Wallington County Grammar School

Address: Croydon Road,Wallington

Postcode: SM6 7PH

Contact: Duvessa Owen (SENDCo)

Telephone: 020 8647 2235

email: dowen13.319@wcgs.foliotrust.uk

Visit the school's website (external link). 

twitter (external link). 

Contact to discuss child needs

Duvessa Owen, SENDCo and Deputy Headteacher, DSL

About the school

Wallington County Grammar School, is one of the best schools in the country. Our motto is Per Ardua Ad Summa, 'Through Difficulties to the Heights'. Coming to school here as a student or professional means that we reach those heights daily by being part of such a successful educational organisation. What makes us great is that we meet life’s difficulties together, as a community and a family, using our core values of compassion, courage, commitment and creativity to achieve excellence. We believe that we should always show compassion to others, making decisions without self-interest and supporting all those in our community to be happy and successful. We must have courage, never being afraid of failure but embracing it to learn from our mistakes and better ourselves. We are committed, not just to reaching academic success but to enriching ourselves as scholars, sportsmen and women, artists, musicians, actors, debaters and anything else we set our minds to. Finally we are creative, always being willing to consider different solutions and think deeply about the challenges we face as individuals and as a society. Above all, we celebrate our incredible students through a culture of praise and recognition to make sure they leave us with the conviction that they can achieve anything they put their minds to.
Being a boys selective school founded in 1927 that welcomes girls into the Sixth Form, we work within the Folio Education Trust, blending the best of tradition with innovation to engage and inspire our students to be the very best they can be. Because of this our students make progress within the top 2% of all secondary schools in the country at GCSE and go on to gain places at the world’s top universities. Wallington County Grammar School is renowned for its outstanding pastoral care.

Assessing children

Identification/Assessment, Planning and Review for Progress - Where needs become apparent through reviews of data or through the referral of concerns via parents/carers, professionals or students, action steps will be taken to clarify SEND and employ provisions to support possible needs. Methods for identification include but are not specific to:

  • The review and analysis of academic and behavioural data by Pastoral Staff, SENCO and Data Team;
  • The review of baseline assessments e.g. entrance examination data, grammar tests etc;
  • The encouragement of parent/carer and student voice to support identification of possible needs;
  • Professional identification by trained teaching staff through effective evaluation of student participation in their learning environment;
  • The development of effective working relationships with prior educational settings to ensure student data transition;
  • Utilising a variety of external agencies to support the identification of needs and possible provisions;
  • Observations and drop-ins of/by school staff to identify and monitor student needs;
  • Reviews of student’s working processes through work samples and review of student workbooks by school staff to identify and monitor emerging needs;
  • Reviews of IEPs, resources and targets to ensure the most apt interventions are in place for the identified need
  • pastoral meetings and surveys with students and parent

Informing parents and carers

The school aims to work in partnership with parents/carers. We do so by:

  • working effectively with all other agencies supporting students and their parents/carers
  • reporting three times within each academic year on each student’s progress, attainment, effort, conduct and organisation
  • giving parents/carers opportunities to play an active and valued role in their student’s education
  • making parents/carers feel welcome and developing positive working relationships
  • encouraging parents/carers to inform school of any difficulties they perceive their son/daughter may be having or other needs their son/daughter may have which need addressing
  • instilling confidence that the school will listen and act appropriately
  • focusing on the student’s strengths as well as areas of additional need
  • allowing parents/carers opportunities to discuss ways in which they and the school can help their son/daughter
  • agreeing targets for all students, in particular, those not making expected progress and, for some students identified as SEND, involving parents/carers in the drawing-up and monitoring progress against these targets
  • keeping parents/carers informed and giving support during assessment and any related decision-making process
  • making parents/carers aware of the Parent Partnership services and other supports available
  • providing all information in an accessible way, including, where necessary, translated information for parents/carers with English as an Additional Language

Updates on progress

All staff and parents of all students in the school are updated at least three times a year via Data staging posts reporting. Parents also attend one parents' evening each year, however extra parent meetings occur when necessary. We pride ourselves on our regular communication with parents/carers and frequently obtain parent voice on a wide variety of topics. The pastoral team form strong relationships with parents/carers and communicate any concerns and praise home regarding progress when necessary.

IEPS meetings will occur 3 times a year, which is the formal occasion to meet the SENCO and update the IEP’s based on progress.

If a child is not making progress

Adaptations of Curriculum and Teaching Methods – At Wallington County Grammar School we are aware that the curriculum needs to be adapted to meet the needs of individual students and that teachers need to be flexible to ensure that adaptions can be made to practices to help students reach expected outcomes. In order to ensure this we strive to identify where additional resources and strategies need to be embedded in practice and setting to enable students to access the learning; each of these changes are communicated to parents/carers to support pupil progress. The following may be implemented to ensure this:

  • The creation, distribution and review of IEPs and Pupil Profiles with staff;
  • The creation and distribution of resources and supports for teaching staff in order to differentiate for SEND pupils;
  • The application of resources, both ICT and non-ICT, to pupils to enable them to access their learning i.e. Alphasmarts, laptops, coloured overlays, stress toys, additional printed lesson resources etc;
  • The application of additional pastoral support e.g. Mentoring Schemes, Academic Support Clubs etc;
  • The provision of specialist training for teaching staff and non-teaching staff related to improving the provision of students with SEND;
  • The application of a thorough transition programme for new SEND students to the school;
  • The application of specialist provision including advice from external services e.g. Behaviour Support Specialists, Occupational Therapists, Educational Psychologists, Therapists (Drama, Art etc.) and Counselors;
  • The application of examination support materials to ensure access arrangements for SEND students are met when recommended by Exam Boards and additional services e.g. laptops, scribes, additional rooming and supervision etc;
  • Specific inclusion activities and initiatives and adaptation of extracurricular groups to include SEND students;
  • The manipulation and adaptation of the school setting in order to meet the needs of specific SEND students e.g. safe room.
  • Social Skills and/or Study Skills sessions run by the Learning Support Assistants.
  • One to one support from the Learning Support Assistant in lessons, or via our cover supervisor/ TA
  • Support from a councillor from the Croydon Drop in Clinic, the school’s CAMHS worker or the school nurse.

Curriculum

For a detailed breakdown on course information, please visit the school website (external link). 

Adapting for child needs

At Wallington County Grammar School we are aware that the curriculum needs to be adapted to meet the needs of individual students and that teachers need to be flexible to ensure that adaptions can be made to practices to help students reach expected outcomes. In order to ensure this we strive to identify where additional resources and strategies need to be embedded in practice and setting to enable students to access the learning; the following may be implemented to ensure this:

  • The creation, distribution and review of IEPs with staff;
  • The creation and distribution of resources and supports for teaching staff in order to differentiate for SEND pupils;
  • The application of resources, both ICT and non-ICT, to pupils to enable them to access their learning i.e. Alphasmarts, laptops, additional printed lesson resources etc;
  • The application of additional pastoral support e.g. Mentoring Schemes, Academic Support Clubs etc;
  • The provision of specialist training for teaching staff and non-teaching staff related to improving the provision of students with SEND;
  • The application of a thorough transition programme for new SEND students to the school;
  • The application of specialist provision including advice from external services e.g. Behaviour Support Specialists, Occupational Therapists, Educational Psychologists, Therapists (Drama, Art etc.) and Councillors;
  • The application of examination support materials to ensure access arrangements for SEND students in line with JCQ guidelines and additional services e.g. laptops, scribes, additional rooming and supervision etc;
  • Specific inclusion activities and initiatives and adaptation of extracurricular groups to include SEND students
  • The manipulation and adaptation of the school setting in order to meet the needs of specific SEND students e.g. student services.
  • Social Skills and/or Study Skills sessions run by the Learning Support Assistant.
  • One to one support from the Learning Support Assistant in lessons.
  • Support from a councillor from the Croydon Drop in Clinic, the school’s CAMHS worker or the school nurse

Teacher flexibility on child needs

See above

Additional support

See above

Learning strategies

See above

Meeting child needs

Effective communication home, personalised intervention, effective monitoring and tracking and a strong working relationship between students/ school and parents/carers all working together will ensure the needs of each student are met.

Access to exams

Access arrangements will be granted in line with JCQ guidelines as and when they are required.
Additional time will be awarded based on the outcome of formal diagnostic assessment.
Other access arrangements such as laptops, quiet examination venues etc. will be awarded on a case by case basis and organised through the examinations department.

Additional support or time for exams

If a diagnostic assessment is completed on site and access arrangements are recommended this will be communicated with parents/carers accordingly.

Comfort, safety and socialising

Where students require more intervention to support them in school to ensure they feel comfortable and safe and can manage social scenarios, steps are taken to help students develop social and emotional skills and to promote acceptance within the student body. To ensure this we strive to:

  • Promote a strong culture and ethos and promote our supportive pastoral care system within the school
  • Provide (where required) opportunities for mentoring by peers/adults
  • Provide a range of additional activities before school, during lunch and after school that contain individual and peer activities e.g. sports groups, academic support groups, clubs and societies etc
  • Regular home and school liaison through contact diaries, report cards, emails and phone calls, parent’s evenings etc.
  • Provide access to the School Nurse and School Councillors,
  • Anti-bullying policies, assemblies, form time activities, SMSC days and a broad Citizenship and PSHEE curriculum.
  • Staff presence before school, at break and lunch times and afterschool,
  • Supportive transition programmes
  • Small group support sessions on Social Skills and Study Skills with the Learning Support Assistant or ELSA.

Social and emotional skills

See above

Tier 2 / Early Help Support in the Community

  • Mentoring by both staff and students
  • Access to Educational/Clinical Psychologist
  • Parent and student workshops
  • SEN specific parents evenings to review IEPs
  • Support in and out of lessons from the school’s ELSA
  • Small group support sessions on Social Skills and Study Skills with the Learning Support Assistant or ELSA
  • Coffee mornings for SEN students’ parent
  • Support from the school councillor, CAMHS worker or school nurse.

Bullying

At WCGS we aim to:

  • Promote positive attitudes towards all members of the school community
  • Encourage an atmosphere and ethos where bullying does not occur
  • Ensure that staff, students and parents are all aware of what constitutes bullying
  • Encourage students to report incidents of bullying, by educating them on why it is wrong and who to tell
  • Ensure that bullying incidents are taken seriously, followed up and dealt with appropriately
  • Encourage everyone to actively challenge bullying whenever and wherever it occurs
  • Ensure that all students are aware that all forms of bullying are not tolerated. 

Disability support

Where a student’s additional need requires greater levels of assistance or differentiation within the setting of the school, efforts have been taken to ensure that facilities have been tailored to assist students with disabilities to move around the school building, take part in lessons and access available supports. Some of the ways this has been accomplished is through the application (where appropriate) of:

  • Interactive whiteboards to assist students in their learning
  • Application of IEPs to support the amendment of teaching strategies to support students e.g. seating plans, resource styles, teacher communication etc.
  • The application of assistive technology e.g. laptops, alphasmarts etc to support students
  • Stilted lesson transition times to support needs,
  • Re-rooming to accommodate accessibility of lessons
  • Wheelchair access to Sports halls to enable participation in such activities
  • Duties under the Equality Act 2010.

Accessing lessons

See above

Who we work with

Working with Others – where additional services and agencies are required to support the application of provisions in our setting we work effectively and diligently with them to ensure that students are supported. Some of the services we work closely with are as follows:

  • Educational Psychology Services
  • Learning Support Services
  • Speech, Language and Communication Services
  • ASD Services
  • Sutton Behaviour for Learning Services
  • Private Assessors
  • Child and Adolescent Mental Health Services
  • Borough Special Educational Needs team
  • Social Care
  • Voluntary Services e.g. Art and Drama Therapy Services, TTRS et

Other agencies

See above

Informing parents and carers

Where additional services and supports are sought parents/carers will be informed accordingly

Helping your child settle with confidence

Where students are entering or exiting our school community steps are taken to ensure that their needs are supported prior to, during and following the transition phase. Methods for support include but are not specific to:

  • The Year Leader, SENCO and possibly additional school staff communicate with prior and future settings in a variety of ways to ensure the effective hand-over of material e.g. IEPs, Student Histories etc;
  • In Year 7, 9 and 12 induction sessions are constructed to prepare the new students for the practices of our setting e.g. our praise and sanctions system, familiarising students with the environment, strategies for transitions between classrooms etc;
  • Mentor and buddy systems are often implemented to ensure that students develop positive relationships and feel supported during transitions;
  • SENCO and/or Year Leader will communicate with students and parent/carer to ensure that the family participate feel confident in the nature of transition;
  • External agencies are utilised in order to provide additional support and recommendations wherever the school deem it necessary;
  • Post 16 reports are provided where the SENCO feels they is required in order to ensure the needs of the student are met in future educational settings;
  • Student’s work with Year Leader and/or SENCO to discuss strategies for transition to create plans where apt

Extended School Day

Generic breakfast Club available from 7:30
After school clubs and library services available daily until 16:30

Policies

https://www.wcgs-sutton.co.uk/about/key-documents-policies

Updated

November 2021