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Reading Girls' School

Reading Girls' School

Inclusion

We strive to ensure that every student receives the support they need in order to exceed their potential and provide them with the lifelong skills they need to enter the adult community.

Every member of staff plays a role in ensuring that all students feel included and not just integrated. All members of staff recognise that ‘inclusion is not a strategy to help people fit into the systems and structures which exist in our societies; it is about transforming those systems and structures to make it better for everyone. Inclusion is about creating a better world for everyone.’ (D. Richer, Past President, Inclusion International).

 

Our Current Cohort:

 

Yr. 7

Yr. 8

Yr. 9

Yr. 10

Yr. 11

Total

Yr. 11 2019

Pupil Premium

39.6%

37.9%

22.8%

32.9%

37.8%

35.1%

30.5%

SEND

10.7%

13.8%

11.4%

15.8%

14.9%

12.9%

9.5%

EAL

49.0%

64.4%

51.9%

60.5%

58.1%

55.7%

66.3%

 

Curriculum Provision

We support students in a variety of ways both in and out of the classroom, some of the key ways in which we do this are:

SEND

  • Green Baskets – Every member of staff has access to a basket of resources tailored to the general needs of SEND students, this includes items such as coloured overlays, a traffic light chart and egg timers.
  • TA/Teacher Feedback form – Every teaching assistant has the responsibility to ensure that feedback is provided to the classroom teacher at the end of each lesson, this helps to ensure that there is a clear feedback loop between the teacher and the TA, thus enabling them to use this data to effectively plan for the following lesson.
  • Pupil Passports – All SEND students have a personalised learning plan indicating the best strategies to use in the classroom.
  • Interventions – Various types of interventions are deployed by trained members of the support team which are tailored to each individual
  • 1-2-1 – 100% of SEND students in year 11 receive some form of small group or 1-2-1 tuition in core subjects.

Pupil Premium

  • 1-2-1 – 96% of PP students in year 11 receive some form of small group or 1-2-1 tuition in core subjects.

  • Interventions - Various types of interventions are deployed by trained members of the support team which are tailored to each individual

English as an Additional Language

  • Duo Lingo – All early stage EAL students are enrolled onto the School Duo Lingo platform to support with the development of English Language skills both within and outside the classroom.
  • EAL testing – On arrival, all EAL students are tested for competency in English and then are banded based on their proficiency. This enable further interventions to take place if necessary.
  • Pupil Passports – All early stage EAL students have a personalised learning plan indicating the best strategies to use in the classroom.
  • Interventions - Various types of interventions are deployed by trained members of the support team which are tailored to each individual
  • Peer tutoring – A new student led initiative which allows students to teach each other their home language and develop oral competency in English is starting in November.

Wrap Around Care

At Reading Girls’ School, we have a comprehensive inclusion strategy which encompasses not only that within the classroom but also ensuring that students are not disadvantaged by their needs or home circumstances. To that end we provide the following:

  • Computer and Internet access is provided for students who may not otherwise have this outside of school
  • Revision guides and practice papers are provided to all SEND and PP students.
  • The Inclusion Strategy works cohesively with all aspects of our TLC systems (refer to Teaching and Learning policy), as well as our principles around deeper applied learning (DAL) and REAL.
  • Our principles around inclusion extend beyond the classroom, as our aim is to ensure that our students, especially those who are vulnerable, have access to a wide range of opportunities beyond the gates of Reading Girls’ School.

TEACH

Deeper Applied Learning

Tailor the lesson to meet the needs of individuals

Appropriate teaching strategies (encourage personalised approach and support independence in learning)

Explain the learning objectives and success criteria

Ensuring learners are aware of what they are learning

Allow students to actively participate in  their learning

Engagement of learners (REAL)

Check for student understanding

Effective assessment (Formative and Summative)

Have high expectations of students

High aspirations for learners (which are consistent across their learning experience in the institution)

 

 

 

 

 

Developing Interpersonal Skills

The following show the percentage of each team that are made up from each group.

The figure in brackets are the representation of the whole school.

 

Pupil Premium (30.5%)

SEND

(12.9%)

EAL

(55.7%)

Student Leadership Team

11%

0%

78%

Prefects

 

20%

0%

73%

Anti-Bulling Ambassadors

TBC

TBC

TBC

Primary Mental Health Ambassadors

13%

0%

50%

Hospitality and Catering

TBC

TBC

TBC

Student Services

 

30.5%

12.9%

55.7%

 

Outcomes 2019

The outcomes for these groups from 2019 are below, we are very proud of our students and staff.

 

Progress 8

Attainment 8

9-5% En+Ma

9-4% En+Ma

EBACC Entry

EBACC APS

Pupil Premium

0.61

47.79

48%

62%

13.8%

3.48

SEND

0.29

33.56

11%

11%

0%

1.87

EAL

1.23

52.25

60%

76%

34.9%

4.28