Commitment to the award

  • NHGS has a highly experienced SENDCo
  • There is an active working party drawing from students, staff, governors and parents
  • All stakeholders have been informed about the school’s commitment to SENDIA
  • The Head boy led an assembly in which some of the students who receive support for SEN and additional needs spoke very confidently and honestly to the students about their positive experience of SEND support at North Halifax Grammar School.

Policy and practice complies with all legislation and promotes an inclusive ethos

  • Our policy, local offer (SEND report) and accessibility plan meet legal requirements and are accessible on the school’s website
  • Students identified as having SEND or AEN have access to the whole curriculum and take part in all extra-curricular activities
  • The school has good physical access both indoors and out
  • Provision detailed in EHC plans and One Page Profiles is in place and parents are kept informed of this provision and their child’s progress.

Leadership and Management of SEND / AEN (Additional Educational Needs)

  • One of our whole school priorities is….’Ensuring that all department schemes of learning and individual teacher lesson plans take account of the different starting points of learners and offer appropriate scaffolding and support / stretch and challenge as required.’
  • The experienced SENDCo:
  • is highly committed to ensuring that students with SEND are provided with the support necessary to remove any barriers to achievement;
  • keeps comprehensive and effective records on most aspect of SEND, including sharing the results of learning walks, work sampling and tracking with the leadership team;
  • ensures that her clear vision and high aspirations are shared by colleagues and students across the school. 

Teaching and learning for students with SEND is good or better

  • Teachers are made aware of their responsibility for the learning and behaviour of the students with SEND in the induction process and most use appropriate teaching strategies, learning activities and deployment of support staff. 
  • Teachers have received research based CPD on the best use of teaching assistants which has led to a general improvement in the deployment of teaching assistants, who now ‘rove’ the class and so encourage independence. 
  • The School works closely with the VI, HI, Speech and Language and ASD teams, the Educational Psychologist and Improvement Adviser to gain advice and support and to assist the school in evaluating provision. 
  • Students with SEND / additional needs have access to all curriculum areas and are encouraged to take part in the Duke of Edinburgh Award and the Year 9 camp.
  • Data is used to measure the impact of this advice and support. 
  • In spite of having around 80 feeder schools, the school has effective systems for ensuring successful Y6/7 transition, as it does for transition from Y11 to Y12. 
  • In 2018 SEND students made better progress than other groups (P8 +0.43)

Systems for identification

  • The school has comprehensive assessment and tracking procedures, which facilitate early identification of SEND / additional needs. 
  • Students are assessed regularly and the assessment data thoroughly analysed.  This enables staff to identify specific barriers to learning and from there to plan appropriate interventions and support, including ICT. 
  • Assessment data for SEND students is also used to chart progress, so measuring impact of support and interventions, which in turn informs the monitoring and evaluation of SEND provision. 
  • Teachers use assessment to inform their planning to differentiate lessons so that all learners can access learning.

Role of students in decision making

  • The SENDIA working group has two student members and the student representatives include students with SEND. 
  • Students are involved in their reviews and play a part in their support.  
  • The school conducts student, parent and staff questionnaires each year; a student member of the working group wrote, delivered and evaluated a questionnaire regarding SEND provision.  This was followed by some student interviews which were videoed.
  • Students attend parents’ evenings and are actively involved in reviews.

Role of parents in decision making

  • There is a very high attendance at parents’ evenings and review meetings. 
  • Parents are also kept informed of any support and interventions provided for their children. 
  • An increasing number of parents are now contributing to their child’s Post Monitoring Action Plan
  • The SENDCo / SEND team offer help and training on a 1:1 with parents. 

Continuous Professional Development

  • The SENDCo and the Deputy SENDCo lead CPD training for the whole staff and also work on a 1:1 basis with teachers and support staff, providing mentoring, coaching and CPD, following a needs appraisal analysis resulting from the school’s staff skills audit.
  • Calderdale ASD team and the school’s Educational Psychologist work closely with all staff.
  • A high proportion of staff have differentiation as one of their appraisal targets.
  • Staff keep up to date with recent research and SEND staff continue to keep abreast of developments.