Special Educational Needs
Redland Green School is a comprehensive school, catering for the educational needs of the full ability range in mainstream education and recognises that any student may have a special educational need during the time that they attend the school. The school is committed to inclusion and equality and will make reasonable adjustments to ensure these are adhered to. All students are entitled to an educational experience that is rewarding, challenging, appropriate and accessible. Students identified as having SEND needs are fully included within the school by use of additional resources, including staffing and facilities. All teachers are responsible for meeting the needs of all students with SEND (as indicated by the revised Code of Practice).
-
Maxine HartySENDCo
Maxine Harty
Maxine studied history and sociology at the University of Manchester and completed her PGCE at the University of Bath before taking up her first teaching post in Bristol. She worked in several teaching roles in schools in the South West before moving to education in a secure setting. Working with young people with high levels of need, Maxine was a Curriculum Leader for life skills and then Resettlement Manager at HMP & YOI Ashfield until returning to mainstream secondary education in 2013. She took up a post at Redland Green School teaching humanities in 2015 and has been leading our Personal Social & Health Education (PSHE) provision since 2018. Maxine has worked closely with our SEND, safeguarding and pastoral teams to develop an inclusive programme of PSHE for all students.
Phone: 0117 353 3200
E-mail: Learningsupportteam@redlandgreen.bristol.sch.uk
Learning Support Team:
Learning Support Team:
Claire Hooper - Learning Support Manager (Years 10 and 11/Exam Access Arrangements Coordinator)
Sam Pomery - Learning Support Manager (Years 7, 8 and 9/year 6-7 transition)
Kate Sullivan - English Teacher, English Intervention & EAL Co-ordinator
Jennifer Ashbrook - Learning Support Assistant
Martina Macinenti - Learning Support Assistant
Trudi Pullinger - Learning Support Assistant
Sagarika Saha - Learning Support Assistant
Jane Banks - Learning Support Assistant
Fatma Jamal - Learning Support Assistant
Madelaine Simmons - Learning Support Assistant and EBSA support
Mia Gascoigne - Learning Support Assistant
Molly Scaife-Addinall - Learning Support Assistant
Joanna MacAidie - Post 16 Academic Mentor
Elizabeth Gin - Post 16 Academic Mentor
If you have any questions about SEND provision at RGS please email the Learning Support team at: learningsupportteam@redlandgreen.bristol.sch.uk
Redland Green School Graduated Response information can be found here.
The Excalibur Academies Trust SEND policy can be found here.
Please follow the link for all SEND related information and services to support young people with SEND - Bristol City Council's SEND Local offer.
The latest SEND Information Report can be found here.
If you have any questions about SEN provision at RGS please email the Learning Support team at learningsupportteam@redlandgreen.bristol.sch.uk
Support for Parents/ carers of Children with SEND
- Please see the link below for the final version of Bristol City Council's Written Statement of Action (WSOA) following their most recent OFSTED/CQC inspection:
https://www.bristol.gov.uk/policies-plans-strategies/ written-statement-of-action - There have been a number of updates since the inspection and the WSOA, and these are detailed on the following page: https://www.bristol.gov.uk/
bristol-local-offer/about/ ofsted-updates - For parents and carers of young people with SEND, the links below may be helpful:
Bristol City Council SEND local offer - https://www.bristol.gov.uk/
IPSEA Independent Parental Special Education Advice - https://www.ipsea.org.uk/
SEND and you - https://www.sendandyou.org.
Bristol parent carer forum - https://www.
Bristol Supportive Parents - http://www.
Off The Record - http://www.otrbristol.org.
Frequently Asked Questions
What proportion of the children on your roll are SEND?
3.5% of our 11 – 16 cohort have EHCPs and 14.3% are on the SEND register, including SEND support and EHCP students.
How many TAs and HLTAs do you have at the school?
We have two Learning Support Managers ( 1 x Key Stage 3 & 1 x Key Stage 4).
We have a team of 10 Learning Support Assistants who provide support across a range of classes and also act as Keyworkers for EHCP students and other vulnerable SEND students
Do you have an on-site SALT and / or OT?
Where a student requires a speech and language assessment this is arranged by the SENDCO. Learning Support Assistants will deliver intervention programmes as directed by a Speech and Language Therapist
Occupational Therapists will visit the school to work with identified students and those with provision as defined in their EHCP
How does LSA support work? (Particularly for children who don't have an EHCP)
LSAs are there to support the whole class with their work but will have a specific focus on those with an EHCP or a high level of SEND
LSAs have an excellent knowledge of the students within the class who require additional support and target those students initially to allow them to access set tasks with confidence
They may break down the task further, or adapt resources on the spot in order to allow students to access set work more easily
In some cases, LSAs may scribe for students in order for them to get their answers down and focus on class discussion
Where possible, LSAs will not sit next to individual students for extended periods of time, in order to foster independent learning and social development within the classroom
What adaptations do you allow for uniform?
We expect all students to wear our uniform. Any reasonable adjustments to our school uniform must be agreed with the SENDCo
What adaptations and adjustments do you make to your behaviour policy?
Our Behaviour Support system recognises positive behaviour, rewards positive behaviour and responds to behaviour that fails to meet our basic expectations
Where relevant and appropriate, staff will modify our behaviour policy to ensure that it takes into account a child’s special educational needs
What is your homelearning policy?
Teachers set homework to embed skills and knowledge learnt in lessons and to prepare students for the next steps in their learning
We modify and scaffold homework for students with SEND.
To help support students to complete homework the Learning Support Faculty run a homework club after school
How do you ensure the SEND team and the wider teaching staff are kept up-to-date on the latest understanding and learning around SEND needs?
Staff are regularly updated with SEND information throughout the year as part of our INSET and Staff CPD programme
Additional training sessions are organised with staff via external agencies
We send out a weekly SEND update to make sure relevant information is communicated to all staff.
How do you support learning and progress for SEND children?
We expect that all teachers will plan and deliver lessons that are suitably adapted and scaffolded to allow all students to make academic progress
All teachers are given information on the SEND students in their classes through their pen portraits, which outline the strategies needed to maximise their inclusion and progress
The SENDCo and other senior staff routinely visit lessons, conduct work scrutinies and carry out student voice work to ensure that our SEND provision is quality assured
What adaptations are you able to make for sensory needs - in the classroom, at lunchtime, at break times?
We seek to make ‘reasonable adjustments’ as necessary to ensure the academic and social inclusion of SEND students
Student needs and their provisions are communicated to all staff via our system of SEND Pen Portraits. This will include for example, information about how the child learns, where they need to sit in the room and how resources need to be adapted.
Where can children go at break and lunch times if noise and smell is overwhelming?
We encourage all students to socialise widely at unstructured times in one of our social spaces
We have a Learning Suppport Space that students can use during break and lunch time. We also encourage students to take part in the wide range of clubs that Redland Green offers.
How do you communicate an SEND child's needs with each teacher? How are they kept up-to-date?
The SENDCo and Learning Support team disseminate SEND information to all teachers and relevant support staff. This information is distributed electronically so that it can easily be accessed and updated
We run “Student Conferences” where the Learning Support Team provide specific updates following new information being made available or if a students’ circumstances change
Every child with an EHCP is allocated a key worker who acts as the ‘champion for the child’ and main point of contact for staff
What support are you able to offer children who are lonely, isolated and who struggle to make friends and connections?
All students are part of a mentor group led by a teaching member of staff. Mentors lead students through the daily mentor program, supporting and monitoring the pastoral development of each student. Any identified social concerns would be reported to the Wellbeing and Year Lead
The school runs targeted social clubs across KS3 at lunch times which are run by staff and student leaders to support meeting and interacting with other students in a calm and supportive environment.
We offer a peer support interventions run by trained students who are aligned to Y7 and 8 mentor groups who are able to help facilitate social interactions
All Y7 undertake team building and getting to know you activities through the T1 enrichment program
Concerns would be reported to the wellbeing leads via parent contact, a student mentor or any staff member.
The schools APEX (PSHE) curriculum covers social confidence and targets the development of a range of social skills and developing independence and confidence
How do you introduce your new year 7 SEN children to the school? Are they assisted in any way in this process at the beginning of the year?
We run a comprehensive induction programme for all new Year 7 students.
Where a student has an EHCP or has a high level of SEND we will arrange additional transition/induction sessions as necessary
How do you support children who are being bullied?
Redland Green School has a zero tolerance approach to bullying and will swiftly intervene when any incidence of bullying is witnessed or reported.
The school has multiple mechanism for students, parents and staff to report bullying including anonymously via the school’s ‘Whisper account’
All patterns of behaviour are recorded allowing the school to monitor any repeated behaviours towards others.
Please refer to the school anti bullying policy for a detailed outline of the actions taken to support a student targeted by bullying behaviours.
What opportunities do you offer for activities that offer enrichment and a broader set of experiences outside of the standard academic subjects?
We run our Enrichment Programme every Wednesday Afternoon
Students choose their learning from a wide range of options
There are no exams, tests or assessment
We also run an extensive programme of extra-curricular clubs and activities
What support are you able to offer SEN children for extra needs during assessments and exams?
At Key Stage 3 teachers will take into account a child’s SEND when tests/assessments are run and request additional support as necessary
Students are monitored throughout Key stage 3 (Years 7-9). In Key Stage 4 (Years 10-11) Identified students will be assessed for formal access arrangements.
Access arrangements may consist of:
Up to 25% extra time
Reader
Scribe
Word Processor
Rest Breaks
Prompt
Access arrangements are applied for to the Joint Council of Qualifications, who make the final decision.
Your caption here