Redland Green School

RGS Bristol

RGS Local Offer

Frequently Asked Questions (Parents)

How does the school know if students need extra help and what should I do if I think my child may have special educational needs?

Students with SEN are identified and their needs determined through one or more of the following routes:

Parents can contact the school by telephone, email or make an appointment to discuss special educational needs.

How will the school support my child/ young person?

All teachers are teachers of students with special educational needs. Teachers help all their students to learn.  Some classes may have a learning support assistant who helps all students to access the curriculum. 

Some students with a high level of special educational needs may be allocated a school key worker from the learning support team.  This person monitors progress and supports inclusion and communication between the student, teachers and parents.

Some students with a high level of special educational needs may be included in small group lessons to help them to develop key skills.

The SENCo will inform parents of any school based support for special educational needs that is given to their child.

Each child will be part of a mentor group with other students and a teacher who acts as their mentor.  The mentor programme supports students to develop socially and morally and contributes to their development as a citizen.

Some students who are not making progress across the curriculum are allocated a Learning Mentor to support them to improve.

The school tracks the performance of all students and is supported by the Governing Body to ensure that all students are safe and progress with learning.

The SEN policy can be found here.

How will the curriculum be matched to my child’s needs?

All teachers are teachers of students with special educational needs. Teachers promote learning in ways that meet the particular requirements of their students.  Leaders at the school develop a curriculum to meet the needs of the students. 

Some students with a high level of special educational needs have a personalised curriculum to help them to be more successful.  This is coordinated by the SENCo, with help from school leaders and the students’ House Leads and Wellbeing Leads.

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

The school reports progress in all subjects.  Parents receive a progress report with advice from each teacher about what their child needs to do to improve.  Parents will also receive a grade card.

There is a subject consultation evening each year (and twice in year 10) for parents, teachers and the students’ Head of House to meet and discuss how well your child is doing.

In year 7 there are planned opportunities for parents to come into school and review how their child is settling in.  This information is also provided in writing.  There is also a planned opportunity for parents to meet their child’s mentor.

In addition to this, teachers and parents can communicate using the students’ planner.  Where there are concerns these can be discussed by email, telephone and sometimes in person.

Some students with a high level of special educational needs may be allocated a school key worker from the learning support team.  This person monitors progress and supports inclusion and communication between the student, teachers and parents.

Students with Education health and Care Plans will have a formal Annual Review meeting with key staff from the school including the SENCo.

What support will there be for my child’s overall wellbeing?

Each child will be part of a mentor group with other students and a teacher who acts as their mentor.  The mentor group contains students from year 7 to 11 who support each other.  The mentor programme supports students to develop socially and morally and contributes to their development as a citizen.  Each mentor group is part of one of four houses.  Each house has a House Lead and Wellbeing Lead who supports students and discusses issues, including behavior and attendance, with parents and teachers.

At post 16 students are part of a tutor group with a tutor.  There is also a Student Services Leader who supports students’ wellbeing. 

There are qualified first aiders on duty during the school day.  Redland Green School aims to ensure that all students with medical conditions, both physical and mental health, are properly supported so that they can play a full and active role in school life, remain healthy and achieve their academic potential.  Arrangements will be put in place by the school that will promote learning, confidence and independence, including self-care.  Some students have individual care plans.  The school policy on supporting students with medical needs can be found here (to be added).

Students can express their views through the student council directly or through a student representative.  The school actively seeks the opinions of our students.

What specialist services and expertise are available at or accessed by the education setting?

Redland Green School does not have specialist services to meet special educational needs.  As required, the school works with external services that include:

What training are the staff supporting children and young people with SEND had or are having?

Classes are taught by qualified teachers who are specialists in their subject areas.  Teachers are informed of students’ needs and provided with some key strategies to meet them.  Teachers have not had specialist SEN training.  Some teachers have and will receive training specific to the needs of students in their classroom provided by external experts. 

Learning Support Assistants (LSAs) may be deployed to support learning in some classes.  LSAs have received training in understanding and meeting specific needs to enable access to the curriculum and to support learning.

How will my child be included in activities outside the classroom including school trips?

Redland Green School aims to ensure that all students are properly supported so that they can play a full and active role in school life, remain healthy and achieve their academic potential.  Where it is reasonable to do so the school will make adjustments and provide support to ensure students with SEND are included in activities and trips.  Inclusion and meeting additional needs is part of the planning procedures for trips and activities.  All students have equal access to trips and activities.  However, students with SEND may not be able to access every trip, even with reasonable adjustments in place, due to the nature of the trip itself. 

How accessible is the school?

The school was built to comply with the Disability Discrimination Act.  The school has a sloping central street and is based over 4 floors.  A lift connects the floors.  There are toilets for disabled users on each floor.  There are disabled parking spaces.  The stairs have high visibility edges.  There are no other special adaptations to the building to support vision or hearing difficulties.  Where specialist equipment is required this is discussed with the Local Authority and occupational therapists as required. 

How will the school prepare and support my child to join the setting, transfer to a new setting or the next stage of education and life?

All schools have a duty to support students to make the transition to the next stage in education and towards adulthood.  This is a feature of the planning discussed at the annual reviews for students with Education Health and Care Plans. 

All schools provide students with independent advice and guidance.

Moving schools

Students with statements of SEN or Education Health and Care Plans will already be known to the school as the Local Authority will have consulted the school about the placement.  When any student’s place at Redland Green School is confirmed by Bristol City Council admissions team the school will discuss the needs of the students with their current schools.  Where the current school indicates SEN needs this information will be passed on to teachers. 

When moving from year 6 to year 7 the primary schools let us know if any student has a high level of additional need.  These children will be included in a thorough plan to support them to make a successful transition to Redland Green School.  This typically involves 3 visits to the school and a transfer of information between staff.  Parents can help by providing copies of any SEN documentation they hold.

Going into key stage 4 (years 10 and 11)

Parents of year 9 students are invited to an options evening to discuss curriculum choices for year 10 and 11.

Moving to post-16 education

The school works in partnership with agencies (Learning Partnership West) commissioned by the Local Authority to support successful progression to post-16 education. 

In post 16 education at Redland Green School an academic mentor supports all students with academic study skills as well as those with additional needs. As part of transition, the academic mentor will meet one to one with students with additional learning needs as well as liaising with teaching staff to ensure they are aware of how to best to support a student in the classroom. Transition for year 11 students starts early and meetings take place with students and/or parents where specific needs have to be met. The academic mentor also works with previous schools to ensure information regarding access arrangements is in place.

Preparing for Adulthood

Further information is available through this link.

How are the school’s resources allocated and matched to students’ special educational needs?

The student’s level of need determines what resources are allocated.  Allocation of resources must be compatible with the education of others.  Funding is not unlimited!  Resources are allocated in a cost effective way to provide value for money.  The SENCo has the strategic overview of and works with the strategic leadership team (SLT), curriculum team leaders and other colleagues to ensure resources are allocated do that students make progress. 

All teachers are teachers of students with special educational needs. Teachers help all their students to learn. 

Some students who are not making progress across the curriculum are allocated a learning Mentor to support them to improve.

The school tracks the performance of all students and is supported by the Governing Body to ensure that all students are safe and progress with learning.

How is the decision made about what type and how much support my child will receive?

All teachers are teachers of students with special educational needs. Teachers help all their students to learn.  The school believes that students should be in classes receiving direct input from their teachers where ever possible.  This means that students are not frequently withdrawn for extra sessions and Learning Support Assistants (LSAs) are not allocated to every class.

The student’s level of need determines what support allocated.  The SENCo has the strategic overview of this and works with the strategic leadership team (SLT) curriculum team leaders and other colleagues to ensure resources are allocated do that students make progress. 

Some students who are not making progress across the curriculum are allocated a learning Mentor to support them to improve.

The school tracks the performance of all students and is supported by the Governing Body to ensure that all students are safe and progress with learning.

How are parents involved in the school? How can I be involved?

There are many opportunities for parents to be involved in supporting the school.  We understand that when your child starts a new school it can be a stressful time for parents.  The table below details opportunities for parents to engage with the school on a regular basis.  The school calendar and bulletin contains the details.

In addition to these meetings the school also has an Inclusion Steering Group. 

FORGS (Friends of Redland Green School) welcomes support from parents to be able to support the school with a wide range of events and fund raising.

Opportunities for Parental Engagement

Year 6

RGS Open Evening

Open Mornings

Y6/New Y7 Parents' Information Evening 

SEN Early Transition Programme

 

 

 

 

 

Year 7

 

Y7 Parents' Information Evening

Y7 Meet the Mentor

Y7 Progress Report

Y7 Subject Consultation Meetings

Y7 Grade Card

 

 

 

Year 8

Y8 Subject Consultation Meetings

Y8 Progress Report

Y8 Grade Card

 

 

 

 

 

 

Year 9

Y9 Progress Report

KS4 Options Information Evening

Y9 Subject Consultation Meetings

Y9 Grade Card

 

 

 

 

 

Year 10

Key Stage 4 and Work Experience Information Evening

Y10 Subject Consultation Meeting  1

Y10 Progress Report

Y10 Subject Consultation Meeting 2

 

 

 

 

 

Year 11

Y11 Progress Report

Y11 Subject Consultation Meeting

North Bristol Post 16 Centre open evening 

North Bristol Post 16 Centre information evening  

 

 

 

 

 

Year 12

Y12 Information Evening

First Y12 Course Review Report 

Second Y12 Course Review Report

First Learner Review

Y12 Subject Consultation Meetings

Third Y12 Course Review Report

Weekly P16 drop-in (by appointment 

Second Learner Review

Parent Engagement Groups (7 throughout the year)

Year 13

First Y13 Course Review Report

Y13 Subject Consultation Meetings

Parent Engagement Groups (7 throughout the year)

Second Learner Review

Second Y13 Course Review Report

Third Y13 Course Review Report

Weekly P16 drop-in (by appointment 

Second Learner Review

 

All Years

Parents Forums

Annual Reviews for students with statements of SEN / EHC Plans

Meetings, email or phone call, as required, with Head of House and/or mentor

Meetings, email or phone call, as required, with teachers

SLT Drop-In Sessions

SEN Drop-In Sessions

 Attendance Surgeries

Other events as arranged by the school for example Parent Support sessions on topics such as ‘Understanding Adolescence’.

Subject Consultation meetings are evening when parents will discuss the progress their child is making with their subject teachers.

Post-16 Parent Engagement Groups (PEG) are based on the following topics: