Bordesley Green Girls' School & Sixth Form

Bordesley Green Girls' School

Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form

School SEN Offer

The Bordesley Green Girls School Offer for Students with Special Educational Needs




1.   What kinds of SEN are provided for at BGGS? What provision is made?

We are an inclusive mainstream secondary school. We welcome students with a range of special educational needs and disabilities (SEND) as defined in the new SEN law of September 2014 and shown in the chart below. All staff take responsibility for maintaining high standards and creating the foundations for all students to make excellent progress by:



  • Quality first teaching for all students including those with greater difficulties in learning or a disability which hinders them from accessing educational facilities: differentiated provision, reasonable adjustments, inclusive classroom practices and monitoring of student progress.
  • Lower set classes are smaller, with additional adult support, and adaptations as/when needed.
  • Key Stage 4 – 5 Options include some vocational and alternatively accredited courses.
  • Extra sessions before/after school, such as Craft Club, Homework Club, Reading Breakfast Club and subject coaching, help students to catch up/keep up, gain practical skills and work together.
  • Access Arrangements for examinations are trialled from Year 7, so that staff and SEND students are confident of applying for and using these, in external examinations such as GCSEs.
  • Ongoing individual information and guidance (IAG) is a strong feature of the school, including personal options interviews at the end of Key Stage 3 and further 1:1 meetings during Year 11.
  • Termly support agreements between teachers and Teaching Assistants for individuals/classes.

The chart below shows examples of SEND support and interventions that are different from or additional to that normally available to students of the same age and may be provided, as part of a graduated approach, on the basis of an individual student’s needs and available resources.




2.    How do we identify students with SEN and assess their needs?
  • Primary links: We find out about our Year 6 students through close links with primary schools and meetings with parents/carers and students. A pre-induction welcome morning is held for students with Statements/Education, Health and Care Plans.
  • Baseline tests: At the start of Year 7, students complete subject assessments and online reading and MidYIS tests. These tell us about general or specific needs and guide us in planning school work to help students reach their targets.
  • Ongoing assessments: Further reading tests, subject assessments, class tracking sheets, SEND management plans and daily ‘assessment for learning’ in lessons by teachers and TAs all help to identify students who may be experiencing difficulties. Individual tests or assessment by external advisors such as the Educational Psychologist may be required. Concerns about a student are shared with the student, teachers, Inclusion Department staff and parents/carers and we plan together how best to move forward.
  • ‘Wrap-around’ support: Our aim is for all staff to be flexible, knowledgeable and understanding of individual needs. Many students need help at some point in their school life, whether or not they have a formal SEN diagnosis. For example, a student with social difficulties (but not ASD) might join the Social Skills group, we try to make classrooms ‘Dyslexia Friendly’ and our OFSTED report (Feb 2014) praised teachers’ skills in promoting literacy and reading in lessons.

3.    Who should you contact for help?

The Inclusion Department consists of: Director of Inclusion, Assistant SENCO, Inclusion Administrator, Higher Level Teaching Assistant (HLTA) and Teaching Assistants (TAs). Our TAs specialise in curriculum areas and/or aspects of SEN, such as Autism or Visual Impairment and are highly skilled in supporting students to make academic and social progress, both in class and through a range of interventions. There are close links between Inclusion and Pastoral staff.

Director of Inclusion (and SENCO): Mrs G Binnie 0121-464-3310
Assistant SENCO: Ms D Bennett 0121-464-3290
Head of Hearing Resource Base : Ms S.Perveen BGGS site – 0121-464-1881
Head of Key Stage 3 (Years 7-8): Ms S Jabbar 0121-464-3297   
Pastoral Manager – KS3: Ms T Shah 0121-3314
Assistant Headteacher for Attendance and Year 9: Ms S Farzand 0121-464-2830
Head of Key Stage 4: Ms L Porter 0121-464-2832
Pastoral Manager – KS4: Ms R Jan 0121-464-2830
School Nurse (Weds-Fri): Ms S Sohal 0121-464-2841

If you are unable to speak to the member of staff you require, who may be teaching or in a meeting, they will call you back as soon as possible. However you could ask if anyone else is available to resolve your enquiry, leave a message or send an email. Please do not hesitate to contact us if you have any queries about this ‘School Offer’. We are proud to have been awarded OFSTED ‘outstanding’ and the Inclusion Quality Mark during 2014, but always strive to improve our performance further, so feedback from parents/carers is welcome. Any complaints should be directed to the responsible member of staff, in the first instance, or to Ms J Woodfield, Headteacher.

4.   How do we consult and involve parents/carers of children with SEND?

  • We meet parents/carers of SEND students who are considering applying for a place at BGGS at open evenings or other visits, to discuss their needs, and most appropriate future schooling.
  • A member of BGGS Inclusion Department attends the Y6 Annual Review for students with Statements/EHC Plans. Formal reviews are held during each school year at BGGS.
  • Informal contact: telephone calls, meetings with individual parents/carers and group meetings or coffee mornings – by a variety of school staff, particularly Pastoral or Inclusion based.
  • Concerns, involvement of students in interventions, successes and progress are shared.
  • School systems such as Parents Evenings, Autumn Target Setting Day and weekly Newsletter (also on the website) are used to consult and involve parents/carers.
  • Students on the SEN Register have an SEN Report as well as subject reports.
  • Parent/carer questionnaires, for instance at Parents Evenings.
  • Women’s English Study group with links to local colleges.

5.   How do we consult students with SEND and involve them in their education?

  • Year 6 SEND students attend a pre-induction morning, to meet older students, find out about the school and fill in a ‘passport’ to tell us about themselves, before the July Induction Day.
  • Year 6 Students with SEND are strongly encouraged to attend Summer School (two weeks during the holidays) and their parents/carers are contacted about this.
  • TAs are involved in helping students to ‘have their say’ about their education and wider school life, through programmes such as allocating specific students to meet a TA regularly, small group work and excellent day-to-day professional relationships with students.
  • Students with SEND take part in all whole-school feedback about their education.
  • Quality First teaching (see 1) includes specific feedback to/discussion with individual students.
  • Virtual Learning Environment (VLE) and other websites (e.g. for Maths) are used at home and parents/carers as well as students are fully informed of how to access them. Home reading is strongly encouraged and the school library is very well used.
  • All students take part in roles of responsibility, such as Reception Monitors. Students with SEND are well represented in roles such as Prefects or Mediators.
  • The Inclusion Base and Pastoral Offices are centrally situated and almost always staffed.

6.   What arrangements are there for assessing and reviewing students’ progress towards outcomes and how are parents/carers and students involved in this process?

  • School systems for all students identify those making less than expected progress (bearing in mind age and individual circumstances); e.g. termly Progress Checks, subject assessments, reading tests, Parents’ Evenings, end of year exam results. Slow progress and/or low attainment do not automatically indicate SEN, but the reasons for these should be identified. Further monitoring takes place over a longer period, to review whether the student has accelerated her progress and improved her attainment, or continues to make little or no progress, in which case further intervention/action would be required.
  • Our aim is for students with SEND to make progress that: narrows the attainment gap with peers, is equal to or improves on previous rate of progress, is likely to result in future accreditation at predicted grades and develops a good range of life skills.
  • Annual reviews of Statements/EHC Plans involve parents/carers, students and other agencies.
  • Formal and informal meetings with parents/carers and students; ongoing liaison with families, review of SEND targets.
  • Classroom/general observations from a range of staff, e.g. lunchtime supervisors, pastoral staff as well as teachers and TAs – feedback to Inclusion Dept, shared with families as appropriate.
  • Students’ inclusion in school life, attendance records, academic and social progress.
  • Fortnightly Inclusion Meetings (Pastoral and Inclusion staff); concerns and action points shared.

7.   What support is given to students moving between phases of education and preparing for adulthood, taking into account students’ ambitions (such as higher education, employment, independent living and participation in society)?

  • Open days for prospective students and further visits if required.
  • Visits to primary schools, pre-induction day, parents/carers’ afternoon, information shared.
  • Transition Pathways project for KS4 students with a Statement/EHC and some others.
  • 1:1 Options meetings for all (member of Leadership Team with parents/carers and student).
  • Information and guidance through weekly Personal Guidance lessons, Sixth Form and careers interviews.
  • Inclusion Department staff support students at work experience or college visits if needed.
  • Careful planning of Teaching Assistant support at different Key Stages.

8.   What is the approach to teaching students with SEN?

  • Quality First teaching, close monitoring of individual progress (and subsequent action by the class teacher if a student is not progressing) personal guidance and promotion of student independence and awareness across the curriculum (see 1 above) all promote high levels of student achievement.
  • Students are allocated to classes based on ability within the subject, with those needing more literacy/numeracy support in smaller groups, often with TA support. There is the opportunity for movement between groups, depending on students’ progress.
  • All students follow the National Curriculum and are expected to pass external examinations at the end of Year 11. There may be adaptations or interventions during a student’s years in school, such as additional literacy or numeracy support, small group Maths Entry Level work (but this would lead into a GCSE programme) or short-term withdrawal for an intervention.

9.   How are the curriculum and learning environment adapted for students with SEN?

  • Teachers take into account students’ needs when planning lessons, for example by wearing radio aids and re-checking understanding of students with hearing impairment or by simplifying (differentiating) work or presenting it in different ways for students with learning difficulties.
  • TAs work closely with teachers to provide effective high quality support for students.
  • Interventions, for example Literacy Catch Up to speed up reading progress.
  • As students move through the school, guided pathways (in discussion with students and parents/carers) enable students to follow courses suited to their individual needs, for example we run a limited number of Level 1 accredited courses, there are various Science qualifications, some GCSEs have Foundation/Higher options and a range of Key Stage 5 courses are being developed as the Sixth Form expands in number.

10. What expertise and training do staff have, to support students with SEN? How is specialist expertise obtained?

All BGGS school staff take part in on-going professional development in SEND and there is a very strong focus on the development of literacy, numeracy and helping students to think about how they can improve their own learning. Training takes place at after school meetings, our weekly before school Teaching and Learning session (sharing good practice) and on allocated days during the year. Specialist training is arranged as/when needed (e.g. related to specific students with medical conditions). TAs have had external and school-based training related to their role and some have been on specialist courses, e.g. to support students with hearing impairment or autism.

11. How do we evaluate the effectiveness of our provision for students with SEN?

  • Students’ progress during their school life (both individuals and groups)
  • Observations and learning walks or visits to lessons
  • Assessments (see 2), end of year exam results and nationally accredited exam results at the end of KS4 and KS5
  • Annual student school reports and termly Progress Checks
  • Review of SEN targets
  • Guidance from external agencies and LA staff
  • Feedback from students and parents/carers
  • Reports to Governors (termly, annual)

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

Students with SEND generally take part in all school activities, through careful planning (including risk assessments) before the activity, liaison with specialist staff and others, e.g. parents/carers as needed, adaptations to the activity, student groupings and reviews during/afterwards. For example, a student with physical or sensory difficulties might need: TA help to take part in a class role play, different resources/support or even environment for some lessons and alternative transport and an adult guide on a visit.

13. How do we support emotional and social development? What pastoral support and arrangements are available? How do we listen to the views of students with SEN? What measures are there, to prevent bullying?

Emotional resilience and social skills are essential foundations for good learning; many students may need support and guidance in these areas at some point in their school lives. We are a relatively small secondary school, which helps us to know our students well and maintain good communication systems. Students are in tutor groups and their form tutor often remains the same from year to year. Weekly Personal Guidance lessons take place in form group time. In addition to the Pastoral and Inclusion staff listed above, operating open-door systems, we have a part-time school mentor, Key Stage 4 Student Mediators and excellent links with a range of external staff who visit the school regularly.  Please also refer to our Anti-Bullying Policy.

14. How do we involve other organisations, such as health and social care bodies, local authority support services and voluntary sector organisations, in meeting students’ needs and supporting their families?

We have strong links with a range of external staff/agencies to advise on and support students’ individual and group needs. They attend annual reviews and various other meetings, e.g. regarding PE activities for students with physical needs. Specialist equipment may be loaned from them. Their staff may observe students in lessons and meet with school staff, parents/carers and students.

15. Where can you find out about the Birmingham Local Authority’s SEN Offer?

The local authority is required by law to publish a policy on 1.9.14, giving the timescale for conversion of Statements to Education, Health and Care Plans (to be completed by April 2018). The following websites contain further information:


Related documents (on school website):

  • Inclusion Policy
  • Disability Equality Scheme (DES)
  • DES Action Plan – reviewed and reproduced annually
  • OFSTED Report February 2014
  • Inclusion Quality Mark Report July 2014
  • IQM Summary (July 2014)
  • IIP (Gold)
  • Anti-Bullying Policy
  • Safeguarding Policy