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
Where to go
- Newlands Girls' School
- SL6 5JB
- Geographic Area Covered
Time / Date Details
- When is it on
- Monday to Friday
- Time of day
- Session Information
8.00am to 4.30pm
- Age Ranges
- 11 to 19
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.
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.
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 to provide appropriate access to the curriculum for every pupil.
Pupils who were previously referred to as School Action or School Action Plus are now referred to as SEND Support. Each pupil identified as SEND Support is placed on the school SEND register and identified on SIMs and the report system. The register acts as a provision map and is a working document, providing information on the pupils' individual needs and suggesting 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, support from the Student Focus Centre or extra time in tests and examinations. At any point, parents or 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.
Educational and Health Care Plans
Educational and Health Care Plans are awarded by the Borough 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 pupil’s 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 and the number of teaching assistant hours that they are entitled to.
- Contact Name
- Dr. L.V. Ceska
- Contact Telephone
- 01628 675352
- Contact Email
- SENCo Name
- Dr L Beaver
- SENCo Email
- Local Offer Links
Disability and Equality Statement
SEND Information Report November 2019
- 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)
- Annual SEN Information Report
- Annual SEN Report October 2019 Newlands Girls School (PDF/A 634 KB)
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?
- Approximately how many children/young people have a Statement/EHC plan in your provision?
- Approximately how many children/young people are accessing specialist provision without a Statement/EHC plan?
- 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
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