Local Offer SEN
Information and Guidance/Points of Contact
Who should I contact to discuss the concerns or needs of my child?
The school aims to provide for the special educational needs of all our students as they are defined in our SEN Policy. If you are concerned about your child’s learning or progress in a particular subject, you should contact the subject teacher. If you feel you have concerns of a well-being nature please contact your daughter’s tutor. If you feel your concerns are related to learning difficulties then please contact Mr James, Assistant Headteacher and SENCo.
How does the school know how well my child is doing?
Students at Carshalton high for Girls are regularly monitored and assessed for their progress. We conduct baseline testing in literacy and numeracy for students in Year 7 we have concerns about. Student progress is discussed in both year and faculty meetings. Heads of Year and Heads of Faculty will track and monitor students who are not making appropriate progress, concerns that continue will be discussed with the SENCo. There is a member of the Senior Leadership team linked to each year group to oversee progress. The Learning Support team meet weekly to discuss the progress of students. Where continued concerns are raised by staff completing Learning & SEN referral forms, the SENCo will contact home and discuss concerns and plan appropriate intervention and/or seek the advice of external agencies.
Informing Parents and Carers
How will I be kept informed about how well my child is doing?
Feedback to parents is given via parent meetings, SEN Support Plan reviews as well as progress checks in addition to a full report at the end of each year. An opportunity to meet with the SENCo/Deputy SENCo at Parents' Evenings will also be available.
Updates on Progress
How regularly will I be updated on my child's progress?
If a child is not making progress
Will I know if my child is not making progress and what will happen?
What is the curriculum and how is it taught?
Adapting for child needs
How will the curriculum be adapted to meet the needs of my child?
Teaching staff are provided with teaching strategies for students with SEN via the SEN register, SEN Support Plans, information on Mint Classroom and on their class registers in SIMS, and information provided by external agencies. The strategies are also hi-lighted during INSET time, and staff meetings for certain students to ensure staff are aware of the reasonable adjustments that should be put in place.
The SENCo/Deputy SENCo regularly observes lessons where students with SEN are present to ensure reasonable adjustments are being made.
The SENCo/Deputy SENCo meets regularly with SLT member responsible for teaching and learning to discuss the findings of SLT observations.
Discussions during SEN Support Plan reviews, annual reviews and PSP reviews will hi-light provisions, suggested teaching/learning strategies that are in place and how your daughter is responding to these.
Teacher flexibility on child needs
How flexible can teachers be in meeting the needs of my child?
All teachers are teachers of SEN students and must provide differentiated lessons where the objectives are achievable but challenging. Where significant learning needs are identified it may be necessary to provide additional support to aid the academic progress of the student.
Is there any additional support available to help my child reach her expected outcomes?
Where significant learning needs have been identified and diagnosed further support may be provided in discussion with the SENCo. This could be in the form of a referral to an external agency.
Are there any special feature or strategies to help children learn?
In line with reasonable adjustments teaching staff should engage in teaching strategies which play to the student’s strengths and help to develop areas of weakness.
Meeting Child Needs
How do I know my child's particular need will be met?
Discussions at SEN Support Plan reviews as well as reviews for Pastoral Support Plans (PSPs) will help to inform parents.
Access to Exams
What arrangements are available for students to access tests and examinations?
Access arrangements are special arrangements to ensure a student is not disadvantaged in an examination. In order to be eligible for access arrangements there needs to be a clear history of need which can be evidenced by specialist testing and the student;s usual way of working in the classroom.
All students will be assessed using the JCQ assessment criteria, the SENCo will make a case for the exam arrangements to be put in place. This will typically take place at the start of Year 10.
Additional Support or Time for Exams
How will I know if my child qualifies for additional support or time to access tests?
If your child is eligible for access arrangements you will be informed by letter.
Comfort, Safety and Socialising
How does the school help my child to feel comfortable and safe and manage social situations?
- 1:1 mentoring
- social skills groups
- after school clubs
- access to specialist support eg CAMHS, Jigsaw4U, Speech, Language & Communication
Developing Social & Emotional Skills
How does the school help develop my child's social and emotional skills?
Carshalton High for Girls has a strong pastoral care system. Your daughter’s tutor should be the first port of call for any emotional issues. However in support we have our Pastoral Support Assistants who work closely with our Year Leaders. Each Year Leader has an attached member of the Senior management Team.
Further emotional support is provided with our teaching assistants, trained ELSA mentors and our behaviour mentors. Self esteem, empathy groups and transition groups for Year 7 are run by our pastoral support assistant and mentors. All students attend an induction day prior to Year 7 and the Learning Support Department offer further additional days to identified students with SEN.
- Students have access to either pastoral support assistants, peer mentors and teaching assistants at break and lunchtimes.
- Various clubs and activities are run throughout the year in help promote team work and self esteem.
- Further support can be sought from external agencies such as CAMHS, Autism service, Speech and Language as well as the Sensory Support Services.
Early Help Support in the Community
- Clinical psychology
- Transition nurture groups
What facilities are in the school to assist children with disabilities move around the building and take part in lessons?
Reasonable adjustments are made for students with physical needs. Advice is sought from medical professionals and the sensory impairment team where appropriate.
The intention is that all students regardless of need are able to access all lessons.
How do I know my child will be able to access all lessons?
Parents will be made aware of any difficulties through meetings either for SEN Support reviews or through Parent Meetings. CHSG makes use of some resources which allows us to make reasonable adjustments to enable students to access the curriculum. These include coloured overlays, adapted scissors, rulers and pencil grips.
Who we work with
Who does the school work with?
Educational Psychology, Speech and Language Service, Autism Service, Sensory Impairment, Clinical Psychology, STARS, CAMHS, Youth Offending Team, Sutton Information, Advice & Support Service (SIASS - formerly Parent Partnership)
Working with other agencies
How does the school work with other agencies?
Carshalton High School for Girls work with a variety of external agencies to help with the assessment, delivery and review stages of the student’s progress.
Informing parents and carers
How will I be informed?
Parental permission will be granted in all cases of referrals to outside agencies such the Educational Psychology Service, CAMHS amongst others.
Helping your child settle with confidence
How will the school help my child settle with confidence and manage change as they move between schools and year groups?
Discussions are held at the primary/secondary transfer meeting during the summer term prior to joining Carshalton high for Girls between SENCos from primary school and the SENCo, Deputy SENCo and Year 7 Leader.
As well as the Induction Day for Year 6 students, the Learning Support Department offers additional induction days for identified Students with SEN.
Transition to Year 7
Transition from Year 6 to Year 7 is also supported by:
- visits to primary schools
- postcards from current Year 7 students
- additional induction afternoon for students who are the only student from the primary school
- early lunchtimes for the first two weeks
- Year 10 Transition Team support
- a comprehensive summer school provision
During Year 7 students are closely monitored by both their Head of Year and the Faculty Leader for Student Support. Further support can be offered such as transition nurture groups and self esteem groups during Year 7 along with mentoring from one of our ELSA trained mentors.
Continual monitoring of student progress will be take place through the year groups and all students with SEN will have the progress discussed with you on a regular basis.
Further meetings and advice giving evenings are given to during key stages to ensure that they are making the expected progress.
Students with EHC Plans will have discussions with their case worker and the school Careers Officer to ensure they are suitably supported as they move to post 16 provision.
All students have access to the school’s own career adviser and meetings are arranged with member of the senior management team to discuss the transition to post 16. Particular attention is given to those with SEN.
Extended School Day
What additional facilities does the school offer?
Breakfast club is available. There are numerous extracurricular clubs such as Dance running at either lunchtime or after school. The programme can be found on the school website. In addition there is the homework club which runs in the LRC which is supported by the teaching assistants.
All school policies are available here: School Policies
SEN Information Report
Current SEN Numbers 2018/19
Numbers of students with SEN needs have now dropped in accordance to the new Code of Practice 2104. A student at SEN stage K has a significant learning need.