Greenford High School has taken several steps to prepare for SEN reform, including designating staff such as the SENCO, achievement workers, and lead teachers. They provide interventions like speech and language groups. The school also works with external professionals and families. Assessment and monitoring of students is conducted through meetings and tracking progress data. While quality teaching is a focus, specific interventions aim to meet student needs, though funding challenges remain.

1. What steps has Greenford High School
taken to be ready for SEN Reform?

2. TWENTY FIVE students with statements
FOUR ACHIEVEMENT WORKERS
FOUR HIGHER LEVEL TEACHING ASSISTANTS,
WHO EACH ALSO TEACH 12 LESSONS A WEEK
PLUS ONE HUNDRED AND FORTY-FIVE
students needing SEN support
School budget cut of £500,000
this financial year

3. TWENTY FIVE students with statements
FOUR ACHIEVEMENT WORKERS ???
To initiate and sustain an active
engagement with families of identified
students to help them explore issues and
make changes in areas which may be
affecting their child’s development. This
will involve home visits.

4. What steps has Greenford High School
taken to be ready for SEN Reform?

5. Assess

6. Assess

7. Plan

8. Please take a biscuit and a pack
Judith Enright
Deputy Headteacher
Lou Grimley
Assistant Head (Behaviour)
Sara Hussan
SENCO
Marlon Hyman
Mentor
Anna Bing
Lead Teacher for Autism
Plan: Parent and Carer Forums

9. Plan
Lead teachers: Autism, Nurture,
Literacy, Dyslexia, Reading
External Professionals: Educational Psychologist,
Clinical Psychologist (CLiPs), Speech and
Language Therapist, Art Therapist.
SENCO on leadership team
managed by AHT – Inclusion
SENPlan meetings, and Focus Group meetings
for teachers & professionals to discuss key students.
Meetings with families,
supported by Pastoral

10. Speaking and
Listening (S&L)
[Speech, Language and
Communication Needs
SLCN]
Identification
Meeting
NeedsReview
and improve
Intensive
Universal
Catch-Up
•Y13 in London ESU Debate
finals , w support fr Miss
Jacobs
•Y8 w statement in rap group
to learn active listening:self-
help strategies: SaLT, key
worker, HoY10
•Y7 vocab and narrative groups w HLTAs
trained by SaLT to teach accredited
intervention (Education Endowment
Foundation EEF)
•Y7 & 9 social skills groups to meet
needs: SaLT, key workers, Lead Teachers-
Autism & Nurture
•Whole Story project: story-telling
•Y7 A period a week of S &
L, scheme of work planned
by KS3 English leader w SaLT
on “Active listening”.
•Y7 and 8:S & L one of the
Thinking Skills-IGNITE talks
in Y7, news reports and
Greenford Heroes drama Y8
•S&L skills are tracked in
planners, badges awarded
for good skills, whole school
awareness & developing
use.
Training & awareness: all Learning
Support (LS) & pastoral staff &
English teachers
Screening
Referrals incl on transition
Additional assessment
Profiling needs
Sharing results & strategies
SENCO, Deputy SENCO, Head Inclusive
Learning, English teachers
HLTAs, Achievement Workers, Lead
Teachers
SaLT: 1 day a fortnight
£40K Education Endowment
Foundation grant for S & L Catch-Up
Rooms & timetabling
Resources
Monitor impact: progress data?
Compare vs control group (EEF)
Re-assessment
Interview teachers , children,
families
Value for money? Cost v impact
Who is stuck?
Where are the gaps in
provision?
Provision Map
example

11. Do
Quality Teaching First
EVERY teacher is a teacher of children with special needs
Differentiation is a big focus for CPD, led by Lead Teachers,
HLTAs attached to depts, HODs/TLRs & External Professionals
Tried and tested interventions
Groups and one to one provision
Working closely with alternative providers
Key workers: HLTAs and Achievement Workers

12. Do : “tried and tested interventions”?
Speech and Language: Vocabulary Enrichment
and Narrative Intervention programmes (Joffe)
Reading Lab,Corrective Reading (comprehension)
1st Class in Number
Toe by Toe (dyslexia), Stareways, Pre-Teach Vocab
Image in Action
Social Skills, Social Stories, Circle of Friends
Comic Strip cartoons, Lego Therapy

13. Review

14. Review
Three structured
conversations with
parents/carers and the
young people:
1. Autumn Tea Party
with key workers
2. Form tutor on Raising
Achievement Day
3. Annual Review

15. Review
Monitoring impact

16. Review
Monitoring impact
Sessions
Stdts
per
session
Cost of time
staff leading
intervention
Total no
of
students
No of
students
who made
good
progress
No of
students
who did not
make good
progress
Cost £
per
studen
t who
made
progre
ss
Literacy: guided
reading/reading
lab 108 7 2700 25 18 7 150
Catch up Reading 1980 1 35,000 55 48 6 729

17. Next steps?
FUNDING CHALLENGES
& improved communication with Ealing SEN
JOINT WORKING w primary schools and colleges
Additionally Resourced Provision
FORM TUTOR training