SEND

Gravesend Grammar School is committed to ensuring equality of education and opportunity for all students, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith or religion or socio-economic background.

We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life. The achievement of students will be monitored by race, gender and disability and we will use this data to support students, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all.

Inclusive classroom practices allow us to support a range of needs and we believe building positive relationship is the key to success.

Our SEND numbers are below the national average but we have support in place across the school for individual pupils to access and also practices in place to promote a supportive and inclusive environment.

Our Inclusion team includes:

Inclusion Lead - Mr James FotheringhamSENCO - Mrs Nicolette Hedley

• 2 x Teaching Assistants
• Two school counsellors (in 3 days a week)
• Therapy dog
• Student support team - 4 student support officers.
• 1 x academic mentor
• Pastoral team for each key stage - including a Head of Year for each year group supported by a Head of key Stage and an assistant head of key stage.

We also work in Partnership with a wide range of specialists, some of which are:

• Specialist teaching and learning service.
• PIAS – PRU, Inclusion and Attendance service
• Educational Psychologists
• Early Help
• Referrals made to community paediatrics.

Testamonials 2022-23

“My child struggles to access a full education due to his SEN needs and physical needs. The school is doing their upmost to make sure that things are in place to him to get a full range of education, removing stumbling blocks adding extra interventions whatever he needs. I am kept fully informed of any changes and needs that he has.”

“My son struggled with the transition from primary school to secondary, staff at the school have been so helpful, replying quickly and listening to my concerns. He was also struggling with anxiety, again staff again helped him with this. He is now very happy, secure and settled in year 8.”

“Our son joined the sixth form last year. He has encountered a very steep learning curve which exemplifies the stark contrast in expectations between GGS and his previous school. This is something we expected as we knew his old school was not aspirational or challenging and this is reflected in his expectations of himself. We have been so impressed by the level of structured support offered to our son by the school to help him and although he is not an academic high-flyer, we have never felt that he has been forgotten or left behind. The school have identified potential issues and put pre-emptive plans in place to address them without us having to prompt this - which was a revelation. Alongside this, he has made lots of new friends and has had excellent pastoral and careers support.”