Glenthorne High School

Address: Sutton Common Road, Sutton

Postcode: SM3 9PS

Contact: Miss Danielle Hughes (SENCO)

Telephone: 020 8644 6307

email: enquiries@glenthorne.sutton.sch.uk

website: http://www.glenthorne.sutton.sch.uk

Contact to discuss child needs

The first point of contact regarding concerns about your child’s progress within a subject area is the Class Teacher or Subject Leader. If you feel you have concerns about your child’s well-being, please contact your child’s tutor. If your child is on the SEND register and you have concerns related to learning difficulties please contact the School SENCo. If your child is not on the SEND register but you feel they are not making progress due to learning difficulties, then please contact your child’s Head of Year in the first instance who will collate information on your child and pass it to the School SENCo.

Assessing children

Pupils at Glenthorne High School are regularly monitored and assessed for their progress. Pupil progress is monitored and tracked by the Class Teacher, Subject Leader and Head of Year.

Informing parents and carers

Feedback to parents is given via parents evening meetings once a year and reported through the school reporting system. In addition to this, for pupils on the SEN register, progress towards targets set in SEN Support Plans is reviewed and evaluated three times per year at review meetings.

Updates on progress

Feedback to parents is given via parents evening meetings once a year and reported through the school reporting system. In addition to this, for pupils on the SEN register, progress towards targets set in SEN Support Plans is reviewed and evaluated three times per year at review meetings.

If a child is not making progress

Any member of staff or a parent/carer can refer a pupil for any of the categories of SEND. Staff must ensure that appropriate interventions have taken place before a referral is made to the Head of Year. If a pupil is referred by three teachers within a term then the Head of Year will refer the pupil to the SENCo. Following assessment those pupils recognised as having SEND will be registered in line with school procedures and strategies will be put in place to promote progress and support them to address their learning difficulties. The review process will highlight and review provision and strategies that are in place. Where progress is not evident, further advice will be sought and additional support and interventions implemented.

Curriculum

Pupils receive a broad and balanced curriculum in Years 7 and 8 and then from Year 9 onwards pupils choose their options to personalise their learning. Classes at KS3 are in sets in English, Maths, Science and MFL; pupils are taught in mixed ability groups in other subjects.

Adapting for child needs

Additional support in the form of literacy or numeracy interventions may be offered in discussion with parents for pupils those reading/spelling ages or numeracy levels are significantly below those of their peers.

Teacher flexibility on child needs

Teachers are trained in special educational needs from their initial teacher training, which is then consolidated by in-house training from the expertise within the school. External agencies often contribute to INSET opportunities to ensure staff are making appropriate and reasonable adjustments to their teaching to maximise the learning of all pupils.

Additional support

Teaching Assistant support is provided in many lessons where pupils with SEND are present. Teaching Assistants (TAs) are encouraged to support all pupils within the class who require support but with a focus on those on the SEND register.

Learning strategies

Teaching staff are provided with teaching strategies for students with SEND through the student’s SEND Support Plan. The strategies are also highlighted during INSET time, staff briefings and staff meetings to ensure staff are aware of appropriate and effective support and interventions.

Meeting child needs

All staff have access to pupil SEND Support Plans. Staff are expected to implement strategies listed on SEND support plans to ensure pupil needs are met. TAs have designated time during which they liaise with teaching staff to ensure TA support within the classroom is focused on the specific needs of pupils with SEN. The review process will highlight and review provision and strategies that are in place. Where progress is not evident, further advice will be sought and additional support and interventions implemented.

Access to exams

Pupils are entered for KS4 examinations appropriate to their age and ability, and usually these will be GCSEs. Where appropriate students will be assessed for exam concessions using the JCQ assessment criteria. Pupils will only be considered for access arrangements if the arrangement reflects the student’s normal way of working and where evidence supports the level of need.

Additional support or time for exams

The SEN concessions officer will then write home to confirm what exam arrangements are to be put in place.

Comfort, safety and socialising

Various clubs and activities are run throughout the year to help promote teamwork and self esteem. Further support can be sought from external agencies such as CAMHS, the ASD service, Speech and Language services, and Occupational Therapy, as well as the Sensory Support Services.

Social and emotional skills

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, the ASD service and Speech and Language services as well as the Sensory Support Services.

Tier 2 / Early Help Support in the Community

The school have a range of resources available to support students with their emotional wellbeing. Pupils can access peer mentors, ELSA-trained staff, a school counsellor or specific courses on behaviour. All of these services are available on a referral basis, accessed through the Head of Year.

Bullying

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.

Disability support

Reasonable adjustments are made for students with additional needs. Advice is sought from relevant professionals where appropriate.

Accessing lessons

The intention is that all pupils regardless of need are able to access all lessons, however the site is built on a hill and some buildings are over 50 years old, so not all classrooms are accessible to pupils with physical disabilities. Parents will be made aware of any difficulties through meetings either for SEN Support Plan reviews or through Parent Meetings.

Who we work with

Glenthorne High School works with a variety of external agencies such as the Educational Psychology Service, CAMHS, the ASD service, Speech and Language and Occupational Therapy professionals.

Working with other agencies

The school works with external agencies to help with assessment, delivery and review stages of pupils’ progress.

Informing parents and carers

Parental permission will be sought in all cases of referrals to outside agencies such the Educational Psychology Service, CAMHS etc.

Helping your child settle with confidence

Discussions are held at the primary/secondary transfer meeting during the summer term prior to joining Glenthorne between SENCos from primary school and the School SENCo. As well as the Induction Day for year 6 pupils, the SEND Team also offers an additional Induction Day for identified students with SEND. During year 7 pupils are closely monitored by their tutors, subject teachers and Head of Year. Further support can be offered by the SEND team. Continual monitoring of pupil progress will take place through the year and all pupils on the SEND register will have their progress discussed during termly review meetings. Further meetings are arranged with the SENCo or SLT members as students decide on which options to take at KS4. There are many information evenings throughout each year which aim to prepare pupils for exams. All pupils have access to the school’s independent Career Advisor and meetings are arranged with a member of the Senior Leadership Team to discuss the transition to post 16 education.

Extended School Day

A supervised breakfast club is available within school from 7.45am. There are a variety of after-school clubs which run until 4.15pm, including homework clubs and other curricular and extra-curricular activities.

Policies

https://www.glenthorne.sutton.sch.uk/app/os#!/about-glenthorne-2/policies

Updated

February 2022