The Director of SEND and Deputy SENCo liaise with primary schools, parents and relevant stakeholders during Year 6. Information is gathered and shared with teaching staff and teaching assistants. Year 6 may be invited to attend early transition sessions and all Year 6 students will attend three days of transition in the summer term. Upon entry, we collate data from the KS2 SATs and assess each pupil, using Cognitive Abilities Tests (CATs) and New Group Reading Tests (NGRT), to gain baseline data. We then assess students reading at the beginning of Year 7, Year 9 and at the end of Year 10.

All students at Cardinal Griffin Catholic College are provided with a broad, balanced curriculum with high quality teaching that is adapted to the learning needs of all students. High-quality teaching is monitored and ensured through coaching, monthly work sampling, moderation of assessments, teacher meetings with the Director of SEND, SEND team meetings, college data and progress tracking.

All students are assessed for progress by class teachers throughout every lesson, fortnightly as part of the homework strategy and through four assessment fortnights across the year. All students are set individual curriculum targets based on national criteria, data from Key Stage 2 tests and the baseline assessments. Targets are revisited at every assessment point and discussed with students and parents at parent consultation evenings. Where a student is failing to meet expected levels of progress, interventions will be put into place and the outcomes of these monitored at data points, in meetings with the pastoral lead and with the Director of SEND. Slow progress and low attainment will not automatically mean that a pupil is recorded as having SEND.

We know when learners need help if:

• Concerns are raised by the student, parents/carers and teachers at Cardinal Griffin or at the student’s primary school.
• Tracking of attainment outcomes indicates a lack of progress despite an adapted curriculum and interventions.
• The results from standardised testing for reading and spelling – Exact, STAR reader or other appropriate tests - indicate the student is working below the expected level.
• The student receives a diagnosis from an outside agency.
• Observations of the student indicate that they have an additional need in one of the four areas:

1. Communication and Interaction
2. Cognition and Learning
3. Social, Emotional and Mental Health
4. Sensory/Physical.

All students with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum.

Students may be placed on the SEND register under a code M, meaning their progress is being monitored. If it is necessary to provide support, which is additional to and different from the core curriculum, the student will be placed on the SEND register under SEND support code K. Those students who have an Education, Health and Care Plan (EHCP) are automatically placed on the SEND register as code E.

The college SEND register is shared with all staff at the start of each academic school year and is updated throughout the year and at each census point. Students ‘support’ and all those with an EHCP will have a Student Learning Passport (SLP), a My Support Plan (MSP) and a one page Pupil Passport (PP). The SLP's focus on highlighting areas the students may struggle with and what adaptations the teachers can employ to support them. For example, if a student struggles to copy off the board due to processing difficulties, the teacher will print off the work for them to have in front of them or stick in their book and annotate accordingly. Staff use the information in the SLP's and PP's to inform their lesson planning, teaching and student learning activities. These documents are drawn up in consultation with the student and their parent/carer and reviewed and reset three times a year. The MSP is a grid document which takes the information directly off the EHCP. This will include the targets, the provisions, who will be running the interventions/ providing the support and then the resources/ costings needed. This stays with the SEND team and allows them to monitor closely to ensure targets and provisions are being met. Finally, the PP takes the targets and the strategies to achieve the targets from the EHCP and added onto a grid for the teaching staff. All documents are held centrally in the school shared area and updated regularly.

When action is required to support increased rates of progress, this will follow a graduated response model: Assess, Plan, Do, Review.

Assess: The college will assess the student’s needs using teacher assessment, experience, previous attainment and data tracking against peer and national data.
Plan: Parents/carers will be invited to a meeting to plan support and intervention. The student will receive a SLP and all teachers who work with the student will be made aware of the student's needs and the support required.
Do: Subject teachers will implement the plan in their daily teaching and retain responsibility for the student if 1:1 or small group support is needed outside the subject.
Review: The parent will be invited to a review of the impact of the support and this will be evaluated at a termly meeting. The subject teacher will revise support in line with the outcome of the meeting.

If progress rates are deemed to be inadequate, despite additional support and interventions, advice will be sought from external agencies with the permission of the parents/carers.

Such agencies may include:
Autism Inclusion Team (AIT)
Hearing Impairment Team (HI)
Visual Impairment Team (VI)
Educational Psychologist Service (Ed Psych)
CAMHS
Occupational Therapy (OT)
Educational Welfare Workers
School Nurse
SEND and Inclusion Hub

For students who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the college or parents may consider requesting an Education, Health and Care plan (EHCP) that will be undertaken by the Local Authority.

If you wish to raise a concern with regard to your child please consider the guidance below:

• If the concern is subject-related, contact the subject teacher or formation tutor via email which can be found on the website.
• If the concern is related to social aspects of college, contact the formation tutor or pastoral lead. Information for pastoral leads can be found on the website.
• If the concern is regarding SEND or examination access arrangements, contact Mrs J. Biddle (Deputy SENCo and Access Coordinator) or Miss S. Power (Director of SEND) whose contact details are: 01543 502215 or Email: j.biddle@cardinalgriffin.staffs.sch.uk or s.power@cardinalgriffin.staffs.sch.uk

Should a meeting be arranged with the Director of SEND, please consider the following before the meeting:

• Bring any medical paperwork that may be appropriate.
• Points which you may want to consider before meeting with the Director of SEND:
• Why you think your child has SEN/disability
• Whether your child learns at the same rate as other children their age
• What the school can do to help
• What you can do to help

All policies for Cardinal Griffin Catholic College can be found on the website which includes the link to the SEND policy and other related documents

Cardinal Griffin is an inclusive college where every student is valued and respected as a child of God. We work to support all our students to make progress in their learning, their emotional and social development and their independence including those with SEND.

All teachers are teachers of special educational needs. The SEND Code of Practice is followed and all teachers receive training in the SEND Code of Practice. Cardinal Griffin Catholic College recognises that it is the teachers’ responsibility to meet the needs of all students in their class through quality first teaching, classroom organisation, seating arrangements, carefully planned lessons, a range of teaching styles, teaching materials and adapting the curriculum.

Cardinal Griffin Catholic College supports the recommendations made by the Education Endowment Foundation (EEF) in their support and teaching of students with SEND. See link below:
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/send

Cardinal Griffin Catholic College has a large, dedicated team of qualified teaching assistants (TA) including higher level teaching assistants, a literacy tutor, maths tutor, Deputy SENCo and a Director of SEND. The team provides support in the classroom, out of class in 1:1 and in small groups. They have received a range of training, have excellent subject knowledge and provide outstanding levels of support for academic learning and emotional support. All EHCP students have a link TA whom they meet regularly with and who provides close support for the student.

Some students require targeted intervention. These are planned onto a provision map and interventions are delivered by TAs. Interventions may include small group or individual work.

A wide range of interventions are provided for all areas of SEND and may involve bespoke packages or a programme developed and personalised specifically for a student or group of students. Current interventions include LEXIA (computer programme), handwriting packs, Word Shark, Word Wasp, Lifeboat, precision teaching, SNIP and KS3 phonics. Maths interventions may include Numbershark, IXL, Power of 2 and CGP catch up programme. Social skills/behaviour interventions may include: The Incredible 5-point scale; social stories such as The Unworry book, The Circus of Life, Volcano in my Tummy, Talking Relationships, Talkabout, Nurture group, Mindfulness group, Homunculi and Positivity diary.

Additional support may be offered for homework, touch typing, handwriting, revision support, mind mapping, self-esteem, lunchtime and break time support, meet and greet in the morning and time out.

We provide information for parents through a half-termly newsletter, college letters, information on the website, information evenings, parents evenings, social media, satchel one and text message service via SIMs.

Student progress is shared four times a year with parents through reports on attainment and effort. Parents have access to homework tasks on satchel one. Parents can arrange an appointment to discuss progress with the student’s pastoral lead, subject leader, Director of SEND or Deputy SENCo. There is one parent consultation evening held each academic year and two held in Year 11 and Year 13.

We welcome parents to support us by encouraging your child to fully engage with their learning and any interventions offered by helping them to be organised for their day (including wearing the right uniform, bringing required equipment and books), ensuring full attendance and excellent punctuality, checking that they have completed their home learning, using satchel one, attending parents’ evenings and review meetings. We will make our best endeavours to take your views and those of your child into account.

All students with an EHC Plan will meet at least once a year with the Director of SEND or Deputy SENCo to review progress and provision.
The Director of SEND reports termly to the SEND governor who monitors and reviews the work of the SEND department.
Where a student is failing to meet expected levels of progress, interventions may be put into place and the outcomes of these monitored at termly meetings, in meetings with the pastoral lead and with the SEND team.

When action is required to support a student, who has a SEND need, this will follow a graduated response model: Assess, Plan, Do, Review.
Assess: The college will assess the student’s needs using teacher assessment, experience, previous attainment and data tracking against peer and national data.
Plan: Parents/carers will be invited to a meeting to plan any support and/or intervention. The student will receive a student learning passport and all teachers who work with the student will be made aware of the student’s needs and the adaptations required.
Do: Subject teachers will implement the plan in their daily teaching and retain responsibility for the student if 1:1 or small group support is needed outside the subject.
Review: The parent will be invited to a review of the impact of the support and this will be evaluated at a termly meeting. The subject teacher will revise support in line with the outcome of the meeting.
Students with SEND are placed on the SEND register, with the consent of parents and this register is accessible to all staff in the college.

If progress rates are deemed to be inadequate, despite additional support and interventions, advice will be sought from external agencies with the permission of the parents/carers.

Such agencies may include:
Autism Outreach Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
SEND and Inclusion Hub

For students who may have significant or more complex needs or who fail to make expected levels of progress despite SEND support, the college or parents may consider requesting an Education, Health and Care Plan (EHCP) that will be undertaken by the Local Authority.

All teachers at Cardinal Griffin Catholic College have high expectations of all students. All students are provided with a broad, balanced curriculum with quality first teaching that is adapted to the learning needs of all students. High quality teaching is monitored and ensured through coaching, termly work sampling, internal and external moderation of assessments and examinations, teacher meetings with the Director of SEND or Deputy SENCo, termly student learning passport review and reset meetings, college data and progress tracking.

Teaching staff and teaching assistants use a range of methods to support the learning needs of all students including modelling, scaffolding, questioning, sentence starters, story boarding, chunking information, use of writing frames, guided reading, mind mapping, use of ICT e.g. laptops and reader pens.

Staffing and resources are adapted to accommodate the needs of students.

Students with a disability will be provided with “reasonable adjustments” to facilitate their access to the curriculum. The school may provide specialised equipment to support students in the classroom, for example: coloured overlays, larger font size, laptops, reading rulers, pen grips and exercise books with coloured paper.

Students may be assessed for examination access arrangements in school and this information is shared with staff at each assessment point. Some students may require additional processing time or access to a reader or prompter.

Outside agencies are invited to work closely with our students with additional needs. We work with a range of agencies including for example Educational Psychology service (EP), Autism Inclusion team (AIT), the Hearing Impairment team and Communication Support workers, the Visual Impairment team, Occupation Therapy and Physiotherapy services.

The curriculum is continually monitored by the leadership team to ensure that it meets the needs of all students. The curriculum overview can be viewed on the school website. The curriculum is personalised to accommodate those students with more complex needs e.g. 1:1 tuition, small group support or counselling.

All students, including those with SEND, are assessed regularly. Parents and students are provided with assessment timetables which are emailed in advance of the four assessment periods. We aim to develop the student’s knowledge and skills to enable them to build subject knowledge and apply what they know with increasing confidence and fluency.
Where a student is failing to meet expected levels of progress, interventions are put into place and the outcomes of these monitored at data points, in meetings with the pastoral lead.

Some students may be invited to attend a SEND support club (Wondering Minds) which runs on a Tuesday and Thursday after college until 4:15 pm as well as homework club which runs on a Monday, Wednesday and Friday after college until 4:15 pm. Students who attend the SEND after college support club have access to teacher assistant support.
Some students may require a more personalised curriculum dependent on ability and need and a reduced curriculum may be required for a short period to allow a student to settle.
Some students who are currently unable to manage the school environment due to medical or mental health reasons may have access to alternate provision through online live lessons in the home or in a study room in college. Medical evidence is required to access this provision.

The Accessibility Plan, Examination Access Arrangement Policy and Equality Policy are all available on the college website: Policies - Cardinal Griffin Catholic College.

Staffing and resources are adapted to accommodate the needs of students. The notional SEND budget is used to ensure that students on the SEND register or those who are being monitored receive the support that they need. The budget is used to fund the cost of teaching assistants, interventions and the purchase of resources.
Students with an EHCP receive support as specified in their individual plans.

At Cardinal Griffin Catholic College we aim to support the needs of all students in our care. Students do not require a specific diagnosis or label to receive support in the form of quality first teaching. The Director of SEND and Deputy SENCo work with the students, their parents/guardians, teaching staff, support staff, caseworkers, pastoral team and external agents to develop support packages for individual students. Assessments, observations, classwork and homework as well as more formal standardised assessment support this process. Regular reviews, discussions and meetings take place to keep parents informed of progress.

The notional SEND budget is used as well as additional top-up funding allocated to students with EHCPs to purchase equipment and facilities such as reader pens, coloured reading rulers/overlays, mini whiteboards, laptops and software etc.

The subject teacher works alongside the Director of SEND, Deputy SENCo and the SEND department to carry out assessments of need. The following information may be used: assessments, observations, classwork, homework, standardised tests, comparative school data, advice/reports from external agencies, the views of the student and the views of parents.
We will follow the graduated approach and the four-part cycle of review: assess, plan, do, review.
Student Learning Passports (SLP) are reviewed termly, amended and signed by parents.
Regular meetings and discussions are held with parents. Information is share in phone calls, virtual meetings, face to face meetings and emails as required.

At Cardinal Griffin Catholic College, we encourage our parents to be involved in the education of their child. We have a parental landing page, satchel one app, and a values and expectations policy that provides rewards to recognise achievements with certificates to acknowledge high levels of achievement as well as sanctions to support inappropriate behaviours. Parents receive notification of the rewards and sanctions via the satchel one app. We encourage parents to support our homework policy and to support organisation of books and equipment to help their child become an independent young person and flourish.

We welcome parents to support us by encouraging their child to fully engage with their learning and any interventions offered by: helping your child to be organised for their day (including wearing the right uniform, bringing required equipment and books, ensuring full attendance and excellent punctuality, checking that they have completed their home learning using satchel one, attending parents’ evenings and review meetings. We will make our best endeavours to take your views and those of your child into account.

Reading and talking about a text alongside you child has huge benefits and the Director of English encourages wider reading in school and out of school with lists of suggested age-appropriate texts. Pastoral and subject staff make themselves available to offer more specific advice regarding the school curriculum and the welfare of your child.

Each Students Learning Passport (SLP) is co-produced with the parent and student and is reviewed termly at three coffee mornings/afternoons with the student and parent and a member of the SEND team. Parents' and students' views may be sought at these meetings and recorded on written forms.

All students with a Statement of Educational Need or Education, Health and Care Plan will meet more formally at least once a year with the Director of SEND or Deputy SENCo to review progress and provision. This is on top of the three termly meetings to review and reset targets for their SLP.

Students meet regularly with their link teaching assistant and their views are recorded at least fortnightly. All students are encouraged to attend parent evenings, coffee mornings, passport review meetings and EHCP annual review meetings.

All students, including those with SEND, are assessed regularly which takes place four times a year. Teachers monitor progress throughout the year. Student progress is shared each half-term with parents through reports on attainment and effort. Each student’s progress is monitored in comparison to their peers and against national data.

On receipt of a report, parents may wish to discuss their child’s report further with their pastoral lead. There is one parent consultation evening held each academic year for years 7, 8, 9 and 10, and two held in year 11 and year 13. Other meetings can be arranged on an individual basis with the Director of SEND or Deputy SENCo and/or pastoral lead.

Students with SEND are screened annually to track progress each Autumn term using standardised assessments.

Student and parent voices are captured at regular intervals.

External agents involved with the young person may provide regular progress reports sent to parents.

The college follows the graduated approach and the four-part cycle: assess, plan, do, review.

Termly meetings are arranged to discuss progress and amend targets on the Student Learning Passports (SLP).

Termly meetings are arranged to discuss progress and amend provisions against the outcomes for those students with an Education, Health, and Care Plan.

The SEND department offers a range of break and lunchtime support in the Manresa and library where a range of activities are on offer including homework support, wondering minds, nurture group, mindfulness and an opportunity to socialise and eat with peers in a calm environment.

Some students may require a link teaching assistant or pastoral lead to meet and greet them each morning.

Staff, including teaching assistants and support staff, accompany students on a range of school trips.

Some students require early movement between lessons to avoid crowded corridors and staff will be aware of these students. Similarly, some students with additional needs may require teaching assistant support to access the different buildings across the school site.

Where appropriate, risk assessments are carried out to ensure the safety of the students in our care.

Pastoral support is delivered across the school following the graduated response with the formation tutor, pastoral leads, inclusion manager and safeguarding team to support the well-being of students at Cardinal Griffin Catholic College.

Lead teachers coordinate the formation tutors work during morning registration and for Relationship and Sex Education (RSE) including Personal, Social, Health and Economic Education (PSHE).

The pastoral team meet more formally each week to discuss the curriculum and student well-being.

Intervention support occurs at nurture group, wondering minds and the Manresa during unstructured times. These include self-esteem support, anger management, art therapy, managing stress and anxiety, meet and greet during the morning, link TA meeting time and buddy support.

There are learning mentors and each Year 11 student is allocated a mentor to discuss mock examination results in January and to discuss Post-16 arrangements.

The link to the anti-bullying policy can be found:
https://www.cardinalgriffin.org.uk/Policies/

Medical and care plans and the administration of medication are managed in compliance with the College policy. Mrs Fox, based at Pupil Services, manages the medical care plans, holds student medication and informs staff of an individual’s care needs. The Medical policy is shared on the website:
https://www.cardinalgriffin.org.uk/Policies/

The Cardinal Griffin Catholic College Values and Expectations policy and the Attendance handbook can be found on the school website see the link below:
https://www.cardinalgriffin.org.uk/docs/policies/Values_and_Expectations.pdf
Attendance across the college is monitored by the Attendance Lead, Mrs Hawkings, the Attendance Officer, Mrs Bayliss and the Vice Principal, Mr Growcott.

Students who are looked after are supported by the Designated Teacher for LAC, Mr Growcott. Those students who are looked after and who have SEND are also supported by Miss Power, Director of SEND. Both staff work closely with students, their carers and the virtual school/relevant local authorities.

All students have a formation tutor, who registers their attendance each morning and who is responsible for the pastoral welfare of the students in their class. Class teachers and subject leads can be contacted for specific subject support. Pastoral Leads have an overview and may provide additional support for students in their care.
All students with an EHCP will have a designated link teaching assistant who will meet with them regularly to check on their well-being and progress and who may contact parents if required. The Director of SEND and Deputy SENCo can be contacted for specific queries related to SEND.

All new staff receive dedicated SEND training at the start of each academic year. The Director of SEND and Deputy SENCo provide training and liaise with external agents to provide training on a range of needs.

Students with Education, Health and Care Plans (EHCP) and who are on the SEND register have a raised profile and additional information is provided to staff at the start of the academic year, through the staff weekly announcement, bulletin and through internal emails. Information is shared with staff following the annual review of a student who has an EHCP and following review meetings of Student Learning Passports (SLP).

The SEND register is placed on the SEND area of the staff shared platform for staff access.

SLPs are placed on the whole school area of the staff shared platform for staff access.

For students with examination access arrangements, this information is shared with all staff by the Examination Officer, Mrs Middleton, at each assessment point and documented on the staff shared platform.

All students with medical needs are listed and this information is shared with staff on the staff shared platform.

The Director of SEND and Deputy SENCo lead a team of teaching assistants who share information about students with SEND with staff.

Risk assessments are shared with teaching and support staff which a reviewed and updated regularly.

The Director of SEND, Miss Power, has attained the National SENCo Award and is currently undertaking the Industry Qualification: Level 7 Postgraduate Award of Proficiency in Assessment for Access Arrangements to be qualified to assess for examination access arrangements. She has years of teaching experience across primary and secondary phases at several educational institutions. She is on the Leadership Team and ensures exceptional SEND provision across the college.

There is an ongoing programme of coaching for all members of staff. Whole college training also takes place, where appropriate. The Director of SEND and Deputy SENCo attend courses on SEND issues in order to keep up to date with local and national issues and to share good practice.

Teaching assistants have received personalised coaching programmes including Attachment Awareness, Dyslexia Training, Dyscalculia, Multi-sensory teaching approaches, the Sensory diet, Examination Access Arrangements, ADHD and Autism level 1 and 2.
Training in SEND resources, Hearing Impairment, Social, Emotional and Mental Health, The National Accredited Autism Programme, Autism and Dyslexia updates are regularly delivered to staff in school.

All staff are Level 1 trained in Autism Awareness and refresher training is offered during the Autumn term of each academic year.

There is ongoing sharing of good practices through regular departmental meetings and feedback/ advice provided by the leadership group, subject leaders and the Director of SEND.

All staff receive regular updates on Safeguarding and PREVENT training.

Cardinal Griffin Catholic College has access to the Autism Inclusion Team (AIT) and the school team regularly meet each half-term with those students in the school who have a full diagnosis.
We have close links with our Educational Psychologist who provides information for staff training on a range of issues.
The medically trained professionals deliver training on issues such as asthma, epilepsy and physiotherapy programmes.
The college has regular access to advice from a range of service providers including the local district SEND and Inclusion hub.
The SEND department works with speech and language therapists, physiotherapists and other health professionals who are involved with students attending school and a wide range of external agencies which include:

Autism Inclusion Team
Hearing Impairment Team
Visual Impairment Team
Educational Psychologist Service
CAMHS
Occupational Therapy
Educational Welfare Workers
School Nurse

Please contact your child’s formation tutor if you have any general queries.
Please contact your child’s subject teacher or subject lead for academic progress concerns.
Please contact your child’s pastoral lead for other concerns.

Please contact the Director of SEND or Deputy SENCo for concerns related to SEND:
The Director of SEND- Miss S. Power - 01543 502215 - s.power@cardinalgriffin.staffs.sch.uk
Deputy SENCo- Mrs J. Biddle - 01543 502215 - j.biddle@cardinalgriffin.staffs.sch.uk

The Director of SEND is Miss S. Power - 01543 502215 - s.power@cardinalgriffin.staffs.sch.uk

The SEND governor is Mrs Victoria Rivett. The role of the governor is to:
Help raise awareness of SEND issues at LG meetings.
Monitor the quality and effectiveness of SEND provision in the academy.
Work with the Director of SEND to develop SEND policy and provision in the academy.

There are two MAC SEND governor meetings held each year.
Termly meetings are held between the SEN governor and the Director of SEND.

We recognise that all students have the right to be involved in making decisions and exercising choices in their education where that is possible. Students are encouraged to take part in: pupil voice activities in college, to regularly evaluate their work and learning in lessons, attend review meetings and contribute to setting targets. Open dialogue between students and key adults, such as the formation tutor and pastoral lead is encouraged. Student voice can be captured during formation time, pastoral and citizenship sessions, at student learning passport review meetings, at extra-curricular activities and clubs.

We welcome parents to support us and parents are frequently asked to provide their views and feedback at Student Learning Passport review meetings, annual review meetings and in parental surveys.

Pastoral Leads meet regularly with families to offer support and signpost services. The Director of SEND and Deputy SENCo work with families of students with SEND and other families to provide support and guidance. Referrals are made to external services e.g. CAMHs, Early Help, SEND and Inclusion Hub, Autism Inclusion Team when required.

All students are encouraged to take part in a wide range of extra-curricular clubs and activities (which are on the website) and trips are available to all students. All students are encouraged to fully immerse themselves into school life by participating in pastoral sessions, workshops, enrichment days, transition days, college productions, sports days, camps, residential trips or work experience. Reasonable adjustments are made to facilitate any additional needs and no student is ever excluded from taking part in activities because of a special educational need or disability.

In line with statutory guidance, the college has an Accessibility plan which is regularly reviewed to ensure that students can access the curriculum and the physical environment. All students, including those that have sensory or physical disabilities, have the opportunity to participate fully in all aspects of the life of the college. Some students, with an EHCP, receive support from a teaching assistant to access the buildings, practical subjects and the full range of learning opportunities thereby facilitating integration into the life of the college. There have been modifications to the buildings to make the college more accessible to those pupils with a physical disability. These improvements include ramps, handrails and disabled toilets.

The college is fully accessible with handrails, ramps and toilets for the disabled. There is a disabled spot marked and located next to Reception. Further educational equipment can also be obtained through the SEND department.

Translators may be used as required to support EAL families. There is an electronic language translator facility on the college website.

The link to the Cardinal Griffin Accessibility Plan on our website is:
https://www.cardinalgriffin.org.uk/docs/policies/Accessibility_Policy.pdf

Sensory needs are met according to individual requirements e.g. use of ear defenders, signage in the building, early movement between classes, access to the Manresa and sensory room.

The college website has a language translator facility for any members of the college community who do not have English as a first language. Support will be requested through MEAS to facilitate the needs of students with EAL where necessary.

Please find the link to the Schools Admissions Policy.

The college open day is held in September. Families have the opportunity to tour the college site, meet with the staff and with other students in the college.
To arrange a visit to the college contact: office@cardinalgriffin.staffs.sch.uk

Cardinal Griffin Catholic College has close links with its feeder primary schools and many primary school sporting and musical events take place at the college.
All Year 6 come to the college for an induction period in July prior to starting the school in September. The pastoral lead for Year 7 and the Director of SEND or Deputy SENCo will visit the primary schools in the summer term.
Early transition visits may be arranged for more vulnerable students at the request of the primary school and these commence in January prior to the autumn transition point.
Where practicable, the Director of SEND or Deputy SENCo will attend the annual review of a Year 6 student who has an EHCP to ensure a smooth transition is made. For students identified with additional needs, regular transition visits take place throughout the spring and summer terms.
Additional early transition visits may take place from Year 5, depending upon the additional needs of specific students, and where the Director of SEND and Year 5 staff feel this will benefit a student's transition.
During the early transition, vulnerable students will have access to the SEND Year 6 information booklet.
Parents/carers are invited to a meeting at the college and are provided with a range of information to support the transition between key stages.
Relevant information is disseminated to teaching staff before transfer to ensure a smooth transition.
Parents/carers are invited to evenings regarding post-16 choices and careers evenings from Year 9.
Preparing for adulthood:
All students receive careers advice and parents/carers and students are invited to attend an options evening in Year 9 and several opportunities to attend careers evenings.
Transitional reviews for EHCP students take place in Year 9 and 11. The purpose of the transitional reviews is to plan for on-going college provision and post-college arrangements.

You may wish to contact the Director of SEND or Deputy SENCo if you feel that your child needs the support of a specialist service.
Some support services available to parents include:

The SENDIASS Staffordshire Family Partnership is for parents and carers of children and young people ( aged 0-25 ), with special educational needs and disabilities and children and young people ( up to 25 ) with SEND can be contacted on https://www.staffs-iass.org. They offer information, advice and support about education, health and social care issues to support Staffordshire’s SEND Local Offer.
The Staffordshire Local Offer can be found: https://www. staffordshire.gov.uk/Children-and-earlyyears/hildcare-providers-and-professionals/SENDD-Local-Offer.aspx

Independent Parental Special Education Advice (IPSEA) http://www.ipsea.org.uk/
British Dyslexia Association http://www.bdadyslexia.org.uk
Child and Adolescent Mental Health Service (CAMHS)
https://combined.nhs.uk/
Staffordshire Autism Outreach Team
https://www.facebook.com/Staffordshire-Autism-Outreach-Team-112695317037942/

The Cardinal Griffin SEND information report is updated annually. The latest update was November 2023.

Dialogue between parents and the school is actively encouraged to resolve any problems at an early stage.

Initially, all complaints from parents or carers about their child’s provision are made to the Director of SEND, who follows this up with the relevant staff. However, if a parent or carer is not satisfied with the response given, the complaints procedure outlined on the college’s website may be followed.

The College Complaints Procedure can be found on the website.