SEND at St. George’s College Academic Support and Access Arrangements

Academic Support Department Tracy Medhurst – Academic Support Teacher Sian Hassan – works with a student with an EHCP

Support Lessons Methods of Referral Parental concern – via tutor or HoY, following a gradesheet or a parents’ evening. Teacher concern – looking at work in books, assessments. HoY concern – following a gradesheet. Student Concern – via tutor.

Academic Support Lessons With Tracy Medhurst, dyslexia specialist £465 per term – minimum of 10 lessons Two lessons per year to go over basics – no charge Exam technique Revision strategies Essay writing Reading strategies Spelling strategies Organisation How to use extra time

In-house testing A starting point for assessing a student’s educational needs would be in-house testing with Tracy Medhurst (dyslexia specialist). This could pick up signs of dyslexia, s low speeds of working or poor memory. Medical diagnosis – a signed doctor’s letter/report which states the diagnosis is required. If these two stages do not reveal anything, go for a private assessment, after letting Tracy Medhurst know. Moving on to university Many universities will accept a ‘form 8’ which is a school based form: it covers standard scores, painting a picture of need and normal way of working. Check websites of the universities. Some universities require an EP/specialist assessor report, we cannot offer that at St. George’s so this can be a good time to get a private assessment done.

Exam Concessions (GCSE/A level) No external report needed (JCQ will not accept external reports). In-house testing (end of 3rd year onwards). Access arrangements last until the end of the key stage (e.g. does not cross over to 6th form). However, tests taken from 3rd year upwards can be used. Building a picture of need:- Medical diagnosis (can be emotional or mental health) or speed of working standard score below 85 Comments from teachers or past papers showing need Normal way of working

25% extra time A standard score below 85 (must be an in-house test or A medical diagnosis which clearly shows impact on learning (rest breaks are usually better for medical conditions). Plus: Evidence from teachers of impact in assessments/on learning. Evidence that this is the normal way of working (we can put the concession into place and then gather this). Final deadline for exam concessions – end of January for May/June exams. (Mid February is the examination boards’ deadline, so we allow a couple of weeks for administration, entering, writing reports.) Also, we have to demonstrate normal way of working (we use mocks for this). There can be no additions or changes after this date apart from medical emergencies such as a broken arm.

Laptop/Rest breaks/Prompter Decided in-house, but evidence is still required. For example, examples of illegible handwriting could help gain a concession of a laptop. For rest breaks and prompter, medical evidence would be required, for example a diagnosis of ADHD. School based evidence can be used for prompter. Separate invigilation This is a concession which is granted very rarely. Please be aware that examination boards have very little sympathy with ‘exam stress’. Evidence would be required, such as a medical diagnosis of a mental health issue (could be a counsellor), evidence that physical symptoms were present (for example, student could not take exam on several occasions due to vomiting).