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Carshalton High School for Girls

Carshalton High School for Girls

Carshalton High School for Girls is a highly successful school, judged by Ofsted in November 2017 as ‘Good’ in all categories.

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 SENDCo.

Assessing Children

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 department meetings. Heads of Year and Heads of Department will track and monitor students who are not making appropriate progress, concerns that continue will be discussed with the SENDCo. 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 SENDCo 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 SENDCo/Deputy SENDCo at Parents' Evenings will also be available.

Updates on Progress

How regularly will I be updated on my child's progress?

Students with SEN Support including those with Education Health Care Plans (EHCP) will have access to meeting the SENDCo in two separate meetings within a school year plus during Parents Evenings.

If a child is not making progress

Will I know if my child is not making progress and what will happen?

Parents are able to access their daughter’s progress via Go4schools and should discuss any concerns where they arise with the classroom teacher. If concerns persist then discussions can be held with the curriculum leader.

Curriculum

What is the curriculum and how is it taught?

Students receive a broad and balanced curriculum in Years 7 and 8 and then from Year 9 onwards students choose their options to personalise their learning. Classes are normally taught in mixed ability except for Maths and some Science classes.
 
Teachers are trained in special educational needs from their initial teacher training, which is then consolidated by in house training from the Learning Support Department. External agencies often contribute to INSET opportunities to ensure staff are making appropriate and reasonable adjustments to the learning of their students.
 
Teaching assistant support is provided in many lessons where students with an EHCP  are present to ensure support is in place both for the teacher and students.
 
Additional support may be offered in discussion with parents for students who are significantly below their peers in terms of learning skills and/or levels of progress and where there is a clear need to seek an EHCP.

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 SENDCo/Deputy SENDCo regularly observes lessons where students with SEN are present to ensure reasonable adjustments are being made.

The SENDCo/Deputy SENDCo 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. 

Additional Support

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 SENDCo. This could be in the form of a referral to an external agency.

Learning Strategies

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 SENDCo 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?

CHSG has a strong ethos of pastoral care based on our four principles of Community, Harmony, Success and Growth.  Assemblies are delivered throughout the year aiming to encourage safe and positive relationships through the year.  All students meet with their tutor on a daily basis. Students also have access to our two pastoral support assistants. Students with SEN may have access to teaching assistants during the school day.  Where it has been identified that additional support for social and emotional needs is required the Learning Support Department can refer to the following: 
  • ELSA
  • 1:1 mentoring
  • social skills groups
  • after school clubs
  • access to specialist support eg CAMHS, Jigsaw4U, Speech, Language & Communication
When necessary, the student support faculty provides empathy workshops for all students in Years 8 and 9.

Developing Social & Emotional Skills

How does the school help develop my child's social and emotional skills?

Where concerns are raised by either staff or parents ELSA (Emotional Literacy Support Assistant) support may be provided. The student support faculty also provides nurture groups in year 7 as well as Autism peer support group across all years.

Bullying

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.
The school has a clear policy on bullying and all incidents of bullying are recorded and acted upon by using appropriate sanctions or restorative processes.

Early Help Support in the Community

  • Integrated Youth Service
  • Clinical psychology
  • ELSA
  • Transition nurture groups

Disability Support

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.

Accessing 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) and the Integrated Youth Service.

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 SENDCos from primary school and the SENDCo, Deputy SENDCo 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.

Policies

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 2105. A student at SEN stage K has a significant learning need.

  Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Total
SEN-monitoring only (M) 21 11 10 7 11 4 10 74
SEN-support (K) 19 19 32 20 14 7 0 111
EHCP 1 1 2 5 2 1 2 14
Total SEN 41 31 44 32 27 12 12 199
Medical conditional 8 10 9 10 2 4 0 44
Total SEN/Medical 49 41 53 42 29 16 12 234

 

Identification and Tracking of SEN students

Students are identified through information provided by primary schools and through testing in Year 7. Reading and Spelling tests take place in Year 7 for all students and systemically through the years for students who are still at a reading age below their chronological age. When concerns are raised by staff, parents or students the data can be looked at to indicate possible concerns. Further assessment take places via the Speech and Language service, and EPS.