Reading Girls' School (Foundation)
Reading Girls School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)
At Reading Girls’ School, our provision for SEND students underpins our value of inclusion; no SEND student follows a curriculum that is different to any other student in the school, we do not operate a curriculum within a curriculum. Significantly, when it comes to GCSE choices, our SEND students have the same opportunities and choices as all other students. We provide an inclusive learning environment for all students including those with special educational needs and disabilities (SEND), inspiring and empowering the students to achieve to the best of their ability.
We strongly believe that all students should be taught in a way that is appropriate to their individual level of need as we work together to improve barriers that may prevent students from making progress in line with their ability. SEND is a key priority for the whole school, all teachers are considered to be teachers of SEND.
Equally, we consistently have high expectations of all students and they thoroughly enjoy being active members of the school community, such as Yr 8 student and pastoral receptionist, members and leaders of RGS Pledge teams and becoming a mental health or anti-bullying ambassador.
Who to contact
- Contact Name
- Marika Farrugia
- Telephone
- (0118) 986 1336 (0118) 986 1336
- admin@readinggirlsschool.net
- Website
- www.readinggirlsschool.co.uk
- Scan to visit this website
Where to go
- Address
-
Northumberland Avenue
Reading
Berkshire - Postcode
- RG2 7PY
Directions to RG2 7PY
Inclusion Information
- Special Needs provision
- Yes
Childcare Information
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Rosslyn Thompson
- Contact Telephone
- 0118 9861336
- Contact Email
- admin@readinggirlsschool.net
- Links
- Reading Girls School - Website Accessibility Plan SEN Policy
- Local Offer Age Bands
-
Secondary (11-16 years)
Transitions to Adulthood (16+) - SEN Provision Type
- Universal
- Local Offer Updated
- 07/11/2023
Schools Extended Local Offer Response
Description
School Name: Reading Girls’ School
Address: Northumberland Avenue
Reading
RG2 7PY
Telephone: 0118 986 1336
Email: admin@readinggirlsschool.net
Website: www.readinggirlsschool.co.uk
Ofsted link: https://reports.ofsted.gov.uk/provider/23/144610
Head teacher: Marika Farrugia
Interim SENCo: Rosslyn Thompson
Name: Rosslyn Thompson
Contact: 0118 986 1336
Date of latest Accessibility Plan: January 2022
Link to Accessibility Plan: download.asp (readinggirlsschool.co.uk)
Date completed: September 2022
By whom: Rosslyn Thompson
General Statement – At Reading Girls’ School, our provision for SEND students underpins our value of inclusion; no SEND student follows a curriculum that is different to any other student in the school, we do not operate a curriculum within a curriculum. Significantly, when it comes to GCSE choices, our SEND students have the same opportunities and choices as all other students. We provide an inclusive learning environment for all students including those with special educational needs and disabilities (SEND), inspiring and empowering the students to achieve to the best of their ability. We strongly believe that all students should be taught in a way that is appropriate to their individual level of need as we work together to improve barriers that may prevent students from making progress in line with their ability. SEND is a key priority for the whole school, all teachers are considered to be teachers of SEND. Equally, we consistently have high expectations of all students and they thoroughly enjoy being active members of the school community, such as Yr 8 student and pastoral receptionist, members and leaders of RGS Pledge teams and becoming a mental health or anti-bullying ambassador.
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
Yes
- 1.2: What kinds of SEND do those children have?
Various
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
Assessment and observation
- 2.2: How will I know if my child is receiving SEN support?
Their name will be on the SEN register
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
On the school website
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
Continuous review of provision and effectiveness
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
Through the SEN and Pastoral team
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
Assessments
Provision mapping
- 3b.2: How will I find out about the progress my child is making?
Termly reports and feedback from SEN departments
- 3b.3: How will I be involved in those reviews? Who else will be there?
Consultation between home and SEN team
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
Through quality first teaching and differentiation
- 3c.2: How can I find out more about what my child is learning at the moment?
Speak to Form Tutor, Head of Year or Head of Department
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
Individual risk assessments and PEEPS completed
- 3d.2: How will the curriculum be matched to my child's needs?
With individual support and differentiation
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
Yes
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
According to level and type of need
- 3e.3: How will I know if my child is getting extra support?
Contact from school
- 3e.4: How is the decision made about how much/what support my child will receive?
Consultation between home and school
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
There is an extensive timetable of lunchtime and after school clubs
- 3f.2: How can my child and I find out about these activities?
A list is sent home at each term
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
They will included just as any other student would be
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
They have access to the wellbeing room and we have a school counsellor
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
SENDCo
- 4.2: What should I do if I think my child may have a special educational need or disability?
Speak to the Head of Year or SENDCo
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
Whole staff training on different types of SEN (e.g. ASD, ADHD, VI, Trauma etc.)
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
They will be provide as necessary
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
Through liaison and discussion with SEN team
- 7.2: How will you help me to support my child's learning?
By keeping you informed as to their needs and progress
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
One Page Profile completed in conjunction with students
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
Headteacher’s PA
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
SENDCo
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
External agencies and professionals as required (e.g. Educational Psychologist, Youth Worker, Mentors etc.)
- 10.2: How can my family get support from these services?
Via Brighter Futures
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
SENDCo or Brighter Futures
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
By co-ordinating with internal staff or ne setting
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
Brighter Futures website
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
Discussion with SEN team and Head of Year
- 14.2: How often will these reviews happen?
As required
15: Who can I contact for further information?
16: What is the complaints procedure?
Contact admin@readinggirlsschool.net or use contact form on school website
17: Our external partners are
Educational Psychologist
Speech & Language
Therapist
Social Care
Youth Work
Counsellor
18: Is there any additional provision you have developed during the year?
No
19: Link to the schools websites SEND information or policy page.
Yes
Description
School Name: Reading Girls’ School
Address: Northumberland Avenue
Reading
RG2 7PY
Telephone: 0118 986 1336
Email: admin@readinggirlsschool.net
Website: www.readinggirlsschool.co.uk
Ofsted link: https://reports.ofsted.gov.uk/provider/23/144610
Head teacher: Marika Farrugia
Interim SENCo: Rosslyn Thompson
Name: Rosslyn Thompson
Contact: 0118 986 1336
Date of latest Accessibility Plan: January 2022
Link to Accessibility Plan: download.asp (readinggirlsschool.co.uk)
Date completed: September 2022
By whom: Rosslyn Thompson
General Statement – At Reading Girls’ School, our provision for SEND students underpins our value of inclusion; no SEND student follows a curriculum that is different to any other student in the school, we do not operate a curriculum within a curriculum. Significantly, when it comes to GCSE choices, our SEND students have the same opportunities and choices as all other students. We provide an inclusive learning environment for all students including those with special educational needs and disabilities (SEND), inspiring and empowering the students to achieve to the best of their ability. We strongly believe that all students should be taught in a way that is appropriate to their individual level of need as we work together to improve barriers that may prevent students from making progress in line with their ability. SEND is a key priority for the whole school, all teachers are considered to be teachers of SEND. Equally, we consistently have high expectations of all students and they thoroughly enjoy being active members of the school community, such as Yr 8 student and pastoral receptionist, members and leaders of RGS Pledge teams and becoming a mental health or anti-bullying ambassador.
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
Yes
- 1.2: What kinds of SEND do those children have?
Various
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
Assessment and observation
- 2.2: How will I know if my child is receiving SEN support?
Their name will be on the SEN register
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
On the school website
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
Continuous review of provision and effectiveness
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
Through the SEN and Pastoral team
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
Assessments
Provision mapping
- 3b.2: How will I find out about the progress my child is making?
Termly reports and feedback from SEN departments
- 3b.3: How will I be involved in those reviews? Who else will be there?
Consultation between home and SEN team
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
Through quality first teaching and differentiation
- 3c.2: How can I find out more about what my child is learning at the moment?
Speak to Form Tutor, Head of Year or Head of Department
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
Individual risk assessments and PEEPS completed
- 3d.2: How will the curriculum be matched to my child's needs?
With individual support and differentiation
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
Yes
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
According to level and type of need
- 3e.3: How will I know if my child is getting extra support?
Contact from school
- 3e.4: How is the decision made about how much/what support my child will receive?
Consultation between home and school
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
There is an extensive timetable of lunchtime and after school clubs
- 3f.2: How can my child and I find out about these activities?
A list is sent home at each term
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
They will included just as any other student would be
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
They have access to the wellbeing room and we have a school counsellor
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
SENDCo
- 4.2: What should I do if I think my child may have a special educational need or disability?
Speak to the Head of Year or SENDCo
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
Whole staff training on different types of SEN (e.g. ASD, ADHD, VI, Trauma etc.)
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
They will be provide as necessary
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
Through liaison and discussion with SEN team
- 7.2: How will you help me to support my child's learning?
By keeping you informed as to their needs and progress
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
One Page Profile completed in conjunction with students
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
Headteacher’s PA
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
SENDCo
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
External agencies and professionals as required (e.g. Educational Psychologist, Youth Worker, Mentors etc.)
- 10.2: How can my family get support from these services?
Via Brighter Futures
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
SENDCo or Brighter Futures
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
By co-ordinating with internal staff or ne setting
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
Brighter Futures website
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
Discussion with SEN team and Head of Year
- 14.2: How often will these reviews happen?
As required
15: Who can I contact for further information?
16: What is the complaints procedure?
Contact admin@readinggirlsschool.net or use contact form on school website
17: Our external partners are
Educational Psychologist
Speech & Language
Therapist
Social Care
Youth Work
Counsellor
18: Is there any additional provision you have developed during the year?
No
19: Link to the schools websites SEND information or policy page.
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Disclaimer
This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.
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