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Learning Support

Students with Special Educational Needs/Disabilities or Additional Learning Needs

At Sheffield Girls’, we want to ensure that all our pupils achieve their potential through the removal of barriers to learning and participation. Our aim is to ensure the full integration and inclusion of all pupils in the life of the school and to maximise their learning potential.

Support throughout the school

We recognise that some pupils might have difficulties accessing the curriculum: in these cases effective and differentiated support is provided within the classroom by the subject teacher. Pupils with Special Educational Needs and/or Disabilities (SEND) or additional learning needs, however, may require structured learning support which is different from the more general classroom support given to other pupils of the same age.

Pupils who need specialist support with their learning include those with the following types of learning difficulty, all of which can be supported at Sheffield Girls’:

  • Specific Learning Difficulties, eg dyslexia, dyspraxia, dyscalculia
  • Emotional, behavioural or social difficulties, eg ADHD or ASD
  • Speech, language and communication needs
  • Sensory and physical difficulties

How do we identify pupils with SEND or additional learning needs?

To ensure early identification and assessment of a pupil’s learning difficulties, we work with pupils and parents to provide appropriate support. To help us identify girls with SEND or additional learning needs we make use of the following:

  • Information from parents about existing learning difficulties
  • Teacher observations
  • Information from previous settings
  • Entrance examination
  • Ongoing teacher assessment
  • Cognitive ability tests in Year 7(MidYIS)
  • Screening tests for spelling, reading and writing (Year 7 and Year 9)
  • Screening tests for Examination Access Arrangements (Year 9 onwards)


Many pupils with SEND or additional learning difficulties make expected progress within the supportive environment offered at Sheffield Girls’, without the need for any additional intervention other than differentiated work provided by the teacher.

If, however, adequate progress is not being made, then intervention will follow a graduated approach. The first stage is when a member of staff raises concerns about a pupil with our Special Educational Needs Co-ordinator (SENCO) who will advise on ways to support the pupil. If further intervention is needed, it may take the form of some or all of the following:

  • Individual screening tests
  • The offer of small group or 1:1 learning support
  • The placing of the student on the SEND register
  • Recommendation for a full Educational Psychology assessment (at parental cost)

Parental permission is always sought before individual screening or assessment tests are carried out, and the results are communicated to parents.

Partnership with parents

At Sheffield Girls’ we value the knowledge parents have of their children and use this to enable us to provide effective learning support. Equally we will always inform parents of any concerns we have and discuss fully any action we feel is necessary.

Further information

For a copy of our Junior SEND Policy, please click here

For a copy of our Senior School SEND Inclusion Policy, please click here

To ask about our Learning Support, please contact us here

See us in action