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High School For Girls

Believe, Achieve, Thrive

Frequently Asked Questions

How are needs identified and met? 

See the Graduated Response to SEND at HSFG page here.

Who makes sure it happens? 

We have a qualified and experienced SENCO who works one day per week and who is held accountable by the Headteacher, Deputy Headteacher and the SEND Governor.  Regular meetings are held between these professionals to ensure that:

  • teacher and support staff are provided with comprehensive guidance in relation to the identification processes and provision of all students with SEND.

  • there are clear processes for staff and parent/carers to raise concerns regarding student progress and learning

  • a clear process is in place to carry out a range of appropriate screening and assessment steps to identify needs and gather evidence of student needs

  • when appropriate, advice is sought from advisory services and outside agencies including the Advisory Teacher Service, Educational Psychology Service, CYPS, Speech and Language Service etc. in order to gain a better understanding of a student's needs and how to provide for these needs

  • parents/carers are fully involved when special educational provision is being made for their child and there are processes in place for parents/carers to provide feedback on provision

  • students are also fully involved in the SEND process and there are processes in place for the students to provide feedback

  • the SEND Register and related processes are regularly reviewed.

How will the school support my child? 

There are many forms of Quality First Teaching provision (measures that all students should have access to allow them to overcome their barriers to learning).  Our teachers are regularly trained and advised on these measures.  They can also ask the SENCO or SEND Reps for advice on what measures could be used to help a specific student.

If the provision that a student needs is different from and additional to that provided for most young people, the SENCO will advise on this, supply specialist intervention where necessary and provide further support from external agencies if appropriate.

How do I know the provision is effective? 

The SENCO is responsible for measuring the impact of any intervention or provision put in place to meet the needs of our students.  We ensure that we:

  • have clear systems in place for evaluating quality of provision by reviewing staff expertise through classroom observations, linking to appraisal/performance management systems.

  • only use recognised interventions with a proven track record.

  • evaluate the quality of provision through rigorous analysis of student progress including work analysis and student observations.

  • monitor the impact and success of specific interventions through comparison of pre and post intervention data.

  • review attendance and exclusion data for SEND students.

  • track the progress of different student groups and cohorts – e.g. Autism Spectrum Disorder (ASD), students with Dyslexia, Specific Learning Difficulties (SpLD) etc.

  • have a well-designed and comprehensive school improvement plan that accounts for specific development of SEND provision and addresses any areas of weakness.

Activities outside the classroom 

In our school we ensure that we:

  • carry out our duties under the Equality Act 2010

  • promote the health and well-being of each young person by supporting them to access co-curricular activities

  • monitor SEND students engagement with co-curricular activities

  • review Equality Information and Objectives (accessibility plans) regularly

  • ensure that young people with SEND engage in the activities of the school alongside students who do not have SEND.

What support will there be for my child’s overall well-being? 

In our school we ensure that we:
  • provide a safe environment for our students and recognise that their well-being includes physical, mental and emotional well-being as well as protection from abuse.

  • are aware that young people may experience a wide range of social and emotional difficulties which manifest in many ways and we have clear processes to support these needs.

  • are alert to other events such as bereavement and bullying which can lead to learning and/or mental health difficulties and have clear processes to support these needs.

  • assess students displaying disruptive or withdrawn behaviours to determine any underlying learning, communication or mental health difficulties (please refer to SEMH section).

  • ensure appropriate provision is in place, such as additional pastoral support for all students requiring this.

  • have in place clear processes to support young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other students.

  • regularly review our SEND, anti-bullying and behaviour policies.

Parents/carers involvement in school 

As well as routine parents' evenings, new parents’ visits, open days, and information evenings, parents/carers of students with SEND are involved in the following way:

  • parents/carers are contacted when concerns highlighted to the SENCO have been investigated so that parents/carers are involved from the beginning of the identification process.

  • documents such as My Profile and Initial Needs Assessment notes are sent to parents/carers so that they are fully informed of need identification and provision.

  • parents/carers are always invited to My Plan and EHCP meetings where outcomes are decided upon and an action plan is put in place to meet the student’s needs and move them forwards in their learning.  Any external agencies involved with the student will also be present at these meetings.

  • a SEND committee will be set up this year whereby parents/carers and students will be able to join the SENCO, SEN Governor and SEN Reps in reviewing policy, planning change and giving a perspective on how SEND provision at HSFG feels to parents/carers and students.

  • parents/carers are always welcome to contact the SENCO or their child’s Year Co-ordinator to communicate about SEND at our school.

Who can parents contact if they are not happy with the provision their child is receiving? 

In the first instance parents/carers should speak to their child’s tutor and Year Co-ordinator and this will be passed on to the SENCO.  If appropriate a meeting will be arranged for all concerned to discuss the concerns and put together a plan to rectify them.

If parents/carers are still unhappy with the provision in place, they can contact the SEND governor and put their concerns to them.

If parents/carers still feel at this point that not enough has been done, they can contact parent partnership for advice (see link in Useful Links) and then follow advice given here.  This may include further contact with school and possible contact with the County Council.

How will the school prepare and support my child to join the school, transfer to a new setting or to the next stage of education and life? 

When a new student arrives in our school we liaise with their previous setting to collect any relevant information.  If appropriate we also carry out our own Initial Needs Assessment to decide on a course of action.  Our normal SEND Graduated Response system would then be followed.

When a student moves to a different educational setting, all medical and SEN information is passed on in an appropriate manner.  This may include a meeting with the SENCO at the new setting or a visit with the student where appropriate.  Students with complex needs will have Annual Review and/or ‘My Plan’ meetings to which a representative from the new setting can be invited if this is appropriate and if sufficient notice of a move is given.

Where necessary additional provision will be put in place such as a transition booklet, extra visits, social stories or sessions with the SENCO to prepare the student by looking at maps of the school, the uniform etc.