEWE School. Independent Special Educational Needs School for Remarkable Children.
CEWE School is a neuro-diverse school designed to cater for young people aged 4-11 living with learning difficulties.
We are an independent specialist school that aims to be the very best of its kind in the United Kingdom.
Our day school is a neuro-diverse school for children aged 4 to 11 years, whom have learning difficulties and behaviours that challenge.
We meet the needs of our pupils in a stunning Grade II listed building dated back to 1840, situated in the centre of Wigan, Greater Manchester.
Our Vision
Our day school is a neuro-diverse school designed for children aged 4 to 11 years, who are living with learning difficulties and behaviours that challenge. At CEWE School, we believe in a fully inclusive world and a versatile education system where no child feels disadvantaged or underrepresented from an educational perspective.
We are passionate and highly qualified to meet the needs of our children in our stunning Grade II listed building dated back to 1840, situated in the centre of Wigan, Greater Manchester.
As a special needs school, we firmly believe that education is the key to a better life, and that all children and young people are entitled to an effective education that enables them to achieve their full potential. regardless of the degree of special educational need or disability.
Together, we are unlocking potential and enhancing the lives of children and young people with special educational needs regardless of the degree of educational needs or disability.
How are we doing this?
Our CEWE school approach brings together everything that is known from special education research, clinical approaches, and best practice to maximise pupil learning and wellbeing, including an integrated approach of important professionals and adults to support our children.
Our approach is driven by a highly trained multidisciplinary team that uses evidence-based approaches to plan, deliver, monitor and evaluate a meaningful, relevant and ambitious personalised curriculum of academic and social learning, including relationship support that are least restrictive and most effective.
We pride ourselves on creating close liaison with family members, placing authorities and external agencies. Progress, attainment, and wellbeing data is collected and continuously evaluated using our detailed Tracking System to evidence learning, adjust learning plans, and set new goals. It enables us to magnify pupils’ progress with incremental steps and focus on our children’s barriers to learning, not labels.
Learning outcomes span academic, well-being, self-help, communication, relationships, and behaviour change. Moment-to-moment decisions are framed to enhance belonging and connection, autonomy and control, gifts, talents and super powers, speaking and listening skills and sense of self.
The entire CEWE senior leaders have comprehensive knowledge and skill in special educational needs, including lecturing for universities and delivering training and educational consultancy for other independent schools. Furthermore, senior leaders have worked with research departments in universities and have drawn on clinical psychology to utilise assessments within the education sector.
In addition, our team and professionals are verbally and theoretically fluent in how to create the most effective, enabling and positive learning environments possible and be practically expert in running those environments.
Together, we are challenging the status quo for our Remarkable Children!
Why are we doing this?
We believe a holistic and integrated approach of multidisciplinary professionals in education is key in developing our children. All children and young people are entitled to an effective education that enables them to achieve the best possible outcomes in life, regardless of the degree of special educational need or disability. Evidence suggests that there are effective ways of teaching children to overcome barriers to learning and engage with education and this is at the heart of the CEWE Approach. The CEWE approach is driven by the belief in a fully inclusive world where no child is disadvantaged educationally, underpinned by a PACE ethos that places great importance on Playfulness, Acceptance, Curiosity and Empathy.
CEWE approach ensures a child centred approach, through providing a holistic wrap-around system of support, care and intervention to ensure every young person's needs are met in a multi-dimensional way. To ensure the highest quality of holistic support.
The CEWE School approach is a synthesis and plethora of leading-edge evidence-based practices, which constantly develop and improve. Placing high importance on research, partnerships and links, such as clinical support, Edge Hill University, network links with other specialist provisions and liaising with external agencies.
Designing and delivering an integrated and synthesised CEWE School Approach, requires a significant and sustained investment of knowledge and expertise from leading research-practitioners, as well as financial investment. CEWE School is committed to providing the very best in all respects, including the most effective programme of support for academic learning and pupil wellbeing.
For further information or enquiries please click here.
Mrs Natalie Jones (CEWE School Headteacher)
Contact us
Get in touch with our professional team today.