School SEN Offer

Support for Students with Special Educational Needs

Many students may need additional support through their learning journey and the information below aims to answer questions you may have about this support.

The Birmingham Authority Local offer can be found at - Birmingham SEND Local Offer

The SEND Code of Practice 2014 Parent and Carer guide can be found at: SEND Code of Practice Guide

What kinds of SEND are provided for at BGGS?

We are an inclusive mainstream secondary school. We welcome students with a range of special educational needs and disabilities (SEND). We follow the 2014 Code of Practice which outlines support for young people in four broad areas.

Cognition and learning
Sensory and physical
Communication and interaction
Social, Emotional and Mental Health

Examples of support are outlined in this information.

Bordesley Green Girls’ School has a Hearing Resource Base which supports students with an Education Health and Care Plan, places are allocated by the Special Educational Needs Assessment and Review team (SENAR).

How does BGGS know if my daughter needs additional support?

Concerns are raised by parents, carers, pupils, teachers, outside agencies and the pupil’s previous school/s
Baseline data for example SATs and CAT TESTS
Limited or slow progress is evidenced through school monitoring
Low prior attainment
Baseline data shows gaps in learning.
Following any concerns raised about a student’s progress the Special Educational Need Coordinator (SENCO) will gather information from class teachers and meet with the student. The SENCO will work with the student to identify any specific additional needs and to seek the student’s views about her learning. The SENCO will also meet with parents to discuss any concerns they may have about their daughter’s learning

What should I do if I think my daughter may have special educational needs or a disability?

Talk to your daughter’s form tutor and or Head of Key Stage who will then inform the SENCO

How will I know how BGGS supports my daughter?

Individual Learning Support Plans are used to give a profile of additional needs
Each pupil’s Learning Support Plan will be written jointly by the pupil, parent, form tutor and SENCO. The Learning Support Plan will outline specific strategies used by subject teachers to support your daughter through quality first teaching. Outcomes will be set for your daughter and recorded here
Patents, students and teachers have copies of the Learning Support Plans which are updated termly in conjunction with all stake holders
Interventions are recorded on a whole school provision map which is a document used to track additional support
The school has access to specialist support services, and we would work in partnership with you to make a referral if appropriate

How will the curriculum be matched to my daughter’s needs?

All pupils receive quality first teaching which is differentiated to support individual students
Pupils have access to a broad and balanced curriculum
Following guidance form external agencies, where appropriate, the curriculum may be adapted
All staff use a student’s Learning Support Plan to ensure that lessons are accessible and matched to the pupils additional learning needs

How will I know if my daughter is making progress?

A progress report is sent home termly
Parents’ evening for your daughter is an opportunity to discuss progress with subject staff
Learning Support Plan reviews take place termly where parents and students meet with a member of the Inclusion team. This is an opportunity to review outcomes and provision related to SEND
Annual reports are sent out during each academic year
Achievement and behaviour points are awarded to students. An achievement point is given as a reward to a pupil and a behaviour point is an area of concern

What specialist support services and expertise are available at or accessed by BGGS?

Sensory support including Teachers of the deaf, teachers of the visually impaired and mobility specialists
The Communication and Autism Team.
Pupil and School support
Educational Psychologist
Forward Thinking Birmingham
Paediatricians
School Nurse
Social services
Careers.
Community nurses
Occupational Therapy
Physical Disabilities Support Service
Social Care services
Health services
Speech and Language Therapist

The SENCO may make a referral to an outside agency in conjunction with parents and students when this is necessary to meet the needs of the student.

What training have the staff had or are receiving?

All staff have received training related to SEND. This training has included-

How to support students with a diagnosis of autism
How to support students with language and literacy difficulties
How to support students with visual or hearing impairment
How to plan effectively with teaching assistants
How to support learners with Moderate Learning Difficulties
How to support learners with Dyslexia and reading challenges

SEND training is central to the schools’ ongoing continued professional development plan. The effectiveness of SEND provision is reviewed annually and this informs future staff training needs through a questionnaire.

How will BGGS prepare and support my daughter when joining or transferring to a new school or post 16 provision?

Year 6 Transition

The SENCO may attend annual reviews for Year 6 students
Students with specific needs visit BGGS for a series of sessions before the Year 6 Transition day
Students visit school for the transition days in July
Parental meeting prior to transition day for parents of students with SEND.
Summer School where students can meet key staff and make friends

Mid-year Transition

Head of Key Stage coordinates pupil admissions during an academic year. Students will have the support of a ‘buddy’ within their form group, the support of their form tutor and Head of Key Stage

Information is shared about any additional needs of students with staff using a Learning Log.

Transition to post 16 provision or university

Students in year 11 with SEND are invited to join a lunchtime sixth form options club. The girls visit colleges for taster days and explore what courses are available to them

The girls are supported to complete application forms for training or College courses
Students with an EHCP receive guidance from a careers advisor prior to their annual reviews.
Students in Year 12 and 13 are supported through the UCAS application process
Students are signposted to support services within universities and colleges.

Outcomes are set for students using the Preparation for Adulthood Programme

What support will there be for my daughter’s social and emotional development?

Form Tutors meet with all pupils daily and are always available to offer support and will refer pupils to their Head of Key Stage whenever necessary
Referral to the school nursing team can be made
Mentoring through the pastoral team
Mental Health and well-being ambassadors
Anti-bullying ambassadors
A member of the Inclusion team is available for students to talk to during all unstructured times of the day, this is an opportunity to raise any worries the student may have
A member of the Inclusion team leads activities during all unstructured times of the day
Students in Year 11 have the support of a mentor

How do we evaluate the effectiveness of our provision for students with SEND?

Observations and learning walks or visits to lessons
Annual student school reports and termly Progress Checks
Reviews of SEND targets
Feedback from students and parents/carers
Reports to Governors
Exam outcomes
Small steps of progress evaluated using Birmingham toolkits
Provision map

How do we help students with SEND to take part in school activities, like others without SEND?

Best endeavours will be made to enable all pupils to access all activities and trips.

Risk assessments are carried out and procedures are put in place to allow all students to participate in activities
If additional adult support is required for an activity, then parents would be consulted, and support put in place for the student.
If a student has transport provided through the local authority the school will discuss alternative provision with parents.
Management Plans are created in conjunction with the Physical Difficulties Support Service, parents/carers and other external support services to ensure safe and appropriate access to all areas of the curriculum.

What do I do if I have a complaint about the provision offered to my daughter?

As a school we encourage regular, open and honest conversations between staff, parents/careers and the students. If you are unhappy about the provision made for your daughter, please contact:

Mr Brizell, the Assistant Head Teacher Inclusion/ SENCO ibrizell@bordgrng.bham.sch.uk 0121 464 1881

Ms Allen, the Interim Deputy Head Teacher, dallen@borgrng.bham.sch.uk 0121 464 1881

Ms Hyare, the Head teacher, phyare@borgrng.bham.sch.uk 0121 464 1881

The member of staff will work collaboratively with families to resolve any difficulties

If you still have concerns, contact the SEND governor through the school office: enquiry@borgrng.bham.sch.uk 0121 464 1881

SENCO / Who can I contact for further information?

Your daughter’s Head of Key Stage or their form teacher:

Mrs. K. Bateman, Assistant Head Teacher Key Stage 3, kbateman@bordgrng.bham.sch.uk 0121 464 1881

Mr. Y. Shah, Assistant Head Teacher Key Stage 4, yshah@bordgrng.bham.sch.uk 0121 464 1881

Mr. Donaldson, Assistant Head Teacher Key Stage 5, hdonaldson@bordgrng.bham.sch.uk 0121 464 1881

The SENCO:

Mr Brizell, the Assistant Head Teacher Inclusion/ SENCO ibrizell@bordgrng.bham.sch.uk 0121 464 1881

Ms Bennett, Assistant SENCO, dbennett@borgrng.bham.sch.uk 0121 464 1881

Updated November 2021 in conjunction with all stakeholders.

(NB: Statement relating to arrangements for dealing with COVID - closure of the school site deleted 1st March 2021)

(Contact details updated April 2023).

The aim of the Inclusion Department is to empower our students to become independent, confident and successful young ladies. In addition, we aim to work collaboratively with parents, students and outside agencies to ensure that students reach their true potential.