Inside this section:

SEN at Grey Court

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Tom Maltby Deputy Head for Inclusion
Maria Piatelli SENCO
Honorata Buchnowska Specialist SEN Teacher & Assessor
Catherine Berrill Speech and Language Therapist
Suzanne Stewart-Smith SEN teacher
Sylvia Munday High Level Teaching Assistant 
Saty Flora High Level Teaching Assistant
Annie Michael Learning Support Assistant
Diane Taylor Learning Support Assistant
Evelina Curtis SEN Admin
Jane Ewart SEN Admin
Linda Andrews Learning Support Assistant
Eileen Cassells Learning Support Assistant
Preeya Nair Learning Support Assistant PNair@
Yasmeen Labyad Learning Support Assistant
Sam Garrett Learning Support Assistant
Stephen Rowe Learning Support Assistant
Tom Williams Learning Support Assistant
Transation To Grey Court School for Pupils with SEN

Getting to know each other

Before you come you will be invited to come with your family to meet a member of the leadership team 
This is a chance for you to say who you would like to be in a form group with.  We will talk to you and your parents/carers about expectations too.


Tea Party

Students who are a bit shy or anxious will be invited to the Newman House Tea Party.  This is an opportunity to meet other students and to ask questions and watch a presentation by students who came to Grey Court last year.  They can tell you about their experiences of moving to secondary school and you can ask them anything you like about Grey Court.  You can bring you T.A. too.






Induction Day and Tours

On induction Day you will come with all the other year 6 pupils for taster lessons.  You will meet your form tutors and Ms Stenner and your Head of year. If you would like to come and see us a few times that’s fine.  Your school or your parents can make an appointment for as many visits as you need.


CATS testing Day (Cognition Attainment Tests)

At Grey Court School we will invite you to take some tests with us so we can understand your strengths and your difficulties.  The tests wont take too long and are nothing to worry about. If you feel nervous you can take your tests in the library with us.

The tests will take place on a Saturday morning and in the afternoon you will get to do sports activities with your friends.


Access Arrangements

The JCQ definition of Access Arrangements

•Agreed before assessment
•Allow learners with SEN, disabilities &injuries to access assessment
•To meet the particular needs of the disabled learner without affecting  the integrity of the assessment
•The arrangement should reflect what help is usually given to the candidate in the centre (normal way of working)


KS 3 Access Arrangement

Access Arrangement in KS 3 is offered based on:
The results of initial literacy screening conducted at the beginning of year 9
Statements of SEN
Specialist Reports/recommendation
Recommendation from teachers
Students who have a reader or a scribe usually get withdrawn before the assessment starts and sit them in Newman House (Learning Support Centre) where they are supported by LSAs. 


Students with disabilities and learning difficulties may have a range of different needs, therefore different arrangements are considered. 


• supervised rest breaks

• a prompter
• separate invigilation
• alternative accommodation arrangements
• extra time
• a word processor
• a computer reader or a reader
• a scribe
• a prompter
• a practical assistant
• coloured overlays
• coloured/enlarged papers
• papers with modified language/ enlarged papers

For more information, please check JCQ website.


KS 4 Access Arrangement

Students who are on the SEN register and those referred by subject teachers are formally assessed at the beginning of year 10 to establish whether they still qualify for access arrangements. 

Access Arrangement provision in KS 4 is based on the Grey Court assessment results or previous specialist assessment conducted no earlier than at the beginning of year 9. The provision is also done based on students’ needs as outlined in their statements (if applicable) or medical reports.

The arrangements are discussed with a student and parents are notified by a letter.

KS 5 Access Arrangement

If a student was eligible for the provision in KS 4 then for AS and A2 the applications need to be resubmitted without further testing, however the candidate must still meet the criteria with evidence that the arrangement is still needed. Therefore, the feedback from KS5 teachers is requested.

If you have any queries, please contact H. Buchnowska at


KS3 Revision Strategies


  • Start revising early
  • Use revision guides
  • Stick revision notes all around your house
  • Try reading difficult bits in funny accents
  • Sit at a proper desk
  • Don't put it off!


  • Don't just read your notes — you have to WRITE STUFF DOWN
  • Write a set of test questions for yourself
  • Close your book
  • Get a piece of paper and answer one of the questions
  • Mark your answer with a red pen by checking back with your books and notes. How well did you do?
  • Repeat
  • Try to spend 80% of your time in active recall


If you can explain something to someone else it means you understand it yourself. 
Get someone in your family to ask you a question so you can give an answer. Give explanations in sentences.


If you are entitled to 25% extra time, a reader or a scribe, you might need to remind your teacher.
You might need to come over to Newman House if you don’t get finished so ask your teacher.


Stop work an hour before you go to bed or your brain will be churning all night.
It is really important to get a good night's sleep before an exam.
Get up early and get to school early. You won’t do as well if you are panicky because you’re late. 


Eat breakfast no matter how small. Taking exams is hungry work.


One of the secrets to doing well in exams is really good planning so make a revision timetable and stick it up somewhere so you can’t miss it.  Start revising early, use revision guides, stick revision notes all around your house, try reading difficult bits in funny accents, sit at a proper desk, don’t put it off!


Don't just read your notes — you have to WRITE STUFF DOWN

Write a set of test questions for yourself
Close your book
Get a piece of paper and answer one of the questions
Mark your answer with a red pen by checking back with your books and notes. How well did you do?
Repeat above
Try to spend 80% of your time in active recall (writing, mind mapping, discussing, explaining)


Find the right environment to revise ... NOT in front of the TV.Music can sometimes be okay, but you need to find the right kind. It's got to be something that's just there in the background that you're not thinking about at all.


Step 1:  Scan quickly what you have set yourself to learn or revise; this is so the brain knows what its goal is.

Step 2: Revise the topic for 20 minutes (see the WRITE STUFF DOWN section)

Step 3: Stop, get up, leave the room, take a one minute break, no longer, then take a sip of water and return to your desk.

Step 4: Quickly scan what you have just learned using coloured pens to pick out the most important phrases/words.

Repeat steps 1-4 again two more times with two new topics.

At the end of 3 of these 20 minute sessions, you should leave the room where you are revising and take either a 10 minute break doing something completely different or a proper break such as lunch for up to an hour. 

Use the 4 step process to revise a new topic for another hour.


If you can explain something to someone else it means you understand it yourself so get someone in your family to ask you a question so you can give an answer. Give explanations in sentences.



Student A  



Date of Birth:

Started at Grey Court Sept 2013. 

SEN Support: moderate to severe dyslexia, Reading SS 82, Spelling SS 97, CATS V: 110   Q: 86   NV:110   Mean 102

Issues/Needs Identification:

Parents first met with SENCO in autumn term 2013 to say STUDENT a was underachieving and was at risk of ‘falling through the cracks.’

  Slow speed of working (speed of phonological and visual processing), poor memory for information

•  Difficulties with organisation, planning and note taking
•  Difficulties affect his mental Maths- recalling multiplication tables
•  Difficulties with spelling and punctuation
•  Low motivation and poor engagement in lessons
•  Difficulty settling quickly and completing writing tasks


Provision (with dates):

Years 7 & 8 half termly meetings with Mr. X with Round Robins sent to teachers in preparation for meetings  (Meetings also attended by student A, LSA, English teacher).


IEP targets reviewed at each meeting and new targets set

LSA allocated to meet with student A during registration in year 7 & 8

IEP updated and new targets set during each meeting (emailed to teachers)

Regular emails to remind teachers of strategies


Teacher strategies:

•Keep instructions short and simple
•Repeat key words and phrases; provide opportunities for repetition and over-learning
•Check for understanding
•Allow “thinking time” for processing information and organising ideas during questioning sessions and allow extra time to complete written tasks
•Support writing by providing writing frames
•Student A shouldn’t be asked to take dictated notes or copy lots of text from the whiteboard
•Provide visual prompts (diagrams, pictures, charts)
•Make teaching as multisensory as possible
•Student A will need help with organisation  and writing homework in his planner
•1-1 LSA support in English with reading and spelling
•1-1 support with LSA to support organisation and homework planning

        25% extra time in exams

•Reader for maths tests and use  extra paper or margin to do workings out for maths

Provision (with dates):


Student B has an individual education profile (IEP) which was written with his mother and is updated regularly. The IEP is held by all student B teachers and identifies his needs, strengths and strategies.

•Give much reassurance, encouragement, praise and kindness
•Give specific written as well as verbal instructions to support writing but not writing frames
•Doesn’t cope very well in a busy classroom so give praise when he copes
•High expectations; he is clever and capable, Has great quirky ideas – needs prompts and reminders to focus
•Unable to copy from whiteboard so provide printouts, Give instructions one at a time on a post it and check he knows what he has to do before giving next instruction
•Support to establish and maintain friendships and to understand social situations
•Explain homework clearly especially in English, Seat with hard working and supportive peers
•Needs structure for writing, finds it hard to write at length and from another's point of view
•Allow student B to use his time out card to stand outside the door to compose himself or go to Student Support officer’s (SSO) office
•Extra time in tests, support from SSO, Time Out card.
•Year 7 lunch time clubs available
•LSA monitoring - feedback to SENCO
•Year 7: Support from outside agency to observe in lessons and feedback to family, joint meetings with student B mother, SSO and MPI
•Year 8: Head of year 8/9 Craig Dyer and SENCO discussed best way to support student B when he needs to talk. CDY will be first point of contact.
Definition of the 4 SEN Needs

Communication and interaction

Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.


Cognition and learning Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where

•children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Sensory and/or physical needs

 Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deaf blind children and young people is available through the Social Care for Deaf blind Children and Adults guidance published 



Allotment Information

The Allotment Group gives Grey Court students
the opportunity to develop their:

•Personal & social development
•Communication and social skills
•Motivation & behaviour
•Independence and Social Skills
•Independence and Social Skills
•   Physical development and well-being