We are immensely proud to be taking part in the Umbrella Project. Thousands of colourful umbrellas are strung together over public spaces, in schools, and in company buildings around the nation. The umbrellas installed above the school entrance represent the one in five of us who have a neurodevelopmental condition, such as ADHD, Autism, Dyslexia, Dyspraxia, Dyscalculia or Tourette’s syndrome. These conditions fall under the umbrella term of neurodiversity.

Students have had assemblies where we recognise and celebrate these differences, and by being involved in this project we are taking steps to challenge the perception of neurodiverse people.

We are proud to be able to offer this dedicated space within the SEND Department. The Cocoon is somewhere that SEND students can access when needed, we know how important a quiet, calm space with sensory elements is for many of our students at Newlands. We look forward to welcoming many students into The Cocoon over the coming years.

 

This dedicated space is used for both 1:1 sessions or small group intervention. It is also used daily at break and lunch for our SEND students to come and play games, socialise and eat their lunch in a quiet environment supervised by our fantastic Year 12 and 13 students.

Dyslexia is catered for within Quality First Teaching at Newlands Girls’ School. All students with dyslexia are recorded in our central record, pinned on individual Arbor profiles and highlighted on seating plans so that all teachers are aware of a diagnosis. We regularly circulate additional information/strategies relating to specific students with their subject teachers and offer regular training for staff with strategies to use within lessons, which we encourage all to be dyslexia friendly.

We promote the use of coloured overlays where they have been identified as a useful tool for students with dyslexia. We offer support at our after-school club ‘Accelerate’ available on both Tuesday and Thursday’s after school. This is by invite only to ensure we are supporting the needs of our students with Dyslexia and will help develop strategies and support through fun interactive activities.  Please contact the SEND Department if your child has a diagnosis and would like to attend.

Access Arrangements at Newlands Girls’ School (JCQ Regulations 2025–2026)

At Newlands Girls’ School we follow the Joint Council for Qualifications (JCQ) regulations when considering access arrangements for exams. These arrangements are designed to remove barriers so that students can show what they know and can do. They are not intended to give an unfair advantage. The criteria that must be met for an access arrangement changes frequently and JCQ issue guidance booklets every year. You can access these online – www.jcq.org.uk for information.

Below is an overview of how access arrangements are identified and agreed.

 

Years 7–9: Building the Evidence

Teachers monitor students closely from Year 7 onwards.

Evidence is gathered through:

Classwork and assessments (formal and informal)

Classroom observations

Concerns raised with the SENDCo about reading, writing, comprehension, or processing speed

This information builds a clear picture of a student’s needs over time.

 

Supervised Rest Breaks (SRBs)

The first access arrangement trialled for any student must now be Supervised Rest Breaks (SRB).

SRBs give students short breaks in a supervised setting to help them refocus and manage concentration.

JCQ regulations state that SRBs must be trialled and proven effective before extra time can be considered.

This applies to all students, including those with a medical diagnosis such as ADHD, ASD, or ADD.

 

Students with Specific Learning Difficulties

A diagnosis of dyslexia, dyscalculia, or dyspraxia does not automatically mean extra time or special arrangements.

Students with these diagnoses follow the same process as their peers: SRBs are trialled first, and evidence is collected over time.

 

Students with an EHCP

Students with an Education, Health and Care Plan (EHCP) will receive the access arrangements linked to their identified needs, such as:

A reader

A scribe

Extra time

Modified exam papers

These arrangements are usually in place from Year 7 and form part of the student’s “normal way of working.”

 

Important Information for Parents

Decisions about access arrangements are made by the SENDCo, in line with JCQ regulations.

We ask that parents understand we cannot promise:

• Specific access arrangements (e.g. extra time)
• That a student will be trialled with SRBs
• That a student will be tested for standardised scores

All decisions are based on evidence gathered over time and what is effective in helping the student learn and achieve.

 

Key Reminder

Access arrangements are in place to ensure fairness, consistency, and equality. They support students to access exams in the same way they learn best every day, but they are not designed to give an advantage over others.

 

If you have any queries, please contact Mrs Hannah McMahon, SENDCo via the school office office@newlandsgirls.co.uk