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Special Education Needs

Northampton School for Girls is an inclusive mainstream 11-18 comprehensive academy with over 1700 students. NSG is committed to the equality of opportunity and the provision of the highest standards of education for all our students, including those with Special Educational Needs


Carol Pichler (

SEND Lead and Look After Children Lead Julia Smallman (

SEND Administration Support
Claire Armstrong (



What types of special educational need does Northampton School for Girls provide for?

● Children are identified as having SEND when they have a significantly greater difficulty in learning than the majority of
children the same age or have a disability which prevents or hinders them from making use of education facilities of a
kind generally provided for children of the same age in mainstream schools” (SEND Regulations 2014)..
● Students at Northampton School for Girls have a range of difficulties including; Communication and Interaction;
Cognition and Learning; Social, Emotional and Mental Health difficulties and Sensory or Physical difficulties.

The Autumn Census recorded the following data for students with Special Needs at Northampton School for Girls:

SEN Code Number of
Education Health Care Plan (code E) 16
SEN Support (Code K) 132
Total number of students with SEN (Codes E&K) 192
Total number of students with no SEN need (Code N)  
Total number of students on roll  


How does the school identify and assess students with SEN?

● At NSG we use information from a range of sources to help identify SEND and other needs. These include information
from parents/carers; primary school teachers; end of key stage 2 SATs assessments; baseline testing; Cognitive Ability
Tests (CAT tests); literacy and numeracy tests; application form information; subject teachers; specialist colleagues and
external agencies.
● Our class teachers, Heads of Faculty and Heads of Year closely monitor the progress and attainment of all students,
including those who have or may have SEND. The ongoing monitoring of students during their time at NSG will further
identify students with a special educational need. This identification may come from teachers, support colleagues,
outside agencies, parents/carers or the pupils themselves. Staff can express their concerns about a student to the
SENDCO via a SEND Referral Form
● If your child needs to be assessed we use a range of assessments depending on the area of need. We follow a staged
and graduated approach to identifying and assessing needs, using the ‘Assess, Plan, Do, Review’ model. The triggers
for intervention could be a concern, underpinned by evidence, about a student who, despite receiving differentiated
learning opportunities, does not make expected progress.

How does the school evaluate the effectiveness of provision?

● All students, (including those on the SEND register) are assessed on a regular basis, in accordance with the NSG
Assessment Policy. Teachers formally assess and review progress and attainment 3 times a year which is
communicated to parents/carers by a report that is sent home or available online. Additionally, parents’ evenings are held once a year when there is an opportunity to discuss progress, attainment and next steps. All students with an
Education, Health & Care Plan have an Annual Review.

● The school has a Quality Assurance process that assesses the effectiveness of Teaching and Learning for all students,
including those with SEND and the outcomes of these evaluations are used to create and implement improvement plans
for all aspects of school life. These are frequently reviewed through regular evaluation. Progress and attainment data for
students is analysed regularly at school leader meetings and reported to governors

How does the school assess and review the progress of students with SEND?

● At Key Stage 4 & 5 the school will send home 3 reports each year showing current and target levels as well as reporting
on effort, behavior, homework and organisation.
● At Key Stage 3 the school will send home 3 reports each year which will report on students’ attitudes to learning and
their progress in each subject
● Heads of Department, Heads of Year and the SENDCO will monitor and review this data identifying any subjects where
a student is not making the right amount of progress. Appropriate action will be put in place. The impact of this activity
will then be evaluated. We give reports to the governors who monitor and review the work of all departments, including
● We welcome the involvement of parents/carers and want to keep you up to date and involved with your child’s progress.
We do this through parents’ evenings; notes in planners; email; telephone calls; appointments made with individual
teachers; Annual Reviews (for those with ECHP). The school provides information for all parents via our website;
● All students receiving Catch Up intervention in Numeracy and Literacy will be reviewed at least once per term and
students making significant progress will ‘graduate’ off the intervention and a letter sent home to inform parents. We will
continue to monitor these students throughout the remainder of the year and if progress is maintained their SEND
coding will be adjusted.
● All students with K or E (SEND register) will have their ILPs updated in light of the Learning Indicators and any concerns
from parents or teachers or external agency information.
● All Students who are referred for access arrangement (memory, organisation, processing) will complete the LUCID
Exact & Recall testing process and subject to the results the student may have an ILP created and be given the SEND
support code K. Students who are in KS4 or KS5 may be referred for exam access testing by a specialist assessor. All
students with exam access provision must maximise the use of this provision in lessons and tests prior to the formal
examination period as evidence of use as normal way of working is required to verify the need

What is the schools approach to teaching students with SEND?

● The Code of Practice suggest that students are only identified as SEND if they do not make adequate progress having
received intervention, reasonable adjustment and outstanding quality first teaching. Our teachers are responsible and
accountable for the progress and development of all students in their classes, including students who receive additional
support. All staff deliver quality first teaching which is differentiated for students with SEND which enables them to make
progress within the classroom
● We aim to identify students’ educational needs as quickly as possible when allocated a place at NSG
● Within Northampton School for Girls there are a variety of staff roles to help us fully support all student. Where it is felt it
is the right thing to do a student may be offered additional help and support. There are a range of interventions and
additional subject support available if this is provided parents would be informed. Where it is appropriate to support students to access adapted exam arrangement, we will assess and apply for exam Access Arrangements according to
the Joint Council for Qualifications exam regulations.

How does Northampton School for Girls adapt the curriculum and learning environment?

● As outlined above, teachers have the first responsibilities to provide good teaching and learning for students with
special educational needs. As such, NSG adopts a “whole school approach which involves all staff delivering “quality
first teaching”.
● All staff are informed of student interventions and are advised of class-based strategies, which support the progress of
students within their lessons. Where necessary individual student meetings are organised to update staff about changes
to need and aid them in supporting students to maximise their potential
● Reasonable adjustments are explored and considered to ensure that all students can access a broad and balanced
curriculum. These include access arrangements for assessment , use of appropriate ICT where possible, appropriate
differentiated materials including enlarged paper, coloured overlays/coloured paper and strategic seating plans
● NSG is a safe and accessible site and we do our best to make it welcoming to the whole community. All safeguarding
procedures and risk assessments are in place and adhered to by all staff. We have a range of different facilities to help
SEND students throughout our school including a number of lifts to access all areas; disabled toilets; stair lifts; ramps;
wide corridors and equipment to help with reading and writing.
● The Accessibility Plan, which satisfies the requirements of the Equality Act 2010, Schedule 10, Paragraph 3, is available
to view online and in Appendix B of our SEND policy.

What additional support for learning is available to pupils with special educational needs?

● We have a wide range of staff to support pupils and address additional needs, including students with SEND. This
includes intervention group teachers in Literacy and Numeracy, Social Skills; Learning Support Assistants; Pastoral
Support Managers and SENDCO.
● Additional support can also be accessed via a range of external partners including Autism Outreach, Educational
Psychologist service, CAMHS
● Resources are allocated based on evidence of need and effectiveness. Students with an EHCP have resources
allocated as outlined in their statement or plan. Learning Support Assistants (LSAs) are allocated, where resources
allow, to support students in lessons and extra-curricular activities. Staff liaise closely with them to ensure maximum
● Students on the SEND register (K & E coding) will have targets and strategies set by the SENDCO and developed
through faculty leaders, through teaching staff and through LSAs.
● Students with EHCP have an annual review involving the student, parents/carers, subject staff and other professionals
evaluate those targets and strategies. The decision is based on evidence of need and impact.
● Balancing independence with support in KS4&5

How does the school enables pupils with special educational needs to engage in the activities of the school (including physical activities) together with children who do not have special educational needs?

● A large range of academic and hobby/interest clubs are available at NSG which are open to all students, including
students with SEND.
● Additionally we run a range of activities to support SEND students including, Homework and Activity Club, Lunch and
Break Time Social Club, Breakfast Club etc. We also run coursework/revision sessions for older students as and when
● The Extra-Curricular timetable is available on the school’s website.
● All children in the school are encouraged to take part in extra activities at break time, lunchtime and after school. Day
and residential trips are open to all children and your child’s specific needs can be discussed if they wish to join such a
trip. ie DofE, local and foreign residentials.

What support is available for improving the emotional, mental and social development of pupils with special
educational needs at Northampton School for Girls?

● At NSG we take our pastoral responsibilities seriously. We pride ourselves on providing a high level of student support
and guidance. One way we support our students is by assigning them to a form tutor who will (in most cases) remain
with them as they progress up the school. This provides continuity and builds a strong relationship between tutor and
students and the mentoring they provide enables early identification of any concerns.
● There are additional members of staff who are able to provide pastoral support, these include: Pastoral Support
Managers; School Counsellor; Learning Assistant; Learning Mentors;
● The school has also fostered excellent relationships with a number of external agencies for example
The school nurse
Service Six,
Sensory Impairment Service & Specialist Support Services.

What is the name and the contact details of the SEN cocoordinator

● Speak to your child’s teachers in the first instance or contact the SENDCO
● SENCO Carol Pichler
● The Deputy Headteacher who is the line manager for SEND is Abigail Boddy
● Contact details: School phone 01604679540

What expertise and training of do staff have in how to support students with special educational needs and how is
specialist expertise secured?

● All staff are made aware of how they can support individuals within the classroom through the sharing of ILPs and
strategies for supporting students with SEND difficulties, Staff also have the opportunity to attend specific SEND training
delivered across the year as part of the schools ongoing CPD programme and PLN provision. Teaching Assisstants
have a range of qualifications and experience in supporting studnets with autism, speech and language difficulties and
specific learning difficulties. The SEND team are supported to provide support with students emotional literacy, social
and mental health difficulties and specific health needs.
● In addition to the specialist staffing available within the school, support and guidance can be accessed from specialist
support for example
Autism Team
Educational Psychologist Team
Services for the Visually Impaired and Hearing Impaired
Speech and Language therapists

Information about how equipment and facilities to support children and young people with special educational
needs will be secured

● As a school we can access a range of services including the Sensory Impairment Service and Specialist Support
Services. These services are contacted when necessary and as appropriate, according to your child’s needs. If you
believe your child needs specialist equipment or other facilities please contact the SENDCo or discuss the issue at the
next review/parents evening.

What are the arrangements for consulting parents of children with special educational needs about, and involving
such parents in, the education of their child.

We need parents/carers to support us and your child by encouraging them to fully engage with their learning and any
interventions offered by:
● Helping them to be organised for their day (including bringing the right equipment and books)
● Full attendance and good punctuality
● Completion of homework
● Checking and signing planner
● Attending parents meetings
● Attending any meetings specifically arranged for your child
● We will support you by having regular communication and the SENDCo will contact you on a regular basis. Individual
Learning Plans will be available on the school’s information portal and posted home in October for you to access and
support your children with their learning at home.
● Students are encouraged to take part in Pupil Voice activities; regularly evaluate their work in lessons; attendance, well
being and promote change.

What are the arrangements for consulting young people with special educational needs about, and involving them in, their education?

● Students will be involved in review meetings; contribute to target setting and reviewing and reflect on their learning and
achievements by completing Student Profile ’ documents prior to reviews. Tutor Mentoring takes place at least termly,
when students have detailed discussions with their tutor about their attainment, progress and next steps for

Are there any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents of students with special educational needs concerning the provision made at the school

● Should parents be unhappy with any aspect of their child’s care at Northampton School for Girls, they can seek to
resolve this informally with relevant staff in the first instance. If this does not resolve the problem, or ally concerns, the
problem can be brought to the attention of the Senior Leadership Team (Abigail Boddy, Deputy Headteacher or the complaints procedure can be followed (please see the school website for the
school Complaints Policy)

How are other bodies, including health and social services, local authority support services and voluntary organisations involved in meeting the needs of pupils with special educational needs and in supporting the families of such students

● As a school we can access a range of services including Child and Adolescent Mental Health Service (Camhs); Social
Care; School Nurse Service; Educational Psychology Service; Connexions; Targeted Prevention Team;
● Service Six; Speech and Language Service; Education Entitlement and Occupational Therapy Service. These services
are contacted when necessary and appropriate, according to your child’s needs. The school works closely with
Northamptonshire County Council and use the EHA process when appropriate to do so. If you believe your child needs
support from a specialist please contact a SENDCo or discuss at the next review/parents evening

What are the contact details of support services for the parents of students with special educational needs, including those for arrangements made in accordance with section 32?

● Northampton Parent Partnership Service: or telephone
Helpline: 0845 2415552 (10am - 5pm Mon, Weds and Fri); General: 01604 636111 Email:
● Northamptonshire County Council Special Educational Needs:
● Education Entitlement Service (including Autism Outreach, Hearing and Visual Impairment Service):
● Early Help Assessment ( EHA/ formally CAF):
● Child and Adolescent Mental Health Service( Camhs):
● Special Needs Index (SNIX):
● Northampton Parents Forum Group
● Autism Concern:
● FACT Northampton (support group for ASD & ADHD)
● Young Minds
● Northamptonshire Dyslexia Association

What are the he school’s arrangements for supporting students with special educational needs in transfer between phases of education or in preparation for adulthood and independent living

● We liaise closely with primary schools and provide additional transition support both before your child starts and
afterwards, if it is needed. We also host a Summer School for a week in the summer holidays for Year 6 students. All
children receive advice on careers and are encouraged to visit colleges to explore post-16 courses. If additional support
is needed this will be put in place.

Where is the Information on where the local authority’s local offer Published?

● Northamptonshire County Council Local Offer information:
● NCC SEND support pages
● Sensory Impairment Service
● Specialist Support Services