Arrangements for consulting young people with SEND and involving them in their education:
Students and young people with SEND often have a unique knowledge of their own needs and circumstances and their own views about what sort of assistance they would like to help them make the most of their education.
They will be encouraged to participate in all the decision making processes including the type of support to be provided, setting of learning targets, and in the development and review of their Education Support Plan.
Arrangements for consulting parents of children with SEND and involving them in their children’s education:
The school will always tell parents when their child is receiving help for their Special Educational Needs and/or disability. Partnership with parents plays a key role in enabling students and young people with SEND to achieve their potential. Queen Elizabeth’s Girls’ School values its links with parents and recognises that parents provide the greatest source of information and support for their children. All parents of students with special educational needs and disabilities will be treated as partners and supported in their contribution to an active and valued role in their child’s education.
The Inclusion Manager/SENCo is available at every parent’s evening for discussion about student’s needs and to receive parents’ views.
Parents of any students identified with SEND may contact the Barnet SENDIAS Service (formerly the Parent Partnership Service, provided by the London Borough of Barnet) for independent support and advice.
Arrangements for assessing and reviewing pupils' progress towards outcomes:
All members of staff are responsible for assessing, monitoring and tracking the progress of our students. Each student is regularly assessed in class in all subjects and levels are recorded on e-portal and reported to parents at least twice a year. Members of staff are responsible for setting each student achievable yet challenging targets and having high expectations of progress. Heads of Departments, Form Tutors, Heads of Year and the SENCO regularly check on the progress of students and raise a concern if students are not making expected progress.
Progress is the crucial factor in determining the need for additional support. Adequate progress is that which:
- Narrows the attainment gap between pupil and peers;
- Prevents the attainment gap widening;
- Is equivalent to that of peers starting from the same baseline but less than the majority of peers;
- Equals or improves upon the pupil’s previous rate of progress;
- Ensures full curricular access;
- Shows an improvement in self-help and social or personal skills;
- Shows improvements in the pupil’s behaviour;
- Is likely to lead to further education, training, or employment.
Some students may benefit from an Education Support Plan. This is a process whereby the school, parents and student meet to discuss the outcomes desired, the young person’s plans for the future and the support required to meet those outcomes. This plan will be reviewed at least three times a year.
Arrangements for supporting pupils moving between phases of education and preparing for adulthood:
Early Identification of pupils with SEND is a priority. The school will use appropriate screening and assessment tools, and ascertain pupil progress through:
- Evidence obtained by teacher observation/referral/assessment;
- Their performance in the National Curriculum judged against level descriptions;
- Standardised psychometric testing;
- Evidence from Primary schools;
- Information from parents/pupils;
- Diagnostic assessments.
In the summer terms prior to year six/seven transfer, information is gathered on all students. This information is used to ensure that form groups are mixed ability and to set up an initial awareness of those who have SEND. The SENCo, or a delegated representative, visits all the primary schools where students transferring have a Statement of Special Educational Need or Education, Health and Care Plan and attends the Year Six Annual Review wherever possible.
Each year, during the first two weeks of September, a support teacher or teaching assistant from the Inclusion Department observes each Year 7 class. A draft inclusion list and summary of information on the students is distributed to teachers.
In the autumn term all of Year Seven students complete an annual reading and spelling test. They also complete Cognitive Assessment Tests (CATs).
Similarly, students will be supported in their transition between key stages as well as their transition post 16.
The approach to teaching pupils with SEND:
At QEGS, all teachers are teachers of students with SEND and are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. All staff members of staff are made aware of procedures for identifying, assessing and making provision for pupils with SEND, and have access to information regarding strategies to use to help meet the needs of students.
- Have good knowledge of the students they teach with SEND;
- Provide work that is appropriately differentiated to the student’s needs;
- Adopt classroom management strategies and make practical adjustments to support students with SEND;
- Closely monitor the progress of their SEND students;
- Liaise with the Inclusion Team on a regular basis and alert the SENCo if they have concerns about the progress of a student with SEND;
- Follow the advice and strategies for supporting individual students with SEND as laid out by the SENCo or other professional working with the student.
How adaptations are made to the curriculum and the learning environment of pupils with SEND:
The main methods of provision made by the school are:
- Full-time education in classes, with additional help and support by class teachers through a differentiated curriculum;
- Support in class/occasional periods of withdrawal to work with a support teacher;
- Support in class by a teaching assistant to allow SEND students to access further quality teaching from the class teacher;
- Specific intervention targeted at a specific learning need;
- Off-site learning and vocational options for targeted students.
Evaluating the effectiveness of the provision made for children and young people with SEND:
A report to the school Governors is made on a termly basis and the Inclusion Accessibility and Equality Development Plan is published online. The Governors responsible for Equality (Sue Johnson) and for Inclusion (Vicky Berkson) meet with the Head of Inclusion once a term to discuss progress made toward targets.
How children and young people with SEND are enabled to engage in activities available with children and young people who do not have SEND:
Our vision for Inclusion and whole school ethos is for all students regardless of academic or physical difficulties, to have the right to take part in and enjoy every aspect of school life. Students with SEND are taught within mixed ability teaching groups and have the opportunity to participate in every extra-curricular activity the school offers. This enables them to be full and valued members of the school community. The Inclusion Department monitors the participation of students with SEND and aims to provide appropriate support where necessary to ensure that these students are able to access the same activities as their peers.
Support for improving emotional and social development:
Pastoral care is of great importance in supporting students with SEND at Queen Elizabeth’s Girls’ School. The Inclusion department runs a number of small groups to develop social skills and communication, confidence and self-esteem, mediation as well as one to one sessions with a learning mentor on specific areas of need. The school works in partnership with Child and Adolescent Mental Health service once per week with students in need of more specialist support. Please see our anti-bullying policy on the school website.
Arrangements for handling complaints from parents of children with SEND about the provision made at the school:
In the first instance, complaints should be addressed to the SENCo and/or Line Manager for Inclusion. It may also be necessary to involve the Head Teacher. Complaints should follow the ‘Procedures for general complaints by parents/carers and pupils’ and ‘Procedures for other complaints’ in the school’s ‘Complaints Policy’ which is available on the school website.
If a complaint or dispute is not resolved at the school level, parents may seek advice on resolving disagreements from the Local Authority, independent mediation or, in the case of statutory assessment, SENDIST.
External Agency Involvement:
External support services play an important part in helping Queen Elizabeth’s Girls’ School identify, assess and make provision for students with special educational needs.
In addition, Queen Elizabeth’s Girls’ School may seek advice from specialist advisory teaching services for students with difficulties.
Other arrangements in place for working in partnership with health, social care and careers services include:
- Speech and Language Therapy services
- Liaison meetings with Social Services, Prospects, Educational Psychology
- Support and guidance for students with specific difficulties such as Autistic Spectrum Disorders and hearing or visual impairments.
- Links with the school nurse
- Child and Adolescent Mental Health Service (CAMHS)
Expertise and training of staff to support young people with SEND, including how expertise can be secured:
The Inclusion Team at Queen Elizabeth’s includes Tracie Parker (who is the Line Manager for Inclusion and is also the Assistant Headteacher), Clare Viccars (who is currently completing the NASENCo Award) and Jackie Stewart (Senior Learning Mentor). In addition, we employ a KS3 Learning Mentor and an EAL Co-ordinator both of whom have undergone training specific to their role. The number of Teaching Assistants varies year on year. All undergo a rigorous Induction Programme covering all aspects of their role.
Meeting the needs of students with SEND is an important aspect of initial teaching training. In addition, teachers and teaching assistants at Queen Elizabeth’s receive the following training relating to special educational needs & disability:
At least once a year, both teaching staff and TAs receive training in each of the following:
- Developments in SEND legislation and practice.
- Specific strategies to use with students who have statements.
- Using CATs and literacy data to inform teaching.
- Developing literacy skills.
- Effective use of teaching assistants.
At least once a term, both teaching staff and TAs receive training in each of the following:
- Differentiation: best practice, tips, techniques and resources.
- Teaching and Learning: improving classroom practice to ensure progress for all.
As required, teaching staff and TAs receive once-off training relating to a variety of aspects of SEND. For example:
- The neurological development of the teenage brain
- Deaf-awareness training
- Supporting students with mental health difficulties
In addition to training, teachers and teaching assistants have access to the following to support them in meeting the needs of their SEND students:
- Individual pupil advice sheets.
- Liaison and planning time with teaching assistants.
- Resources, advice and guidance on meeting the needs of SEND students, which is available on the managed learning environment and in departmental Inclusion files.
- A departmental SEND representative.
Inclusion staff have also received specific training in:
- Specific Learning Difficulties (SpLD) and classroom strategies for overcoming these.
- Supporting students with Speech, Language and Communication Needs (SLCN).
- Understanding Autistic Spectrum Disorders (ASD).
- Understanding the four categories of need and how to address these in the classroom.
- Specific interventions e.g. Precision Teaching, ELCISS and Catch-Up Literacy.
- Supporting the development of social skills.
- Administration of access arrangements.
- Supporting students with sensory impairments.
Arrangements for supporting children and young people who are looked after by the local authority and have SEND:
Queen Elizabeth’s Girls’ school recognises that Children in Care who also have SEND require particular consideration and support. The Assistant Headteacher who line manages Inclusion is also the Designated Teacher for Children in Care and aims to co-ordinate this support through the writing of high-quality PEPs and effective use of the Pupil Premium. Please refer to our Supporting Children in Care policy on the school website.
Details of the school’s contribution to the local offer:
The Provision Map, which is currently being reviewed, outlines the support available to students at Queen Elizabeth’s Girls’ School. Our provision for students with SEND is in line with Barnet’s Local Offer document, reflecting the support that should be available to students with SEND at any Barnet secondary school.