SEN Report to Parents

SEN Report to Parents

SEN Annual Report to Governors 2015-2016  

 

This report has been complied after the publication of 2016 RAISEonline. It provides the evaluation of the SEN Information report.

 

SEN register taken from January 2015 census

 

Year Group

SEN Support

Without High Needs Funding

SEN

With High needs funding

EHCP

Without High Needs Funding

EHCP

With High needs funding

Reception

6.9%        2/29

 

0%

 

Year 1

6.9%        2/29

 

0%

 

Year 2

0%           0/27

 

0%

 

Year 3

20.0%      6/30

 

0%

 

Year 4

9.7%        3/31

 

0%

 

Year 5

3.7%        1/27

 

0%

 

Year 6

14.3%      4/28

 

0%

 

Total

8.95%      18/201

0%

0%

0%

Total SEN

8.95%       18/201

 

 

SEN Need Type

Year Group

Communication & Interaction

Cognition & Learning

Social, Emotional & Mental Health

Physical Development, Sensory / Medical

Reception

1

0

1

0

Year 1

2

0

0

0

Year 2

0

0

0

0

Year 3

0

5

1

0

Year 4

0

3

0

0

Year 5

0

1

0

0

Year 6

0

3

1

0

Total

3

12

3

0

 

The national averages are taken from the most recent RAISEonline.

The national average for incidence of SEN Support pupils is 12.1% for primary, of the school population. At St. Katharine’s we have below this average at 9%

The national average for incidence of Education Health Care Plan (EHCP) is 1.3% for primary. At St. Katharine’s this is currently 0% pupils

 

Pupil Premium information is provided in a separate report on our school website.

 

% pupils with SEN

% of Disadvantaged pupils

% both SEN & Disadvantaged

9%     18/201

6%    12/201

1%     2/201

                      

Funding

 

The formula for allocation to St. Katharine’s includes a number of factors which together comprise the SEN Notional Funding. At St. Katharine’s, in the 2015-2016 budget this equated to £             .

This funding allows the school to make provision for SEN Support throughout the school and resources up to £6,000 per pupil with high cost needs. Beyond £6,000, we can apply for High Needs Funding for individual support needs. Currently we have no pupils receiving this additional funding from the local authority. This funding must be re-applied for each year.

 

Pupil Outcomes

 

Across the school very few pupils identified as having SEND met the expected standard for their year group. However all of these pupils continue to make small steps progress across the core subjects and some made expected progress within core subjects but failed to close the gap. With the rise in age-related expectations and the change in assessment data, it is unsurprising that SEND pupils are not reaching the average age-related expectations at this stage. This is a common picture nationally.

 

"A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning than the majority of others of the same age, or
  • Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions."

(Special educational needs and disability code of practice: 0-25 years, January 2015, p. 15-16)

 

End of KS2 (Cohort in Year 6 = 14% 4/28 pupils with SEN Support)

 

Progress of Year 6 pupils with SEN Support from KS1 to KS2 from RAISEonline 2016

The latest RAISEonline report shows the new progress measures which aim to capture the progress that pupils make between key stage 1 and key stage 2. They are a type of value added measure, which means the pupil’s results are compared to the actual achievements of other pupils nationally with similar prior attainment. A negative score does not mean that pupils did not make any progress between key stages 1 and 2. A negative score means that they made less progress than other pupils nationally with similar prior (end of KS1) attainment. National progress scores for all pupils are 0.

 

Average Progress

 

Reading

Writing

Maths

School SEN Support

-7.46 Significantly below national

-9.92 Significantly below national

-3.83 Broadly in line with national

 

Further analysis of individual pupil progress scores shows that the above figures in reading & writing were adversely affected by one pupil who joined the school in the term 6 of Year 5. This pupil was also disadvantaged, had attended a total of four educational settings prior to joining St. Katharine’s, had had significant periods of home schooling and has received fixed term exclusions from four schools. Whilst at St Katharine’s there was significant absence.

 

Attainment of Year 6 pupils with SEN Support at end of key stage 2

The latest RAISEonline report shows the attainment pupils have achieved at the end of key stage 2 compared to the national. The ‘age related expectation’ (ARE) for attainment of pupils at the end of KS2 is a Scaled Score of 100+.

 

% pupils achieving the ‘Age Related Expectation’

 

Reading

Writing

Maths

School SEN Support

0%

0%

25%

National SEN Support

No data

No data

No data

National All Pupils

66%

74%

70%

 

 

Average Scaled Scores

 

Reading

Writing

Maths

School SEN Support

91.5

No data

96.0

National SEN

No data

No data

No data

National All Pupils

102.6

No data

103.0

 

The ‘expected standard’ is a combined measure across the three subjects. To be counted towards the measure, a pupil must have a Scaled Score of 100+ in both reading and maths, and have been teacher assessed in writing as ‘working at the expected standard’ or ‘working at greater depth in the expected standard’.

 

 

% pupils achieving the ‘Expected Standard’ in Reading, Writing & Maths combined

School SEN Support

0%

National SEN Support

No data

National All Pupils

54%

 

 

End of KS1 (Cohort in Year 2 = 0% SEN Support)

 

Phonics Screening Check by the end of Year 2 (Cohort 0 % SEN Support)

 

Year 1 Phonic Screening Check (Cohort in Year 1 = 7% 2/30 SEN Support)

 

% pupils achieving the ‘Expected Standard’ in Year 1 Phonics Screening Check

School SEN Support

50%      1/2

National SEN

46%

National All Pupils

81%

 

End of EYFS (Cohort in Reception Year = 6.9% Jan, 10% 3/30 by year end)

 

Attainment of Year R pupils with SEN Support at end of EYFS

The ‘age related expectation’ (ARE) for attainment of pupils at the end of EYFS is the ‘Early Learning Goal’. Internal tracking using Pupil Asset shows the attainment pupils have achieved at the end of EYFS.

 

% pupils achieving the ‘Age Related Expectation’

 

Reading

Writing

Maths- Number

Maths- Shape Space Measure

School SEN Support

100%

0%

33%

33%

National All pupils 2015

76%

71%

77%

81%

 

Progress of Year R pupils with SEN Support from start of Reception to end of Reception

Internal tracking using Pupil Asset aims to show the progress that pupils make between two points in time. This is measured in steps. They are a type of value added measure, which means the pupil’s results are compared to the amount of progress they are expected to make over a period. A negative score does not mean that pupils did not make any progress. A negative score means that they made less progress than expected within the period.

 

Average Progress in steps

 

Reading

Writing

Maths- Number

Maths- Shape Space Measure

School SEN Support

+1.7

+0.7

+1.3

+1

 

 

 

Arrangements for Identification and assessment of SEND pupils

 

All pupils at St Katharine’s are monitored closely. Where a learning issue is identified, strategies are put in place to address gaps in learning and the concerns are recorded on the Class Profile of Need. The class teacher looks at their practice to see if small changes can be made in the Quality First Teaching to

provide classroom support. Where these strategies are not successful further assessment is carried out and extra advice is sought. These pupils will be placed on our SEN register. This is the first response of a graduated response model and is recorded on a provision map for this child.

All pupils, have their progress and learning needs discussed termly at pupil progress meetings between the SENCo and class teacher. Support is monitored and either continued or new strategies tried as the next step in the graduated response.

Where a new child joins the school, the previous school will be contacted and information gathered to best support the child. If necessary this starts the process of plan, do, review.

Parents of all pupils at St Katharine’s are offered 2 parent evenings a year to discuss the progress of their children. In addition, parents of SEND children are offered a transition meeting at the end of the year. Parents of SEN children are also offered meetings throughout the school year to keep them updated and informed; an open door policy is in place and parents make good use of the easy access to the SENCo

 

 

 

Areas Identified for Improvement in 2016-2017

  • All teaching assistants to have attended a day training course on using the Sensory Circuits programme to support children with sensory needs
  • Training from local MIND team on supporting pupil’s wellbeing & mental health needs as part of local cluster of schools
  • Training for key staff members on programmes to support pupils with well-being or social, emotional & mental health difficulties

 

Percentages of pupils with SEN making expected good progress can vary for each subject within each cohort and where the actual number of pupils with SEN in a particular cohort is small the data may not be statistically valid. Whilst mindful of this data for future strategic planning, at St. Katharine’s we focus on each individual pupil and target support specifically for their needs to enable them to make the most progress they can.

 

SEND Budget Spending

The majority of this was spent on staffing for SEN provision which included employing one SENHLTA and one SENTA, with a small amount spent on SEN resources including staff training.

 

Key SEN Personnel within the school

  • Special Educational Needs Coordinator (SENCO): Mrs Nikki Bridel
  • Governor with responsibility for SEND: Mrs Doreen Jones
  • SENHLTA: Mrs Anne Marsh
  • SENHLTA Mrs Sarah Brooker
  • SENTA: Mrs Jacqui Roper

 

Deployment of Staff and Resources

We currently have 11 teaching assistants (TAs) employed at St. Katharine’s, 6 of whom have achieved Higher Level Teaching Assistant (HLTA) status.  All teaching assistants work with individual pupils or a small group of pupils, following a variety of intervention programmes.  Not all of these pupils are on the SEN register but each has been identified as needing additional support in specific areas in order to ‘catch-up’.  Where possible pupils are supported in class, however some pupils are withdrawn during class time (we try to keep this to a minimum).  All teaching assistants receive appropriate training and resources for the interventions they lead.

 

Three of the TAs work alongside the SENCO; one SEN Teaching Assistant (who works 2 days a week) and the two SEN Higher Level Teaching Assistants (who works 3.5 & 2.5 days a week specifically with SEN).  They lead intervention groups, work one-to-one with pupils with greater need, assist in the assessment of pupils’ progress and contribute to pupil progress reviews.

The SENCO currently works all day on Mondays and Tuesdays and on Thursday mornings in her capacity as SENCO. The SENCO’s main task is to oversee and coordinate SEN provision throughout the school.  The SENCO meets with parents/carers, liaises with outside agencies, works with children, assesses children and completes paperwork ensuring the children receive the best support and provision possible.  She also attends meetings and training and keeps up to date with government requirements and changes regarding SEN.

 

The SENCO looks carefully at school data and uses this to help identify pupils who are vulnerable to underachieving and to monitor the impact and success of intervention programmes.  Four times a year the SENCO holds Pupil Progress Reviews with teachers and SENTAs to review pupil progress, set targets, review intervention programmes and plan provision for all pupils.  It is also a time to review the school’s SEN register, to talk in depth about pupils with SEN and to think about ways to support them further.

 

 

 

Intervention programmes used

A variety of general strategies & resources are used to support pupils with SEN in the class room depending on their need. Additional intervention provision has included:

  • Literacy support such as: Bullseye and Bullseye 2, Phonic groups, reading comprehension support, Word Shark, Phonic Shark, Units of Sound, Nessy, Toe-by-Toe, Stareway to Spelling, Reluctant writers group, one-to-one writing tuition and other individualised support for speech and language needs
  • Numeracy support such as: Springboard, small group or individual support tailored to pupils specific need, one-to-one tuition, Plus 1 & Power of 2
  • Motor control and physical support such as- BEAM, Jump Ahead, Clever Fingers and Personal Exercise Programmes as advised by external agencies such as an Occupational Therapist or Physiotherapist
  • Other specific support such as: visual processing, short term or working memory interventions and Sensory Circuits for pupils with sensory processing difficulties, .
  • Communication and interaction support such as: Speech Link, Language Link, Language for Thinking, Time to Talk, Lego Therapy, support tailored to specific pupils
  • Social, emotional and mental health support such as: Social skills groups, emotional literacy support such as Drawing Together To Talk About Feelings /Drawing Together to Manage Anger and other support tailored to specific needs of individual pupils including pastoral support programme or support from outside agency specialists.

 

Adapting the curriculum and learning environment for pupils with SEN & Disability

During the school year 2015-2016 the following improvements were made as part of the school’s accessibility planning:

Improvements to the building/physical environment

All classroom projectors have been cleaned to ensure they are bright and working at optimum level and will be regularly checked and maintained by contractors

Curriculum:

  • Where needed, further provision adapted and tailored to individual and small group needs including provision of equipment to support posture e.g. move and sit wedges, writing slopes. wobble cushions

 

Staff Development to support SEND

The SENCO, teachers and teaching assistants meet regularly to discuss pupils, intervention programmes and resources.  The SENCO’s office in the staffroom means she is easily accessible to all staff whenever they require professional guidance.

 

Training was attended by staff in the following areas in order to support their professional development and to contribute to the development of SEN provision within the school:

  • Team Teach for specific senior staff
  • Language Link & Speech Link assessment training for the Reception teacher
  • Sensory integration training for the SENCO
  • Sensory processing training for staff to support children who have experienced trauma for the SENCO
  • In school training for teachers & teaching assistants on sensory processing & integration difficulties
  • Sensory Circuit training for SENCO & teaching assistants in key classes
  • Wellbeing toolkit training
  • Attachment training for key staff
  • Staff share their knowledge and understanding in staff meeting
  • INSET days also offer workshops to enhance their skills and understanding.

 

 

Supporting Pupils with Medical Needs

We have a number of pupils with moderate to severe food allergies. Care is taken to ensure pupils do not come into contact with these foods either in cooking activities or at snack and lunch times.  Pupils have Care Plans in place and staff have received training in the use of an epipen.

 

We have a very small number of pupils requiring specific medical care. We have responded to advice provided by medical and health care professionals, or sought advice from relevant professionals where the school has required further support to ensure that we are able to adequately meet pupils’ needs. Where appropriate, Individual Care Plans were drawn up in collaboration with school staff, healthcare professionals and parents. In the past we have adapted the KS1 toilet for the disabled to accommodate the specific medical requirements of a pupil and provided an additional staff member trained to support their needs.

 

External Agencies

The follow supported SEN pupils within the school:

  • Specialist Teaching and Learning Service teachers for Cognition & Learning & also for Social, Emotional & Mental Health Needs
  • Early Help for Social, Emotional & Mental Health needs
  • Speech and Language Therapists
  • Physiotherapist
  • Occupational Therapist

 

The SENCO has also attended Local Inclusion Forum Team (LIFT) meetings where support and advice can be accessed from personnel from KCC’s Educational Psychology Service, Specialist Teaching & Learning Service as well as other SENCOs from the local area.  General advice has been received on supporting pupils with SEN in school.  The SENCO, with parental approval, also sought advice on the individual needs of SEN pupils where a higher level of support was required.

 

The SENCO also worked alongside colleagues from other local primary school to plan and implement the new changes in SEN. Sharing ideas and working collaboratively has proven to be extremely successful.

 

Links to Secondary Schools

Our pupils transfer to a variety of schools across the area. All pupils receive an in-school visit from a staff member from their secondary school. Information regarding the special educational needs of pupils is shared with these members of staff in a short meeting with the Year 6 teacher and in a written transfer report.

 

In the past where need has arisen, additional transition meetings have been arranged for vulnerable pupils, attended by the SENCO, staff from the secondary school, parents and the pupil.