Newlands Girls' School (Maidenhead)
We aim to prepare our students for life in the twenty-first century. Our ultimate aim is for our girls to become confident, adaptable young women who can work co-operatively but who are also capable of thinking for themselves, making rational decisions and taking control of their own lives.
Staff and Governors at Newlands are united in their belief in the value of single-sex education for girls, both in terms of academic achievement and social development. We have high expectations of all our girls, believing this is the best way for every girl to achieve her potential.
Who to contact
- Contact Name
- Dr. L.V. Ceska
- Contact Position
- Head
- Telephone
-
01628 675 352
- office@newlandsgirls.co.uk
- Website
- Newlands Girls School
Where to go
- Name
- Newlands Girls' School
- Address
-
Farm Road
Maidenhead
Berkshire - Postcode
- SL6 5JB
- Geographic Area Covered
- Maidenhead
Time / Date Details
- When is it on
- Monday to Friday | 8:00am to 4:30pm
- Time of day
-
Morning
Afternoon
Other Details
- Age Ranges
- 11 to 19
Local Offer
- Description
SEND Information Report (SIR) (Replacing the SEND Policy). Last updated by L. Beaver (SENCo) June 2020. REVIEW FREQUENCY: Annually
Responsible: Management Team, Governing Committee, Deputy Headteacher Linked with SEND: Jo Capon, Curriculum Committee, SEND Governor: Chloe Boemen
At Newlands we create confident and responsible young women equipped with the skills they need for the twenty-first century. We empower all students to realise their potential as part of a sustainable community committed to lifelong learning. Please note that there is also a separate Disability Equality Statement which is available on the school website.
Philosophy
Newlands Girls’ School believes that all pupils are entitled to a broad and balanced curriculum and that it is the responsibility of all staff to make that curriculum accessible and relevant, thereby meeting the needs of individual pupils to help them fulfil their potential.
Principles
The school believes that in providing effective opportunities for all pupils:
- they will be set suitable learning challenges
- specific action will be taken to respond to their diverse needs and
- potential barriers to learning and assessment will be addressed.
Types of SEND Provided For:
- Cognition and Learning Difficulties
- Social, Emotional and Mental Health Difficulties
- Communication and Interaction Difficulties
- Sensory and Physical Difficulties.
Legislation and Guidance:
This document is based on the statutory SEND Code of Practice (2014) and the Disability and Equality Act (2010). This document will be reviewed annually by the Full Governing Body and alterations will be made as they occur.
Graduated response to overcoming potential barriers to learning:
Classroom action:
It is the responsibility of the classroom teacher to meet the needs of all pupils. Subject teachers will differentiate resources and materials to provide appropriate access to the curriculum for every pupil.
Newland’s Monitoring:
Pupils who have been raised as having an area of concern, but who are not receiving interventions at the moment, are known as Newlands’ Monitoring and represented by the letter M on all documentation. Each pupil identified as Newlands’ Monitoring is placed on a list at the bottom of the school SEND register, for ease of access, and identified on SIMs and the report system. The list provides information on the pupils’ individual difficulty at the time. At any point, teachers are able to identify pupils who are experiencing barriers to learning and they can be assessed or monitored by the SENCo or external agencies and when interventions are in place, can be changed to SEND Support.
SEND Support
SEND Support are those pupils who are receiving interventions on a regular basis. They are represented by the letter K on all documentation. Each pupil identified as SEND Support is placed on the school SEND register and identified on SIMs and the report system. The register provides information on the pupils’ individual needs and suggests ways to help them access the curriculum more effectively. The register details any extra provision which the pupil receives, for example, support from external agencies, one to one tutoring, support from the Student Focus Centre or extra time in tests and examinations. The register is organised in the format of Assess, Plan, Do, Review. At any point, teachers are able to identify pupils who are experiencing barriers to learning and they can be assessed or monitored by the SENCo or external agencies and then added to the SEND register as SEND Support.
Education, Health and Care Plans
Education, Health and Care Plans (EHC plans) replaced Statements of Educational Need in September 2014.
Education, Health and Care Plans are awarded by Local Authorities after assessment by and consultation with external agencies. An EHC plan is awarded if it is recommended that the pupil has a significant need and will require additional provision in order to access the curriculum, this is usually in the form of support from a teaching assistant.
Each pupil with an EHC plan is placed on the school SEND register and identified on SIMs and the report system. The register provides information on the pupils’ individual needs and suggests ways to help them access the curriculum more effectively. The register also details any extra provision which the pupil receives, for example, support from specialists. The register is organised in the format of Assess, Plan, Do, Review.
Detailed information on SEND Support and EHC plans in response to meeting the needs of pupils with: Cognition and Learning Difficulties; Social, Emotional and Mental Health Difficulties; Communication and Interaction Difficulties and Sensory and Physical Difficulties can be found in the Provision Map at the end of this document. Further information is also available in the school’s area of the Local Offer found on the RBWM, Buckinghamshire Council and Slough Council websites. Contact details of External Support Agencies are also available in the Local Offer.
Procedures
SEND Co-ordinator (SENCo), Dr. Lois Beaver, loisbeaver@newlandsgirls.co.uk
The SEND Co-ordinator’s key responsibilities are:
- Overseeing the day to day operation of the school’s SIR
- Liaising with and advising fellow teachers
- Managing the Specialist Support Teacher and Teaching Assistants
- Co-ordinating provision for pupils with SEND
- Overseeing the records of all pupils with SEND
- Liaising with parents/carers of pupils with SEND
- Liaising with Primary colleagues to assist the transfer of pupils with SEND
- Contributing to the in-service training of staff
- Liaising with external agencies
- Regular meetings with the link member of the Leadership Team to ensure Senior Management and the Governor for SEND are kept informed.
Identification, Assessment, Planning and Provision
i) Identification and Assessment:
- Assessment by subject teacher and SENCo (continuous assessments and curriculum assessments). Use of standardised and/or diagnostic tests
- Involvement of both educational and non-educational professionals in assessment
- Parents, or the pupils themselves, may request support at any time
- The nature of the difficulty will be assessed and strategies devised to meet the pupil’s needs.
The following information is used to identify Year 6 pupils with special educational needs transferring into Year 7:
- Information on pupils with SEND entering Year 7 is provided by all feeder schools, including stage of intervention and standardised test scores
- The Head of Year 7 or SENCo discuss the needs of all individual pupils with primary colleagues
- KS2 SATS results and teacher assessment
- In September Year 7 are assessed for verbal, quantitative, non-verbal and spatial reasoning using Cognitive Ability Tests
- All Year 7 pupils’ reading and spelling ages are assessed in September and the following May.
The following information is used to assess for extra time in external examinations from Year 9 onwards:
- CATs information from Year 7
- WRAT 4, Access Reading, DASH, WIAT IV and CTOPP 2 tests for identified pupils at the end of Year 9
- Part of normal way of working for at least 18 months prior to GCSE exams.
Triggers for SEND Support:
A pupil who, despite differentiated learning opportunities:
- Makes little or no progress, even when teaching approaches are targeted in a pupil’s identified area of weakness
- Shows difficulty developing literacy and or mathematical skills
- Presents persistent social, emotional or mental health difficulties, despite interventions
- Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment
- Has communication/interaction difficulties and continues to make little or no progress despite a differentiated curriculum.
Triggers for Assessing for an EHC Plan:
Despite receiving concentrated support, the pupil:
- Continues to make little or no progress in specific areas over a long period
- Continues working at levels substantially below that expected of pupils of a similar age
- Continues to have difficulty in developing literacy and mathematical skills
- Has social, emotional and mental health difficulties which substantially and regularly interfere with their own learning or that of the class group, despite having individualised support
- Has sensory or physical needs and requires additional specialist equipment or regular advice or visits, providing direct intervention to the pupil or advice to the staff by a specialist service
- Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
- ii) Planning, Monitoring and Reviewing:
Pupils’ progress is planned, monitored and reviewed in the following ways:
- All staff have access to the SEND register, which is updated after each report and when there are any changes to need or provision
- The SEND register states the area of a pupil’s needs and also suggests strategies to help pupils access the curriculum
- Form Tutor reviews targets with pupil at APM (Academic and Pastoral Mentoring)
- SENCo monitors all SEND pupils’ reports and communicates with pupils and teachers about any concerns or necessary interventions
- Interventions are assessed regularly by SENCo, the report analysis and discussions with staff and pupils show the impact of interventions
- SENCo has regular meetings with Heads of Year to discuss progress and concerns
- Pupils who have an EHC plan, also have their provision and progress reviewed at the Annual Review
- There is regular correspondence via phone and email with parents and external agencies
- Heads of Departments monitor the progress of pupils with SEND through formative and summative assessment
- DEF (Departmental Evaluation Forms) and DDP (Departmental Development Plan) cycle for SEND department
- Round table meetings for staff
- Teaching Assistants feedback pupil progress in morning meeting.
Adaptations to the Curriculum and Environment:
- More focused differentiation of existing curriculum activities and materials
- Individualised teaching programmes directly targeting pupils’ particular difficulties
- Alternative means of accessing curriculum and assessment through the use of ICT, adapted teaching materials
- Visually Impaired and Hearing Impaired equipment
- Accessibility equipment to facilitate access to most areas of the site, including ramps, stage lift, adapted furniture
- Maintenance of equipment
- Suggestions to site team of improvements or modifications
- Using specific teaching methods that are appropriate for meeting particular pupils’ learning needs
- Newlands funds Teaching Assistant time to supplement externally funded hours for pupils with an EHC plan
- The school employs a part-time Specialist Teacher to support named individuals.
Grouping for Teaching Purposes:
- Pupils are based in the ordinary classroom. Grouping strategies are used flexibly within the classroom to help pupils make progress. Sustained, targeted support provided by teaching assistant
- The groupings of pupils at KS3 and KS4 in English and mathematics ensures that pupils who are experiencing difficulties with literacy and numeracy skills are targeted for support
- Year 7 Reading Club during registration for pupils with additional need
- The groupings of pupils from Year 8 onwards in science ensures that pupils experiencing difficulties with the subject are targeted for support
- Possibility of extra maths and English at KS3 so some pupils study only one foreign language
- In class Teaching Assistant support is provided to enhance differentiated teaching
- Access to individual tuition/specialist teaching to support targets, through limited periods of withdrawal.
Engagement Outside Classroom:
- Support at extra-curricular clubs
- Additional risk assessments
- Access to all trips with support
- Break and lunchtime supervision for pupils with most need
- Pupils encouraged to join School Council
- Pastoral support via Form Tutors
- Zero tolerance to bullying.
Parents/Carers. Their participation is encouraged in the following ways:
- Their knowledge and views are utilised as fully as possible in assessing and meeting the needs of their child
- Supporting targets in the home
- Involvement in both long and short term planning (provision, targets)
- Regular communication via emails and phone conversations with SENCo
- Attendance at Parents’ Evenings
- Informed via reports
- Attendance at Transition and Annual Reviews.
Were any parent to complain about provision for their daughter’s educational needs our normal complaints procedure would apply i.e. contact should be made in the first instance with the Headteacher who would investigate the complaint and involve the appropriate staff. Any follow-up action would be reported to Governors.
Pupil Voice
Pupils’ views are valued, their views are sought and they are encouraged to participate in decision making in the following ways:
- Attendance at the Annual Review (pupils with an EHC Plan)
- Regular communication with Teaching Assistants and the SENCo
- Pupils in Year 9 are given additional support in making their choice of subjects for KS4
- Pupil Passports
- Pupils are asked to give advice to new pupils to make transition easier and safer.
Staff Training
Teachers:
- Initial INSET in September for all teachers on new and existing pupils with SEND
- SEND register includes strategies to support individual and different types of need
- Pupil Passports for the most vulnerable
- Resources and up to date articles shared on One Drive
- Twilight training on range of topics depending on need
- Safeguarding
- SENCo speaks to NQTs, RQTs and GTPs (Trainee Teachers)
SENCo and Assistant SENCo
- Access Arrangement training
- New SEND changes
- Areas of Pupil Need for existing and future pupils
- Handling and holding.
Teaching Assistants:
- Training on relevant subject matter
- Safeguarding
- Observations
- Handling and holding.
Provision Map 2020
Area of Need
Intervention/Provision
Staff Responsible
Evaluation
All EHC Plan pupils
Annual review at least once per year, extra meetings for year 7 with annual reviews after Christmas, also year 9 and 11 transition reviews.
SENCo
Assistant SENCo
Evaluated at the meeting. Feedback from staff.
All EHCP and concerns
Regular classroom observations.
SENCo
Assistant SENCo
Discussion in fortnightly meeting with Senior Link. Very beneficial as part of monitoring and also encouraging best practice. Feedback from staff.
All EHCP and concerns
Careful monitoring and contact between home and school during 2020 lockdown.
SENCo
Learning Mentor
SFC
Feedback from teachers, pupils and parents.
Pupils with most learning need
Support from specialist teachers and TAs to act as facilitators during 2020 lockdown.
Sheila Smith
TAs
Pupils with the most need were finding it difficult to organise their learning during lockdown so TAs were allocated to support individual pupils. Emails show that this was effective and necessary.
All year 5 who may decide to attend
Year 5 Annual reviews.
SENCo
Assistant SENCo
Allows us time to prepare and also to meet parents and pupils. Evaluated from information gained and good relations with pupil, parent and primary school.
All year 6 who may need help with transition but mostly EHCP
Transition plans, visits and meetings in place, maps of school, timetable of toilets, model timetables.
SENCo
Assistant SENCo
Feedback from feeder schools and parents are good. Girls are less anxious when they start school. Look for change in behaviour from first meeting to transition day.
Year 6 with additional needs.
Additional transition visits for girls with most need.
SENCo
Assistant SENCo
This is useful in order to provide a smooth transition. In June 2020 this meeting will happen virtually to ensure that the cohort are not disadvantaged.
All year 9 pupils on the SEND register
Meetings and advice about options. EHCP pupils, also discuss this at their review.
Advice given to parents at options evening.
Help with filling in forms.
Changes of options checked if courses not available.
Liaise with staff to make sure they are choosing appropriate options.
SENCo
Assistant SENCo
Feedback from parents at options evening. Ask girls. Feedback from staff.
EHCP and supported year 11 pupils
Help with filling in application forms, arranging visits to colleges and writing references and transition plans. Liaising with college staff.
SENCo
Assistant SENCo
Number of pupils who successfully get offered college places.
Feedback from girls.
The PSHE time is very useful to help girls on a one to one basis to write applications and go through prospectuses.
All pupils on SEND register
Monitoring of reports.
Putting results onto SEND register for up to date info of progress.
SENCo
Effectiveness judged by performance in previous and next report
Extra time pupils in year
11/12
Ensuring that all evidence is up to date and reapplying for any year 12 pupils. Completing online forms and keeping exams officer in the loop.
SENCo
Exam results against target.
All pupils in Year 9 identified as possibly needing extra time in exams, or additional help.
Pupils identified as being dyslexic, pupils deemed disabled under the 2010 Disability and Equality Act, those with a 20 point difference between verbal and non-verbal at CATs or those suggested by teachers are put on an extra time list to be confirmed. Wherever possible teachers give them extra time in tests and they assess whether it has helped their marks. This evidence can be used along with assessments. There has to be evidence of this being their normal way of working for at least 18 months before GCSE.
SENCo
JCQ accepts evidence. (Exam Board)
Visual
Impairment (VI)
Enlarged/adapted resources.
Proofreading.
Class teacher, SENCo
Access to curriculum for VI girls. Feedback from staff.
VI
In class support.
Various TAs
Access to the curriculum. Feedback from staff.
During the 2020 lockdown pupils were contacted daily by the SENCo and the Year 10 pupil was supported by a teaching assistant who coordinated her work and was the link between home and school.
VI
Monitoring progress and need. Regular observations and meetings depending on the level of need.
Feedback to staff.
Sensory consortium. Specialist teacher
Access to curriculum for VI girls. Feedback from staff.
VI
Scribing and reading in tests and exams.
Various TAs
Exam results against target.
VI
Elephant feet to be taken to rooms to raise desks.
Various TAs
Exam results against target. Reduction in discomfort level.
VI, Hearing Impaired (HI)
Accompanying trips.
Individual needs assessed and added to risk assessments.
TAs
Trip lists and attendance.
HI
Monitoring of need and resources. Regular meetings, frequency depends on level of need.
Annual speech and language input.
Sensory consortium. Specialist teacher and speech therapist
Access to the Curriculum and exam results. Feedback from staff.
HI
Radio aid at reception and in the TA office.
Reception staff and TAs
Access to the Curriculum. Feedback from staff.
HI
In class support
TAs
There is support in classes with a health and safety risk, for example tech.
During the 2020 lockdown pupils were contacted regularly by the SENCo and one Year 9 pupil was supported by a teaching assistant who coordinated her work and was the link between home and school.
HI/VI
Information on shared area, round tables and drop-in clinics.
Sensory Consortium
Feedback from staff.
Physical Disability
In class support.
Various TAs
Feedback from staff and pupil.
During the 2020 lockdown the pupil was contacted daily by the SENCo.
Physical
Bags to be carried by TAs when necessary.
TAs
Feedback from staff and pupil.
Physical
Downstairs rooming.
SENCo
Feedback from staff.
Physical
Accompanying trips.
TAs/carer
List of trips and attendance.
Physical
Planning for trips and risk assessments.
SENCo
Assistant SENCo
Feedback from staff.
Physical
Planning for activity week.
SENCo
Assistant SENCo
Feedback from staff.
Physical
Specialist furniture and equipment. Using elephant feet, raising table.
SENCo TA
Feedback from staff and pupil.
Physical
Communication with OT, Physio
SENCo
Assistant SENCo
Appropriate actions in place.
SEMH
Communication with CAMHs.
SENCo HOYS
State of emotional wellbeing.
SEMH
Sharing info with the Student Focus Centre (SFC). Updating SEND register.
SFC
SENCo
State of emotional wellbeing.
SEMH
Regular contact with parents and teachers.
Observation of pupil, keeping SFC in loop.
SFC
SENCo
State of emotional wellbeing.
SEMH
During the 2020 lockdown the most vulnerable pupils were contacted regularly.
SENCo, SFC, Learning Mentor and HOYs
Feedback from pupils and parents.
ASD (Autistic
Spectrum
Disorder)
Meeting with SHINE and CAMHs.
SENCo HOYS
Support and wellbeing.
ASD
Regular monitoring.
SENCo
Feedback from parents and pupil.
During the 2020 lockdown pupils were contacted daily by the SENCo and HOY 10.
Speech and Language.
Monitoring and small group work. Observation of those on list.
Speech therapist and TA.
SENCo
Feedback from staff and pupils.
MLD/GLD
1:1 literacy with specialist teacher.
Literacy teacher
Progress of pupils and staff feedback.
(Moderate
Learning/Global
Learning
Difficulties)
MLD
Small English and Maths groups.
Maths
English
Progress of pupils and staff feedback.
MLD
Year 8 and 9 pupils given extra literacy and numeracy instead of 1 Modern Foreign Languages (MFL).
Maths
English
French/German/Spanish
Progress of pupils and staff feedback.
MLD
Year 7 reading club.
SENCo
Literacy Specialist
Progress of pupils and staff feedback.
MLD
All EHCP pupils and also those who are not targeted 5 4-9 are given extra help with choosing KS4/KS5 options.
SENCo
Assistant SENCo
Option choices.
Not Secondary Ready Pupils
Year 7 and 8
Those pupils who do not reach 100 at KS2 attend sessions for Maths and English weekly.
Maths
English
Afterschool sessions enable teachers to build relationships to improve learning and to narrow the gap.
The weakest pupils do not attend these sessions if similar intervention is already in place.
SpLD
Pupils identified in year 7 who may need extra time in tests/exams. Tested in year 9.
SENCo
Exam results.
SpLD
Dyslexic group which meets termly to share concerns and good practice.
SENCo
PSHE sessions are the optimal time for these sessions.
SpLD
Resources to help with memory and revision are shared on one drive with the girls.
SENCo
Most beneficial with GCSE pupils
SpLD
During the 2020 lockdown pupils were contacted regularly by the SENCo to offer support.
SENCo
Round tables
Sharing ideas and good practice.
Teachers
Staff feedback.
- Contact Name
- Dr. L.V. Ceska
- Contact Telephone
- 01628 675 352
- Contact Email
- office@newlandsgirls.co.uk
- SENCo Name
- Dr L Beaver
- SENCo Email
- loisbeaver@newlandsgirls.co.uk
- Local Offer Links
-
Newlands Girls School Annual SEN Information Report June 2020
Newlands Girls School Disability and Equality Statement
- Local Offer Age Bands
-
16 to 18
12 to 15
19 to 25
8 to 11 - Needs Level
- All Needs Met
- SEN Provision Type
- Universal service (No referral required)
Schools Extended Local Offer Response
- Current Ofsted Rating
- Date: 10/10/2018 Rating: Outstanding URN: 142357
- What type of provisions you offer
- Mainstream Provision
- Mainstream Provision Numbers:
- Approximately how many children do you have on roll?
1150 - Approximately how many children/young people have a Statement/EHC plan in your provision?
11 - Approximately how many children/young people are accessing specialist provision without a Statement/EHC plan?
103 - Admission criteria and how pupils access specialist provision (start of school year or mid-year)
The following information is used to identify Year 6 pupils with special educational needs transferring into Year 7:
-
Information on pupils with SEND entering Year 7 is provided by all feeder schools, including stage of intervention and standardised test scores
-
The Head of Year 7 or SENCo discuss the needs of all individual pupils with primary colleagues
-
KS2 SATS results and teacher assessment
-
In September Year 7 are assessed for verbal, quantitative and non-verbal reasoning using Cognitive Ability Tests
-
All Year 7 pupils’ reading and spelling ages are assessed in September and in the following May The following information is used to assess for extra time in external examinations from Year 9 onwards:
-
CATs information from Year 7
-
WRAT 4 tests from end of Year 9
-
Part of normal practice for at least 18 months prior to GCSE exams • Involvement of both educational and non-educational professionals in assessment
-
Assessment by subject teacher and SENCo (continuous assessments and curriculum assessments). Use of standardised and/or diagnostic tests
-
Parents, or the pupils themselves, may request support at any time, the nature of the difficulty will be assessed and strategies devised to meet the pupil’s needs
-
- Contracts with other Local Authorities / Counties / Health providers
School coordinates regularly with the following external agencies
- The Sensory Consortium
- The Shine Team (ASD Support)
- Educational Psychologist Service
- Occupational Therapist
- Physiotherapist
- Speech and Language Therapist
- Last Updated
- 04/02/2021
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