The Lady Amélie Jakobovits Campus

Pupils with Special Education Needs and Disabilities (SEND)

Provision for pupils with Special Educational Needs and Disabilities


  • This is not an academically selective school and we admit pupils with a wide variety of abilities each year.
  • We integrate pupils with statements of SEN or Education Health Care Plans) (EHCPs) into the school and are always open to discussions with parents and professionals about the suitability of MHSG for pupils with Statements of SEN (or EHC plans).


  • The SENCo is available to meet with parents of pupils in year 5 with EHC plans who would like to visit MHSG to see whether the school is able to meet the needs of their daughters
  • In the summer term prior to entry, staff from MHSG visit the primary schools to discuss the pupils who will be transitioning into MHSG the following September. This includes the head of year 7 and the Headteacher.
  • In addition, the SENCo of MHSG visits each primary school (or telephones if there are fewer than 2 pupils from that school) and meets with the SENCo of the primary school to discuss pupils with SEND. With parents’ permission, reports are shared, strategies are discussed, and advice is given by the primary school team.
  • The SENCo holds meetings with parents of pupils with SEND during the summer term prior to transition, if appropriate. These meetings can be triggered by either the parents or the school.  Other professionals eg the head of year 7 or the Headteacher may be involved in these meetings, if appropriate.  Information is shared on a need to know basis.


During the summer holidays information about pupils in the school is circulated to the teaching staff, if appropriate. This includes information on:

  • Pupils with SEND
  • Pupils who have a health care plan
  • Pupils who have lost a parent
  • Pupils where there are social or familial concerns – if it is important for the staff to know this.
  • Any other information that would be helpful for staff about our pupils.
  • This information is updated throughout the year. Updated information is posted on the shared drive of the school’s computer system, and emailed to staff.


Qualitative monitoring and assessment:

  • The staff who teach each year group, regularly contribute information about any pupil who is a cause for concern in any area. This includes, where appropriate, concerns or discussions about pupils’ academic performance, social interactions, organisational skills, personal skills, motivation, family issues, health and wellbeing or any other issues or areas as necessary. 
  • This information is collated and the SENCo and senior management team (SMT) meet to analyse the information and suggest appropriate interventions when necessary.
  • The SENCo circulates notes from these meetings to all staff associated with a class with an action plan to support each pupil. This will inlcude suggested interventions, strategies and advice.
  • At subsequent collections of information, the progress of the pupils is assessed and decisions are made as to whether to continue or change the nature of the interventions (or if they cease to need any interventions).

 Quantitative tracking:

  • We are rigorous in our tracking of all pupils’ progress and use this information to help us track the specific progress of our pupils with SEN to ascertain whether they are making the expected progress.
  • Any pupil, no matter their ability, who not making expected or better than expected progress is flagged up and interventions are put into place to ensure that they are not underperforming. The SENCo, SMT and Heads of Departments if appropriate will be involved in deciding on strategies to support underperforming pupils. 


  • Whole school provision – Quality First Teaching
    • All teachers work towards high quality inclusive teaching including differentiation
    • There is a pastoral system in place with form tutors and senior management to ensure that all girls’ pastoral needs are met. Form tutors meet with all pupils regularly.
  •  Provision for small groups of pupils
  • Small group support for literacy with teachers from the SEN department in years 7, 8 and – focus on comprehension , reading, writing and spelling skills as well as supporting the demands of the English curriculum
  • 1:1 weekly Hebrew reading for year 7 pupils with a member of the SEN team (brief withdrawal from the classroom for reading practice)
  • Maths - Small group maths provision during maths lessons in years 7-9 (an additional maths group over and above the 2 groups for 2 classes) taught by a maths specialist.
  • Science – single science for a small group of year 10 and year 11 pupils. This group work on the core GCSE over 2 years.
  • English – single English GCSE for a small group of pupils in year 10 and year 11. These pupils are also offered the Functional Skills Level 1 and 2 English qualifications.

 Individualised highly personalised interventions:

  • 1:1 support for individual pupils in both key stage 3 and key stage 4 to support them to make progress in academic areas – both secular and Kodesh.  Support from staff in SEN team.
  • 1:1 counselling by a trained counsellor – pupils can self-refer or are referred by staff, headteacher, SENco or parents. For all pupils in the school.
  • 1:1 support for pupils with SpLD (dyslexia) by a specialist in SpLD (SENCo).
  • Additional curricular support for pupils in years 10 and 11 for those pupils taking a reduced number of GCSE options.
  • Highly personalised curricula for pupils with Statements of SEN (Education Health Care Plans) by staff in the SEN team. This includes Foundation level GCSEs, Entry level GSCEs, NVQs, Functional Skills, Life Skills programmes, Independent Living programmes
  • A pastoral head of Sixth Form to support the specific pastoral needs of pupils in years 12 and 13.
  • Mentors for pupils in years 7-11, often from SMT, SEN team or the extra –curricular team, to provide a safe space for pupils with medical, emotional, behavioural or social issues to find support.
  • Working closely with Barnet services when necessary – eg Educational Psychologist, Behaviour Support Team.
  • Assessments for special arrangements for public examinations for those pupils who are eligible and who have a history of need.


  • Whole school process for tracking and monitoring progress. Assess, plan, do, review .
  • All pupils not making expected progress are referred to the SENCo
  • SENCo will assess and gather information.
  • SENCo will plan intervention, set targets and clarify expected outcomes
  • Intervention to be carried out – subject staff, support staff, counsellor, SMT as appropriate
  • Progress of pupil against set targets to be reviewed
  • Decision – support no longer required or review support and reset targets or change
  • interventions.


  • As a school, we welcome the involvement of parents and recognise the vital role that parents play in supporting our students’ education. We have an open door policy, which means that you are welcome at any time to make an appointment to meet with either your child’s class teacher or the SENCO to discuss your child’s provision and progress and to get advice on how you can support your child at home.   Parents and carers will always be informed if we begin to make SEN provision. 
  • Parents and students have access to a variety of published information. Barnet's Local Offer gives children and young people with Special Educational Needs and Disabilities (SEND) and their families information about education, health and care services, leisure activities and support groups in their local area (or search “Barnet local offer”).  The school will provide information about the Local Authority Parent Partnership Service to all parents of students with special educational needs.  Parents of any pupil identified with SEND may contact the Parent Partnership Service for independent support and advice.  

Jacqui Rudolph
May 2024