Garratt Park School

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SEND Information Report

Special Educational Needs and Disabilities (SEND) Information Report


The aims of Garratt Park School

Garratt Park School aims to enable its students to:

  • Foster a caring, respectful attitude to others.
  • Become independent and socially competent adults.
  • Earn a living, gain job satisfaction, enjoy learning and be eager to continue learning.
  • Take pride in themselves and their achievements.
  • Develop self-confidence and the ability to communicate, and acquire the skills necessary in life.
  • Be able to play a positive role in today’s society.
  • Achieve their fullest potential.


 Garratt Park School’s Mission Statement

Garratt Park School aims to enable young people to achieve their fullest potential through a broad and balanced curriculum. All members of the school have the right to experience success within a caring community which recognises their efforts and celebrates their achievements.


 What is Garratt Park School’s  approach to Inclusion?

All  of our students have  Education, Health and Care Plans (EHCPs).  All have Moderate Learning Difficulties,  but they have a wide variety of additional needs,  including  Autistic Spectrum Disorder(ASD),   social communication difficulties, speech and language difficulties, ADHD, visual or hearing impairment  and physical disability.   All of our students, regardless of their starting points, make progress.  Nearly all make better than expected progress.  All students are able to join in all activities and all lessons.  Nearly all of our leavers go to college or into employment. This is how we show  our commitment to inclusion.


How do you assess and review my child’s progress?


Garratt Park School  has worked with four  other similar schools  in other local authorities to create our own Progress Trackers.  These are based on the  National Curriculum,  broken down into smaller steps. Each tracker also assesses  life skills. For example, the PE tracker includes getting to know local facilities and how to use them. We also have some whole trackers outside of the National Curriculum, including Communication  and Personal Development .This means that we balance the need to gain qualifications for college and  employment, and  the development of  social and life skills to enable our students to contribute to the community and live successful lives. Parents and carers  of students in Year 7 to 10 receive a progress report at the end of the school year. Students in Years 11 to 14 are given a Progress File.

All teachers, the tutor and therapists contribute to each student’s annual review of the EHCP.


How will you help me to support my child’s learning?

 Please see the school website for a range of links to support learning, including Education City  and a number of maths websites.  Garratt Park School does not have a homework timetable, because our students work hard during the day, and we believe that families are entitled to quality time outside school hours. However,  we set homework where it is requested by parents and carers or  by our students.  As students get older, there may be times when homework is set to help prepare for exams and assessments. Long Term Plans for teaching are on the school website.


How are students at Garratt Park School involved in discussions about their SEND and the progress they are making?

On admission,  we ask for parents’ consent  to discuss   identified needs  with  students.  We believe that this helps our children and young people  to understand their difficulties  and engage in  strategies to overcome  them.  This helps with both  academic progress  and  the development of social skills.  Students  are encouraged  to assess their own work, and the work of their classmates. They are also given printouts of assessments which show clearly what  the targets are in each subject for the term.  This is colour-coded  to show targets,  emerging skills  and mastered skills.

Teachers  set Personal Growth Targets  (PGTs)  each term.  These include   up to three targets for  Learning Skills, Language Skills and Interaction, and Health and Well-being. Students are regularly reminded of these targets.  Targets are related to the short term outcomes in the  Education, Health and Care Plan (EHCP) so that students move gradually  towards the longer term outcomes.

Students are involved in the annual review  of the EHCP.  They complete  a summary of their views,  with adult support if needed. Many attend the annual review meeting , where they can comment on their progress and aspirations .


How are teaching and the curriculum adapted to my child’s needs?

Students are placed in a class group which suits their abilities. We have a nurture group in each year for students who are more socially vulnerable, or who have a greater degree of need.  We also have two more highly supported classes for students with more pronounced autistic spectrum disorder (ASD). In each class,  teachers differentiate for individual students within the class so that they are able to access work independently.  Some students have 1:1  personalised learning, and we also have a range of small group work, including work in the Alternative Learning Centre for students who sometimes find functioning in a larger class difficult.


What support is there for my child’s emotional well-being?

Our Learning Mentor team  works with individuals and small groups to overcome barriers to learning, including  social and emotional and personal difficulties. Students can access the team themselves by placing a slip in the Unhappy Box outside the Learning Mentors’ office. In daily school life, students have a tutor, who works closely  with the child and the child’s family, and a Teaching Assistant, who is  available for support throughout the day.  Students are encouraged to think about their own health and well-being.


How do you promote positive behaviour?

The school has a Good Behaviour Policy, which sets out the strategies we use to encourage good behaviour.  We do not refer  to punishment, but to “consequences”. These consequences are as positive as possible, and might include reflection at break and lunch  time, reparation, being placed on a report designed to encourage  improvement,  or the intervention of other staff and outside agencies.

 The school has UNICEF Rights Respecting Schools Award. This is a very important part  of our school culture. All classes have written their own Charters based upon  the UN Convention on the Rights of the Child.  We aim to match  our students’ rights with the responsibility to  Respect the rights of others.  This has had a big  impact on behaviour over the last four  years.


What training and specialist skills do the staff supporting children with SEND have or are having?

We have high levels of expertise within the school.  We have four qualified speech and language therapists (one of them our Director Language and Learning) and a qualified occupational therapist.  All help to train staff, and provide resources for use in lessons. They also  work alongside teaching staff  in the classroom.

All of our staff are trained in the Management of Actual and  Potential Aggression, and the school is a recognised MAPA training centre..  MAPA  is a way of managing dangerous behaviour, but more importantly stresses de-escalation, so that dangerous behaviour is prevented. The use of restraint at Garratt Park School is now very rare.


What  do you do to make the school environment and curriculum accessible for all children?

 All of the school site  is accessible to children  and young people with disabilities. One part of our site is on two floors, with the upper floor  served by a lift.  The  hall and dining room  are on a lower split  level, and also  served by a lift.  We ensure that students with hearing impairments  are seated so that  they can hear teachers clearly,  and all staff are advised on how to accommodate students and the technology they use.  Stairways are clearly marked ,  and lesson materials adapted, for those with visual impairment.

 All students  with particular difficulties in literacy are given additional support by the Personalised Additional Literacy Service (PALS) team so that over time they can access the wider curriculum more easily. A variety of visual aids supplement written instructions. The maths  specialist teaching assistants give individual and small group support in numeracy,  and this has had a positive effect on test scores.

 As explained above, we differentiate carefully within and between classes to ensure all students were able to work  as independently as possible.

Individual students have access to a wide range of physical resources.  This includes sloping desks and cushions to aid stability and comfort, apparatus in maths and science, and a number of assistive technologies, including  Clicker 6 and Write On-line.  We understand sensory needs and provide movement breaks and self-regulating strategies.


How will my child be included in activities outside of  the classroom?

 We run a  large number of educational trips and visits during the year.  We ensure that all students can access all trips and visits.  The only exception is where  students present challenging behaviours which represent an unacceptable level of risk.  We also have a wide range of lunchtime and after-school clubs which are accessible to all.  The range of clubs is designed to appeal to a wide variety of interests and abilities.


What specialist services from outside does the school use to help meet children’s needs and how do you work together?

 We work  effectively with a wide range of external agencies. These include the Visually  Impaired Service, the Hearing Impaired Service,  children’s services in all of our students home boroughs,  Child and Adolescent Mental Health Services  (CAMHS),  the Educational Psychology Service  and a range  of charities and youth groups for children  with SEND. CENMAC  assess students for support with laptops.


What should parents and carers do if they feel that needs  are not being met?

The provision made at Garratt Park School for students with SEND is constantly under review.  All parents and carers  are invited to two  Parent Carer  Evenings  each year. In addition, progress and provision are discussed at the annual review which parents are expected to attend.  At all of these meetings, provision , progress and any concerns about  them are discussed.


If parents and carers have any concerns, there is no need to wait for a formal meeting.  Tutors work hard to keep in touch with parents and carers, and act as the first point of contact when there are difficulties. If you wish to talk to somebody else about your concerns, the next step would be to talk to one of the Key Stage leads:

                 Julie Wheatley,   Assistant Headteacher for Key Stage 3

                 Laura Ward,   Assistant Headteacher for Key Stage 4

                 Kevin Patterson, Key Stage 5  Coordinator.

If you feel that your  concerns have still not been fully addressed, you should consult the complaints procedure on the school website.


 Joining and Leaving Garratt Park School

Before a student joins  the school, we are sent papers by the relevant local authority.  We consider carefully whether or not we can meet child’s needs before interviewing.  New Year 7 students will be invited to visit the school on three different days to  meet their new friends and teachers.  Students therefore settle very quickly.  Where students arrive at school later than the start of Year 7,admission is sometimes immediate and sometimes gradual, depending on the child’s needs.

In  Years 12 to 14,  students spend one day a week at college or work placements to help get them ready for the next stage in their lives.  They also take a range of vocational courses in school.  Different groups follow different  pathways in  Years 12 to 14: more able students take academic pathway, aiming to get enough GCSEs or other level I courses  to get onto Level I courses at college.  Other students take vocational and life skills courses,  and aim to develop their independent living skills.


Where can I go for further advice and support?



  • o More information about Wandsworth’s local offer of services and support for children and young people with special needs and disabilities aged 0 to 25 in Wandsworth can be found on the SEND Local Offer website at . The THRIVE Online helpline is open from 9am to 5pm, Monday to Friday on 020 8871 7899. Or email or Text  07797 805 456 with “THRIVE” at the beginning of your message.