Central Foundaton Girls' School

Central Foundation Girls' School Sixth Form

Inclusion and SEND Information Report

If you believe your child has special educational needs, please complete our SEND Support Contact Form.

Central Foundation Girls’ is an inclusive school. We endeavour to help all students reach their full potential through high quality differentiated subject teaching. Quality teaching is essential to a student’s success. However, for some students there may be occasions when additional support will be necessary. This is provided by the Inclusion Faculty.

How does CFGS know if students need extra help?

We know when students need extra help if:

  • Concerns are raised by parents/carers, the student or teachers;
  • Information is received from feeder primary schools;
  • Limited progress is being made across time;
  • External data, e.g. SATs/CATs/Reading age testing highlights key areas of concern;
  • School data highlights lack of progress.

What should I do if I think my child has special educational needs?

Contact Ms. Lowrie (SENDCO) in the Inclusion Faculty or complete our SEND Support Contact Form. Arrange for an initial meeting to discuss your concerns with our SEND teachers.

How will I know that CFGS will support my child?

Each student’s education will be supported by high quality planning and teaching within the classroom. Teaching will be differentiated to suit the individual needs of the student.

Teachers and progress managers will regularly monitor student progress using relevant data so that swift interventions can be put in place where necessary.

The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the interventions and inform future planning.

For some students additional arrangements and adjustments can be made to enable them to fully access a range of tests. This might include additional time, rest breaks or the use of a scribe. Only tests and assessors authorised by the school and recognised by JCQ can be accepted for access arrangements for public examinations.

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

A graduated approach to intervention is an integral part of each student’s learning. Differentiated teaching tailored to meet individual student needs is a core aspect of classroom practice. Should additional interventions be required a referral will be made to the SEND department by the subject teacher.

Once the need has been assessed, home, student and the SENDCO will meet to plan a personalised approach to the main school curriculum which will aid your child’s progress towards their potential.

How will I know how my child is doing?

You will be able to discuss your child’s progress at parent consultation evenings.

You will receive updates on your child’s progress through the school’s reporting system.

You can make an appointment to see relevant staff or contact them via email to find out how your child is doing.

You will be able to liaise with the SEND department to evaluate the impact of interventions and discuss next steps.

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

Subject teachers may suggest ways in which you can support your child at home.

The SEND teachers may meet with you to suggest strategies for supporting your child.

Programmes such as Lexia can be used at home and will support literacy learning.

What specialist services or expertise are available at or accessed by CFGS?

  • Specialist services accessed include:
  • Educational Psychologist Team
  • Tower Hamlets Borough Specialist Teachers
  • Speech and Language Therapist
  • Phoenix School Outreach Worker
  • Travel Training

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

  • A wide range of extra-curricular activities are available for all students.
  • Adaptations are made to activities to provide an equal opportunity of participation where possible.
  • Should adaptations be necessary, we will make every endeavour to enable inclusion for every student.
  • All Staff are informed of students’ needs and liaise with the Inclusion Faculty re the support needed for individual students to access trips. Parents are consulted if there are any concerns or issues re the trip.

How accessible is the school environment?

The buildings have easy access at the front entrance and a lift provides access to all floors. There are disabled toilets on the ground and first floors. However, due to the nature of parts of the building which are listed by English Heritage, there is some restricted access. Where appropriate the school has made “reasonable adjustments” to accommodate students and staff.

How will CFGS support my child in starting school and moving on?

Many strategies are in place to enable student transition to be as smooth as possible. These include:
  • Initial communication between CFGS, parents and/or the feeder schools prior to the student starting secondary school
  • Key staff from CFGS visit the majority of the feeder schools to introduce themselves to students prior to them joining secondary school.
  • All students are invited to transition inset days at CFGS so that they can experience daily school routines.
  • Additional visits can be arranged for students who may need extra time in CFGS in order to feel confident in their new surroundings.
  • Career information and guidance is given to all students in CFGS. 
  • CFGS will work with students and parents to identify suitable placements and support applications for further study and/or employment.

How are decisions made about how much support my child will receive?

  • Staff are guided by Education and Health Care Plans (EHCPs)
  • School data that demonstrates a student’s consistent lack of progress will initiate a programme of support and intervention.
  • Referrals and/or meetings with parents and/or other professionals may mean that additional support is required. The amount of support given will be decided on an individual basis.
  • Learning objectives/outcomes are monitored lesson by lesson and progress is regularly monitored by subject teachers and overseen by Heads of Faculty.
  • The impact of interventions is monitored in a variety of ways including, data tracking, progress assessments, student and parental voice, teacher feedback, and work scrutiny over a period of time.

How will I be involved in discussions about and planning for my child’s education?

All parents are encouraged to contribute to their child’s education. This may be through:

  • Parental request
  • Arranged meetings with subject teachers
  • Formal review meetings with SEND teachers
  • Parent Consultation Evenings

The Team

Ms. Lowrie SENDCO
Ms. Esteves Lead SEND Teacher for Years 8 and 9
Ms. Green Lead SEND Teacher for Year 7
Ms. Drysdale SEND Teacher
Ms. Sroda EAL Teacher
Ms. Celisse House/Pastoral Support Manager
Ms. O’ Neill Key Worker for Vulnerable Children/Deputy Designated Safeguarding Lead

If you would like to comment on the content of the offer or make suggestions to improve the information, please email SEND@Central.towerhamlets.sch.uk.

To find out more about support for children and young people with special needs and disabilities, please see: