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SEN Report

SEND Annual Report to Parents  

Definition of Special Educational Needs

  • "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)

Definition of Disability

Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is ‘… a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.  This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’

SEN Code of Practice (2014, p5)

The definition of what constitutes SEN Support is less clear. In order to help schools, colleges & Early Years settings accurately identify their SEN Support cohort, KCC provides the following clarification of what constitutes SEN Support:

"SEN support is intensive and personalised intervention which is required to enable the child/young person (CYP) to be engaged in learning. It will usually involve significant amounts of resource from the educational setting (approaching, or in a minority of cases exceeding, the nationally prescribed threshold for schools and colleges). Each CYP identified as SEN Support will have Outcomes which have been agreed through a process of collaboration and discussion. A personalised programme of support will be devised and be reviewed and adjusted frequently (at least three times per year) with close CYP and/or parental involvement."

“Each and every educational setting should make provision for a CYP as and when they require it, irrespective of their Special Education Need. Additional teaching opportunities (e.g. small group catch up) or the filling of gaps in learning due to absence or not making the progress that is expected is not considered to meet the criteria for SEN support; it should be normal practice in schools.”

“However, all educational settings should take action through a graduated response to identify pupils with a Special Educational Need. Children or Young People who have been diagnosed with a condition (speech and language, dyslexia, autism etc.) may have a recognised Special Educational Need, but will not automatically be included on the SEN register unless they are in receipt of significant, additional and personalised support without which they could not access learning.”

If a child fails to make progress at the SEN Support stage, a request can be made to the Local Authority, by either the parents or the child’s school, for them to carry out an Education, Health and Care needs assessment. The Local Authority will look at the evidence put forward in the request and decide whether or not it meets the criteria for an EHC needs assessment. If an EHC needs assessment is agreed, further assessment information is gathered about the child’s needs. A Local Authority panel will then look at this information to decide whether or not to issue an Education Health Care Plan (EHCP).

1. Key SEN Personnel within the school

  • Special Educational Needs Coordinator (SENCO): Mrs Nikki Bridel
  • Governor with responsibility for SEND: Mrs Doreen Jones
  • School Home School Link Coordinator: Mrs Sarah Brooker

2. Contextual Information about SEN within the school

‘Pupils who have special educational needs and/or disabilities currently at the school make strong progress as a result of consistently good teaching that meets their needs. The special educational needs coordinator (SENCo) provides effective support to teachers. As a result, they plan work that is well tailored to pupils’ individual learning needs. In addition, teaching assistants provide a wide range of well-targeted interventions to pupils who have special educational needs and/or disabilities. The SENCo is rigorous in checking that these interventions have the desired impact. You are aware that a small number of pupils in one year group are not making the progress expected of them. You have rightly put in place additional staffing and resources to support these pupils. This support is beginning to bear fruit.’ (Ofsted Inspection report 2017)

3. The SEND Policy/Information Report

This policy has recently been reviewed & is available on the school website.

4. SEND profile from May 2019 census

% of pupils on SEND register

St Katharine’s


Primary Schools

Kent- May 2018

Primary Schools National

Percentage of pupils with SEN Support




Percentage of pupils with an Education Health Care Plan/Statement




SEND register by year group

SEN Support


High Needs Funding




Year 1



Year 2



Year 3  




Year 4



Year 5



Year 6




% of pupils with SEND pupils with each need type

(Some children will have more than one area of need. Only the primary need is shown here)

Specific Learning Difficulty


Moderate Learning Difficulty


Severe Learning Difficulty


Profound & Multiple Learning Difficulty


Social, Emotional & Mental Health Needs


Speech Language & Communication Needs


Autistic Spectrum Disorder


Hearing Impairment


Visual Impairment


Multisensory Impairment


Physical Disability


SEN Support but no Specialist Assessment of Need


Other Difficulty/Disability


5. Achievement of Pupils with SEND in the academic year 2018-2019:

Across the school only a few pupils identified as having SEND met the expected standard for their year group. However, all 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.

In reading 50% of KS 2 pupils with SEND made the expected progress of 6 steps or more.

In writing 42% of KS 2 pupils with SEND made the expected progress of 6 steps or more

In maths 42% of KS 2 pupils with SEND made the expected progress of 6 steps or more

In reading the average steps progress for all KS2 pupils with SEND was 4.8 steps.

In maths the average steps progress for all KS2 pupils with SEND was 4.3 steps.

In writing the average steps progress for all KS2 pupils with SEND was 4.4 steps.

93.3% of pupils with SEND Support were on track to meet more than 50% of their outcomes. 60% were on track to meet all their SEND Outcomes.

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.

At present we are waiting for guidance from the DfE on how to calculate progress for pupils with SEND and how to compare our results to the national average.

6. Attendance of Pupils with SEND in the academic year 2018-2019

The average attendance for pupils with SEND at St Katharine’s Knockholt was 92.8%

The average unauthorised attendance for pupils with SEND at St Katharine’s Knockholt was 3.6%

7. Arrangements for identification and assessment of pupils with SEND:

At St Katharine’s teachers continually assess children’s attainment, progress and learning needs. All pupils at St Katharine’s have their wellbeing, attainment, progress and learning needs discussed at pupil progress meetings held four times a year, between the SENCo and class teacher. Where a wellbeing or learning issue is identified, strategies are put in place to address wellbeing issues or 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 extra classroom support. Pupils may require a short term, small group intervention to help them catch-up. This is normal practice in schools & is not considered to meet the criteria for SEN support. This is the first response of a graduated response model and is recorded on the class provision map. The additional support is planned, carried out & reviewed as part of the ‘Assess, Plan, Do, Review’ process. 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 assess plan, do, review.

Where these strategies or short-term interventions are not successful, further assessment is carried out and extra advice is sought. Pupils requiring long term and significant amounts of support in order for them to access the curriculum and make progress will be placed on our SEN register and receive SEN Support. In collaboration with parents/carers, outcomes to be achieved over the next key stage will be agreed. The provision put in place to support the child and the small step targets they will need to achieve to enable them to progress towards their outcomes is recorded on a personal provision plan. The provision, targets & progress towards the outcomes is monitored and reviewed regularly (at least 3 times a year). The provision will either continue or new strategies & interventions tried as the next step in the graduated response.

Parents of all pupils at St Katharine’s are offered 2 parent/teacher meetings a year to discuss the progress of their children. Parents of children with SEND are offered at least 3 additional meetings throughout the school year with the SENCo to keep them updated and informed. One of these meetings will be held towards the end of the year to plan for transition to the next class. An open-door policy is in place and parents make good use of the easy access to the SENCo.

9. 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.

10. Update Accessibility Arrangements

A buildings & physical environment access audit took place in 2019.

During the school year 2019-2020 the following improvements were made as part of the school’s curriculum accessibility:

  • 2 teaching assistants trained as Emotional Literacy Support Assistants with supervision visits from an educational psychologist 4 times a year.
  • A variety of additional resources purchased to support emotional literacy & social skills
  • A higher-level teaching assistant trained in specific speech & language programmes to support pupils with higher levels of need in this area

11. Update on SEND Provision Arrangements

A variety of general strategies & resources have been used to support pupils with SEND in the classroom depending on their need.

Additional intervention provision has included:

  • Targeted interventions for reading, writing & maths skills from teachers & higher-level teaching assistants under the direction of the class teacher, which address specific needs identified by the class teacher
  • Pre-teaching of key skills
  • Literacy support programmes such as: Toe By Toe, Nessy, Stare Way to Spelling, reading comprehension strategies, inferential comprehension, reluctant writers groups
  • Numeracy support programmes such as: Plus 1 & Power of 2
  • Speech & language interventions such as Speech Link, Language Link, Language for Thinking, Time to Talk
  • Interventions to support attention, listening & memory skills such as: Memory Magic, barrier games
  • Social, emotional and mental health support such as: social skills groups, Lego therapy, emotional literacy support, social stories, tailored to specific needs of individual pupils including pastoral support programme or support from outside agency specialist
  • Gross & fine motor control development such as- BEAM, Jump Ahead, Clever Fingers
  • Programmes to support sensory processing develop such as Sensory Circuits.

Personalised Learning:

  • Personalised reading, writing & maths curriculum
  • Highly personalised speech & language programmes devised by Speech & Language Therapists
  • Sensory Circuits personalised by occupational therapist for specific individuals
  • Personalised social & emotional support tailored to the specific needs of individuals including Pastoral Support Plans & Behaviour Management Plans
  • Personal support for transitions around the school environment
  • Personalised task engagement support

12. SEND Budget & Allocation

The formula for allocation to St. Katharine’s includes a number of factors which together comprise the SEN Notional Funding. 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. The majority of this money was spent on staffing for SEND provision with a small amount spent on SEN resources & staff training.

Schools can apply for High Needs Funding for the individual support needs of specific children. This funding must be re-applied for each year. The school has successfully claimed the following funding which goes towards the cost of adult support for those children requiring very high levels of support.

% of SEN pupils with High Needs Funding & amount agreed



Financial year 2018-2019



13. Deployment of Staff and Resources

We currently have 11 teaching assistants (TAs) employed at St. Katharine’s, 5 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. One HLTA has the role of Home School Link Coordinator. She works closely with children with social and emotional needs and their families. She has had higher level training to support pupils with wellbeing needs. Two teaching assistants have achieved Emotional Literacy Support Assistant status.

The SENCO/Assistant Head is employed 4 days a week to oversee SEND, English as an Additional language (EAL), Pupil Premium pupils, Gifted & talented pupils, and teaches year 2 on Thursday. She assists the Head teacher in the role of designated Child Protection Lead. She currently works all day on Mondays, Tuesdays, Thursday and Fridays. 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.

14. Continuous Professional Development to support SEND

The SENCO attends the Local Inclusion Forum Team (LIFT) meetings 6 times a year. At these meetings support and advice can be accessed from personnel from KCC’s Educational Psychology Service, the Specialist Teaching & Learning Service, Early Help, the Speech & Language Therapy Service and other SENCOs from the local area. General advice has been received on supporting pupils with SEND in school as well as, with parental approval, advice on meeting the needs of specific pupils with SEND where a higher level of support has been required.

The SENCO has worked alongside colleagues from other local primary schools within the local cluster of schools. This has included attending SENCO Forum meetings & Additional Educational Needs Update meeting. Sharing ideas and working collaboratively has proven to be extremely successful.

The SENCO meets regularly with teachers and teaching assistants to discuss the needs, intervention programmes and resources of pupils with SEND.

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:

  • Language Link & Speech Link assessment training for the Reception TA
  • Early Help & Preventative Services
  • The Incredible 5-Point Scale
  • Lego as an Intervention
  • Team Teach Foundation (positive handling)
  • Introduction to ASD
  • Supporting progress in mathematics
  • Staff share their knowledge and understanding in staff meeting

15. External Agencies

The following have supported SEN pupils within the school in recent years:

  • Early Help for Social, Emotional & Mental Health needs & to support the needs of the family
  • CXK counselling
  • TRACKs- to help identified pupils to establish appropriate behaviour habits
  • Specialist Teaching and Learning Service teachers for Cognition & Learning (including specialist teacher for Dyslexia) & also for Social, Emotional & Mental Health Needs
  • Speech and Language Therapists
  • Physiotherapist
  • Occupational Therapist & Therapy Assistant

16. School Transition

Our year 6 pupils transfer to a variety of schools across the area. Pupils have the opportunity to spend a day visiting their new school prior to starting. All pupils receive an in-school visit from a staff member from their secondary school. Information regarding the needs & provision of vulnerable pupils, is shared with these members of staff in a meeting with the Year 6 teacher.

We also support the transition of our vulnerable pupils, including those with SEND, through meetings between school SENCOs and a written transfer report. All SEND records are sent to the SENCo of the receiving school. Where required, an enhanced transition package is arranged with the receiving school. This often includes additional meetings between staff & additional pupil visits with their support assistant.

In previous years pupils from St Katharine’s with SEND have transitioned to Knole Academy, The Trinity School, Bennett Memorial School Diocesan School, Hill View School for Girls, The Tydeman Centre at The Malling School, West Heath School, Browns School. Bromley.

17. Priorities Identified for Improvement of the school’s SEND provision for 2019-2020

Percentages of pupils with SEN making expected attainment or 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.

  • Increased liaison between supporting professionals for pupils with very high levels of needs
  • Lunchtime nurture provision
  • Awareness training for all staff on Complex trauma
  • Enhance training for key staff in Complex Trauma
  • Emotional Literacy assistants to receive training in Mental Health First Aid.
  • Additional HLTA to be training in specific speech & language programmes
  • The purchase of a programme to support pupils phonological processing difficulties.
  • The purchase of a programme to support pupils with higher-level difficulties in acquiring maths skills.