Greenshaw High School Speech & Langvuage Department

View Greenshaw School's Statement of Provision. 

Address: Grennell Road, Sutton

Postcode: SM1 3DY

Contact: Ms Karen Cordes, Speech & Language Development Manager

Telephone: 020 8715 1001





Contact to discuss child needs

The school aims to provide for the special educational needs of all our pupils as they are defined in our SEN Policy which can be accessed on the school website. In the first instance, please contact the Form Tutor or Year Team if you have any concerns about your child. If the concerns are in regard to social, emotional, development or learning needs please contact the SENDCo directly.

Assessing children

We conduct baseline testing in literacy and numeracy for all new entrants in order to identify any additional learning needs that may require support. In addition, there is continuous teacher assessment within the subjects and more formal data collections twice a year.

Informing parents and carers

A Speech and Language Therapy Report is completed and sent home to parents/carers and is discussed at the student's Annual Review.

Mainstream students' parents/carers are invited to contact the Speech & Language Department if they wish to discuss their child's Report.

Updates on progress

There are data collections twice a year which are communicated home through Frog, in addition to a yearly parents’ evening. Data collections are turned into reports which highlight whether a child is making progress or not.

If a child is not making progress

Every year group has a Head of Year who monitors the progress and attainment of a year group and who will liaise with the Inclusion Team in regards to whether additional intervention is required. Additional support may be documented by an individual Plan / Provision Map. We may seek external support for children continuing to experience significant difficulty – this could involve an application for Education Health and Care Plan assessment.


Students with an EHCP included within the Speech and Language resource base follow the same mainstream curriculum that other pupils do at Greenshaw. Dependent on their ability to access literacy and numeracy, they may be placed into an intervention group which is set according to their needs rather than into a mainstream class for those lessons.

Adapting for child needs

S & L therapy is planned to meet the individual needs of the students and they receive a minimum of one hour a week as part of a small group. Further therapy will be provided as required. In KS$, then students who are part of the resource base will receive at least 2 hours per week of therapy.

Teacher flexibility on child needs

Teachers are trained in supporting students with speech, language and communication difficulties through in-house training run by the Department and are therefore able to adapt the curriculum according to individual need.

Additional support

Following assessment mainstream students may receive one or more blocks of therapy to meet individual needs. Those already in the resource base can have additional 1:1 or small group support in literacy, numeracy or science if they require it during KS3 or 4. 

Learning strategies

Speech and Language Therapy Reports are made available to all staff via the school's database. 

Meeting child needs

All teaching staff are provided with a copy of the SEN Register and regular updates, which includes the key information they require in regards to the individual students' speech and language needs. Therefore planning takes account of students' needs.

Access to exams

Testing carried out by the Speech & Language Department on mainstream students may identify areas of need that would qualify them for exam concessions.

All students with an Education Health and Care Plan qualify for extra time in examinations and assessments. Additional testing may show that other arrangements may also be required, such as a scribe or access to a laptop. 

Access arrangements

If your child is eligible for Access Arrangements, you will be informed by letter.

Comfort, safety and socialising

Greenshaw has a strong ethos of pastoral care which we feel is exemplified through our Year system. Where it has been identified that additional support for social and emotional needs is required, the Inclusion Team can refer to either internal or external specialist services which include: Mentoring including Emotional Literacy Support Assistants (ELSAs), groups to develop Social Skills and/enhance self-esteem; access to specialist support e.g. CAMHS; Speech, Language and Communication; behaviour management; lunchtime and after-school clubs

Social and emotional skills

In addition to specialist services, Greenshaw supports social and emotional needs through: home/school liaison; planners; school’s on-line information system (FROG); report cards; shared target setting; staff presence at breaks and lunch, before and after school; use of CCTV; preparation for high school.

Tier 2 / Early Help Support in the Community

See main school offer


There is a robust Anti Bullying Policy in place which seeks to support individuals and their families.

Disability support

Greenshaw has an accessibility plan which takes into account our duties under the Equality Act 2010. We have a lift and some wheelchair access in parts of the school.

Accessing lessons

Specialist equipment would be considered on an individual basis.

Who we work with

Greenshaw works with a range of external agencies such as:
• Behaviour Support Team
• Sensory Impairment Service
• Autism Spectrum Disorder Service
• School Nurse
• Child and Adolescent Mental Health Service
• Youth Offending Service
• Special Educational Needs Team
• Voluntary

Other agencies

When appropriate and there is agreement between the school and student and/or parents/carers, Greenshaw will refer to an external agency for support, guidance, strategies or advice to ensure that the student is able to access the curriculum.

Informing parents and carers

Parents/Carers will be kept informed via telephone/email/letter and consent is sought before a referral is made to an external service.

Helping your child settle with confidence

Transition to High School from Year 6 to 7 is supported through a number of mechanisms:
• Visits to primary schools
• Testing day
• Parents and child invited in for an interview
• Induction Day for all students
• Additional induction day for students who are the only child attending from their primary school

Students with identified needs also receive the following:
• Additional Induction Day
• Summer School
• Additional visits to primary school

Transition from KS3 to KS4 in Year 8 is supported by:
• Options evening and talk
• Subject specific information on school’s on-line information system
• Student interview with Senior staff

Students with identified needs also receive the following:
• Group discussion to ensure students’ understanding of process
• A staff advocate at the student interview

Transition from KS4 to Post-16 for students with identified needs is supported by:
• Support to complete college or university application forms/CVs
• Careers advice and guidance
• Interview practice

Extended School Day

The Speech & Language Department offer a homework club after school.



November 2021