Special Educational Needs and Disability (SEND)
Notre Dame is an inclusive school where every child is valued and respected. We are committed to the inclusion, progress and independence of all of our students, including those with Special Educational Needs and Disabilities (SEND). We work to support our students to make progress in their learning, their emotional and social development, and their independence. We aim to create a learning environment which is of high quality but we also actively work to support the learning and needs of all members of our community.
How will NDHS support my child?
The SEND department works collaboratively with our Progress Tutors to provide targeted intervention for both literacy and numeracy. We work closely with our feeder schools to ensure that all SEND information is transferred during the Transition phase from Year 6 to Year 7, and also Y11 to 12, in conjunction with our own testing once they begin high school or sixth form. Once specific need has been identified, we contact parents / carers and begin a programme of intervention / provide specific equipment or resources.
Where to go for advice and help:
Mrs Aldred is our SENDCO (Special Educational Needs and Disability Coordinator), responsible for co-ordinating the provision of all SEND students at Notre Dame. Please her if you wish to discuss your child’s SEND needs or if you are concerned that your child might have an SEND need.
For more information about Special Educational Needs and Disability at Notre Dame please click on the following drop down menus and the SEND Information Report below.
We also have special pages of advice devoted to the following:
Contact our SENDCO and SEND Team
|Student Support Centre Manager
Learning Support Assistants
- Jack Critten (Lead LSA)
- Judith Press (Lead LSA)
- Irena Alderson
- Molly Aldous
- Joe Heywood
- Tanya Jones
- Fatma Karim
- Piers Martin
- Mary Nobes
- Frances Roff
- Devorah Ross Carter
At Notre Dame, students are not excluded from using something on the basis of experiencing a disability. Accessibility means that people can do what they need to do in a similar amount of time and effort as someone that does not have a disability. It means that students are empowered, can be independent, and will not be frustrated by something that is poorly designed or implemented. All buildings have a disabled lift access and there is a designated DDA toilet in each building, as well as a 'wash / dry' toilet for specific students that can only be accessed by a pass card.
Staff create resources to enable students with dyslexia or visual stress to access the same classroom work as others and radio mics are in use for our hearing impaired students.
To find more information, view our Accessibility Policy by clicking on Policies.
We offer extra transition for specific students with identified SEND s to enable them to feel more confident around the site and also to introduce them to key staff. Parents Coffee Morning is extremely useful as it enables parents to meet our team and also our SEND Student Ambassadors who share their experiences and hopefully reassure both the new students and their carers.
Unfortunately, this year's transition experience has had to be tailored due to COVID 19 restrictions but during the first few days, Y7 and 12 are heavily supported with how to access the site, where to go at lunch etc. Our SENDCo will happily contact new parents by either telephone or video call.
Literacy and numeracy catch-up provision
The SEND department works collaboratively with our Progress Tutors to provide targeted intervention for both literacy and numeracy.
This year's budget is £8,800. We allocate this to support staffing for Catch Up Literacy with Year 7 with our Progress Tutor team focusing on those whose Key Stage2 scores were below average.
We offer extra Transition for specific SEND students to enable them to feel more confident around the site and also to introduce them to key staff. Parents Coffee Morning is extremely useful as it enables parents to meet our team and also our SEND Student Ambassadors who share their experiences and hopefully reassure both the new students and their carers.
We run a range of interventions including ‘Literacy Catch-up’ which is co-ordinated by our lead LSA who oversees Literacy. We earmark specific individuals using both feeder school information and our own initial testing and then use a period of weeks in which to work on spelling, grammar, punctuation, reading and comprehension. We are also members of 'Dyslexia Outreach' who have trained three of our team to use a bespoke intervention called ‘Precision Spelling’ for those students already noted as having dyslexia / dyslexic traits and any new additions to the register who have been identified through SENDCo testing.
Numeracy intervention is split in to three strands: in-class support, small group and one-to-one, depending on the level of need and reinforcement required. We are lucky to have Maths specialists as part of our SEND team and also liaise with the Numeracy Progress Tutor.
New Year 7s currently take either Spanish or French as their MFL choice but in some instances students find this more challenging if they have SEND issues, specifically with literacy. We work closely with our colleagues in MFL to look at vocabulary support and during Year 9, in some rare instances, negotiate a complete withdrawal from languages to participate in a non-language GCSE group which runs parallel with the English curriculum.