Inclusion
Although St George’s is not a specialist school for children with special educational needs, we pride ourselves on being an inclusive school, where all pupils’ educational needs are identified and supported.
The Inclusion Department is an integral part of the school. We can support pupils who have a specific learning difficulty across a range of formats from targeted small group and 1:1 sessions, to offering more general support to any pupils who need help with organisational skills, study skills and use of assistive technology.
We benefit from the expertise of qualified staff including Upper and Lower SENCOs, two SpLD teachers, a full time Speech and Language therapist, an English as an Additional Language (EAL) specialist, Mentors, a full time School Nurse and three Mental Health Leads.
St George’s has many pupils of varying ability and need. In order to ensure the needs of all learners are catered for we invest in a wide range of both in house and external training. We genuinely believe in providing our staff with an excellent ‘tool kit’ to provide greater depth of understanding of the pupils we work with, as well as practical strategies to meet learners needs; staff training ensures a depth of pedagogy essential to quality first teaching.
An Individual Approach
Some pupils may have needs that do not require additional support outside of the high-quality differentiated teaching they receive inside the classroom. These pupils are closely monitored by teaching staff in liaison with our specialist staff. Pupils that require 1:1 or small group intervention/academic support, due to a specific need that cannot be initially met within the classroom, are placed on the school’s SEN register (in line with the SEND code of practice: 0 to 25 years). They remain on this register whilst intervention work takes place. Key information on all of these pupils is recorded on a Pupil Passport, alongside strategies to assist with their learning and wellbeing within the school; all pupils on the SEND register also have an Individual Provision Plan (IPP) which is reviewed termly. These are shared with parents, teaching and pastoral staff to enable a whole-school approach to a ‘team around the child’.
We often work closely with external professionals (such as educational psychologists, physiotherapists, occupational therapists, mental health services, the Communication and Autism Team, the Hearing Impairment Service etc), and aim to implement their recommendations both in the classroom and the wider school setting.
With highly qualified and experienced staff, our aim is to ensure all pupils achieve their potential regardless of any difficulties they may face. Teaching staff, together with our dedicated Learning Support team, are able to help pupils with a range of additional needs, such as dyslexia, dyspraxia, dyscalculia, ADHD and Autistic Spectrum Condition, to enable them to fulfil their potential.
We also offer support to student who are learning English as an additional language.
Pre-Prep and Prep Inclusion Department
Our Special Educational Needs Co-ordinator (SENCo), has been working at St George’s for more than 10 years and holds the SpLD qualification in addition to her National Award for SEN Coordination. She is an Autism Education Trust Trainer, an Elklan Speech and Language Tutor, and is trained in supporting pupils with many issues including, but not limited to, sensory, mental health, ADHD, attachment and specific learning difficulties.
Our SENCo works closely with parents, teachers and teaching assistants to ensure that any concerns are identified, addressed and closely monitored.
Within the school and special educational needs department, our aim is for all children to achieve their personal best; for most children this can be achieved with our excellent quality first teaching. A small number of children however may need additional intervention. This may involve small group work or 1:1 sessions for a few terms to address a specific difficulty.
Others may require longer-term support, and the department can ensure continuity of provision for these children.
Experienced, qualified teaching assistants work with small groups and individuals to provide specific support under the guidance of the SENCo. We work closely with outside agencies, including educational psychologists, speech and language therapists and occupational therapists, when further assessment or intervention is required.
Our SENCo and Speech and Language Therapist work one-to-one with pupils who need more specialised input.
When pupils are in Year 6 we liaise with their secondary school destinations to ensure a smooth transfer into Year 7.
