EGA School

SEN

Meeting the needs of Students with Special Educational Needs

EGA – an inclusive school for all

Elizabeth Garrett Anderson, like all schools in Islington, is committed to meeting the needs of all students, including those with special educational needs and disabilities (SEND).  Our expectation is that children and young people with SEND will receive an education that enables them to make progress so that they:

·         Achieve their best

·         Become confident individuals living fulfilling lives

·         Make a successful transition into adulthood, whether into employment, further or higher education or training

We will use our best endeavours to make sure that a student with SEND gets the support she needs.   This means doing everything we can to meet the student’s special educational needs. 

We aim to meet the needs of students whose needs fall within the following four areas:

·         Communication and interaction

·         Cognition and learning

·         Social, mental and emotional health

·         Sensory and/or physical

·         Medical needs

Although we may not always be able to support students with the most severe and complex needs, we will always attempt to do so.

Please see our SEN Policy for more details.

We have tried to answer the most frequently asked questions about how we meet the needs od students with special educational needs.  If you need any more information, please contact Ms Janette Goss, our SENCO.

 

How will you support my child’s educational needs?  How is the decision made about what type and how much support my child will receive?

Throughout their time at school, girls may receive varying levels of support, according to their changing needs and circumstances.  We aim to identify girls who need additional support as early as possible and by providing that support, enable them to make good progress.  The particular interventions we put in place will vary over time as needs change.  If we think your daughter needs additional support, we will always discuss this with you first.  For details of the wide range of interventions and provisions we make in response to children’s needs, see Appendix 1.

 

Who can I contact if I have concerns about my child’s progress?

The first point of contact for anything relating to your child’s education is the class teacher.  However, the person responsible for co-ordinating the support in school is the SENCO (Special Educational Needs Co-ordinator).

For 2016-2017, our SENCO is Ms Janette Goss.  Contact details: 0207 837 0739

What training and expertise is available to the staff supporting children with SEN?

All teachers are given on-going training and advice on how to support students identified as requiring SEN support.  The Learning support Team consists of the SENCO, three Teaching Assistants and one higher level Teaching Assistant, supporting in mainstream lessons, enabling students to be taught in smaller groups.  The faculty has a specialist literacy teacher, together with expertise in supporting students’ social, emotional and mental health needs.  The faculty also has expertise in delivering a very successful Foundation Learning Curriculum, offering a range of alternative BTEC vocational qualifications.

What equipment or facilities are available to support SEN children?

At the beginning of the financial year, money is allocated to the school for SEN support and is used in the following ways:

·         Staffing, both teachers and teaching assistants.

·         Additional support staff to support the development of curriculum materials.

·         The purchase of computer software, specialist equipment and curriculum support materials.

The school has a holistic approach to supporting students with special educational needs and this can be seen in the provision map for each student, within their profile.  Students requiring SEN support will be offered support appropriate to their need.  See Appendices 2 & 3Students with an Education Health Care Plan will have support as agreed in partnership with the student, parent and the “Team around the Child” professionals.   This support may change as a student’s needs change.  As an integral part of our curriculum budget allocation, Heads of Faculties allocate a portion of their money to purchase text books and relevant materials to ensure access for students with special educational needs.   Advice is given to staff by the SENCO on all aspects of special educational needs and the SEN team frequently produces resources and works collaboratively with subject teachers.

How will I know how my child is doing and how will you help me to support my child’s learning?

There will be on-going communications with you about your child’s learning through one-to-one conversations, subject profiles, parent’s evenings and access to online data about your child’s performance.  In addition, by registering with the school, you can have up to date assessment data about your child’s progress.

How will my child be consulted with about their learning?

There will always be on-going discussion with the student and her subject teachers and tutor.

What will the governing body do if I have a concern or complaint about the provision for my child?

Here at Elizabeth Garrett Anderson School, it is our vision that SEN support is most successful when the school, parents and students work in partnership.  However, if there are queries or concerns raised, the SENCO should be informed as soon as possible, as an informal discussion can often alleviate the concern and the appropriate intervention can be put in place or the situation rectified.   Following this consultation, if the situation is not resolved, the parent/carer should contact the Associate Headteacher responsible for SEND, Ms Tina Southall.   If the situation is still not successfully resolved, it is advised that the parent/carer should send a written complaint to the SEN link governor, Sarah Ward-Lilley.

How does the school help my child with transition into school and then moving on to secondary school / adulthood?

Each student and her parents will be invited for an interview in early June.  During this interview, they will be given a pack of details about the school and the uniform and asked to sign the Home/School Partnership Agreement.  This agreement explains what the school provides for each of its students, what is expected of EGA students and how parents can support the work of their daughter.  The Head of Year 7 liaises with primary schools regarding each student’s strengths and weaknesses.  In addition, the SENCO may meet with some parents and students to discuss their additional needs.  This informs us about the learning needs of each student.  In July, the students are invited to spend a morning in school to meet their tutors and to ask any questions they may have.  To make the first day special for Year 7 students, they are invited in before the rest of the school.    This means they can get to know  their way around the school quickly anf get used to their new routine by themselves.

Where can I find out more about what is available through Islington Council?

www.islington.gov.uk

Additional advice can be sought from Centre 404 at http://www.centre404.org.uk/

Accommodation

The Learning Support faculty has a suite of rooms on the 5th floor, designed to deliver a range of interventions and BTEC vocational courses.  We have recently introduced a multi-sensory room to our suite, enabling students to relax and reflect on their learning.

 

Terms & holidays

Spring Term
Start: 3rd Jan 2017
Half Term: 13th - 17th Feb
End of Term: 30th March
 
Summer Term
Start: 18th Apr
Half Term: 29th May-2nd June
End of Term: 21st July
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