For children and young people with Special Educational Needs and Disabilities
All Greenwich maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or disabilities, and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with a Special Educational Need/s being met in a mainstream setting wherever possible, where families want this to happen. Nearly all children with Special Educational Needs and Disability (SEND) go to a ‘mainstream’ school. At Middle Park Primary School we recognise that many children may need some extra help or support at some time during their journey through school. We feel it is essential to the child’s development that children who do have a Special Educational Need or Disability (SEND) are identified as early as possible. This is known as early intervention and makes sure they get the help they need. This School offer should be looked at together with:
- The Royal Borough of Greenwich Local Offer for children and young people with SEND, which can be accessed here.
- The school PSHE Policy which can be accessed here.
- The school Inclusion Policy, which can be accessed here.
- The school Anti-Bullying policy, which can be accessed here.
- The school accessibility plan, which can be accessed here.
Middle Park Primary School – Our Vision
Our vision is to ensure that every Middle Park child experiences success in their learning and achieves at the highest possible standard regardless of their need. We aspire to ensure all children are able to fully participate effectively in their learning and contribute to whole school life.
Definition of Special Educational Needs and Disability
The definition given in the 2014 ‘ Special educational needs and disability code of practice: 0 to 25 years’ stated: 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
Who are the best people to talk to in at Middle Park Primary School about my child’s difficulties with learning/Special Educational Needs/Disability (SEND)? How can I talk to them about my child if I need to?
The Class Teachers If you have any concerns or would just like to come and have a chat about your child and their needs you are always very welcome to arrange a meeting with their class teacher. Sometimes after talking to the teacher, who spends every day with your child, can help to clarify and find ways to support your child in a specific area of need. Responsible for:
- Ensuring that all children have access to good/outstanding teaching and that the curriculum is adapted to meet your child’s individual needs (also known as differentiation.)
- Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work, additional support, adapting resources etc.) and discussing amendments with the SENCo of Deputy Head for Inclusion, as necessary.
- Writing SEND Action Plans, and sharing and reviewing these with parents at least once each term and planning for the next term.
- Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what specific adjustments need to be made to enable them to be included and make progress.
- Ensuring that all staff working with your child in school are supported in delivering the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND. Teachers can be contacted by phoning the school number: 0208 850 8747 Teaching Assistants (TAs) may be allocated to some pupils with SEN and or disabilities) A Teaching Assistant (TA) may be allocated to a pupil with exceptional special educational needs and/or disabilities and whilst they take a very valuable role in your child’s education we would prefer that questions regarding your child’s learning and progress, are directed to class teachers or SENCo. Of course, as a school we welcome daily dialogue between parents and TAs on how a child’s day has been and we do actively encourage this continued feedback The Special Educational Needs Coordinator: Claire Evans If you still have concerns you are also very welcome to come and speak to the school SENCo (Special Educational Needs Coordinator), Claire Evans. She will discuss strategies and processes that are available depending on the child’s individual need. Responsible for:
- Coordinating all the support for children with special educational needs (SEN) and or disabilities, and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
- Ensuring that you are: ◦ involved in supporting your child’s learning ◦ kept informed about the support your child is getting ◦ involved in reviewing how they are doing ◦ part of planning ahead for them.
- Liaising with all the other people who may be coming into school to help support your child’s learning e.g. Speech and Language Therapy, Educational Psychology or other professional agencies.
- Updating the school’s SEND record of need, (a system for ensuring all the special educational, physical and sensory needs of pupils in this school are known and understood) and making sure that there are excellent records of your child’s progress and needs.
- To provide specialist support for teachers and support staff in the school so they can help your child (and other pupils with SEN and/or disabilities in the school) to achieve their potential.
- Supporting your child’s class teacher to write SEND Action Plans that specify the targets set for your child to achieve.
- Organising training for staff so they are aware and confident about how to meet the needs of your child and others within our school.
Contacted by email – email@example.com or telephone 0208 8508747 The Deputy Head : Carrie Hogger is responsible for inclusion and will be happy to discuss any further concerns. Headteacher – Donna Adkinson Responsible for:
- The day to day management of all aspects of the school, this includes the support for children with SEND. She will give responsibility to the SENCo, Deputy Head Teacher and Class Teachers but is still responsible for ensuring that your child’s needs are met.
She must make sure that the Governing Body is kept up to date about any issues in the school relating to SEND. Contacted by email – firstname.lastname@example.org or telephone 0208 850 8747 SEND Governor Responsible for:
- Making sure that the school has an up to date SEND Policy Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school
- Making sure that the necessary support is made for any child who attends the school who has SEN and/or disabilities
- Making visits to understand and monitor the support given to children with SEND in the school and being part of the process to ensure your child achieves his/her potential in school.
How could my child get help at Middle Park Primary School?
Class teacher input via good/outstanding classroom teaching. All children receive this:
- The teacher will have the highest possible expectations for your child and all pupils in their class. All teaching is based on building on what your child already knows, can do and can understand.
- Putting in place different ways of teaching so that your child is fully involved in learning in class. This would involve using more practical learning or providing different resources adapted for your child.
- All children identified with a Special Educational Need have resource pack to support them in class. These consist of visual resources and prompts to support children in their learning.
- Children who need it also have a SEND Action Plan. These consist of specific targets for children to work on they also include involvement with outside agencies so everyone is aware of recommendations and targets the child is working on.
- Putting in place specific strategies (which may be suggested by the SENCO or staff from outside agencies) to enable your child to access the learning. Interventions responding to individual children’s needs Specific small group work This type of support is available to any child who has specific gaps in their understanding of a subject/area of learning.
- Run in small groups or 1:1, in and outside the classroom.
- Run by a Teacher or a Teaching Assistant who has had training to run these groups.
Some of the children accessing intervention groups may be at the stage of the SEND Code of Practice called School SEN Support, which means they have been identified by class teacher as needing some extra support in school, after putting strategies in place at class level. For your child this would mean:
- Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap in their understanding/learning and needs some extra support to close the gap between your child and their peers.
- He/ She will plan group sessions for your child with targets to help your child to make more progress.
- A Teaching Assistant/teacher (or outside professional like a Speech and Language Therapist) will run these small group sessions using the teacher’s plans, or a recommended programme.
- For children that have been diagnosed with Dyslexia we have a structured multisensory programme which is tailored to their individual targets and needs. This is delivered by a member of staff who has had the training to understand dyslexia and how to support children in the most appropriate way. We also follow the Toe-by-Toe programme which supports reading and spelling for children with Dyslexia.
- We have support for children with Speech and Language difficulties with a specialist Speech and Language Therapist coming into school on a weekly basis. They work directly with teachers and children in providing targets and resources to best support the individual.
- For children with Autism we work closely with the ASD Outreach team to ensure children are accessing the learning in a positive way. Resources and understanding of individuals needs are clearly identified and supported.
- We run programmes to support children with difficulties in mathematics. Numicon is an effective multisensory programme which we have found effective over the years. Parent workshops are offered encouraging parents to join in the learning through Numicon.
- Children who may struggle socially and with behaviour are carefully monitored and supported through a variety of ways. We aim to focus on the positive behaviours creating positive behaviour charts, social groups and mentoring time. If and when needed we work closely with Waterside who are behaviour support specialists and will provide outreach support for individual children. Extra provision
Phonics Party : Afterschool Club for Year 1: supports children in their reading skills and phonological skills. This was proved to be a great success in 2014/15 with 93% of children in year 1 successfully achieving their phonics screening check in July 2015. Early morning Reading club : is run before school twice a week providing specific children in Year 6 with the opportunity to gain more confidence and support in their reading and comprehension skills Early morning Maths club : is run before school twice a week providing specific children in Year 6 with the opportunity to consolidate learning in mathematics. Maths games intervention : is run on a weekly basis in Year 5 to support children with gaps in their learning and gives parents the opportunity to become involved, using the resources sent home. Speech/story Bubbles – are an intervention available in Year 1/Foundation Stage working with children on their language skills Specialist work run by outside agencies e.g Speech and Language therapy OR Occupational Therapy groups AND/OR Individual support for your child, as a guide of around 20 hours and below in school. Stage of SEN Code of Practice: School SEN Support, which means they have been identified by the class teacher/SENCo as needing some extra specialist support in school from a professional outside the school.
- Local Authority central services such as the ASD Outreach Team or Sensory Service 9for students with a hearing or visual need)
- Outside agencies such as the Speech and Language Therapy (SLT) Service. This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and Intervention groups.
- If your child has been identified as needing more specialist input instead of or in addition to good and outstanding class room teaching and intervention groups, referrals will be made to outside agencies to advise and support the school in enabling your child to make progress.
- Before referrals are made you will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
- If it is agreed that the support of an outside agency is a way forward, you will be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs better.
- The specialist professional will work with your child to understand their needs and make recommendations, which may include: - Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better - Support to set targets which will include their specific professional expertise - Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g. a social skills group or sensory circuit - A group or individual work with an outside professional
- The school may suggest that your child need some agreed individual support or group support in school. They will tell you how the support will be used and what strategies will be put in place. Specified Individual support for your child in school of, as a guide, 21 hours or more. This is provided via an Education, Health and Care Plan (EHCP) or if your child has had this type of support for some time, may be provided by a Statement of Special Educational Needs. This means your child will have been identified by the class teacher/SENCo as needing a particularly high level of individual and small group teaching (as a guide, 21 hours or more, in school), which cannot be provided from the resources already delegated to the school. Usually, if your child requires this high level of support they may also need specialist support in school from a professional outside the school. This may be from:
- Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need)
- Outside agencies such as the Speech and Language Therapy (SLT) Service, Occupational Therapy service, Physiotherapy and/or Child and Adolescent Mental Health Service (CAMHS) This type of support is available for children whose learning needs are: ◦ Severe, complex and lifelong ◦ Need, as a guide, 21 hours or more, in school. ◦ For your child this would mean:
- The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process and you can find more details about this in the Local Authority (LA) based Local Offer, on the Royal Greenwich web site: www.royalgreenwich.gov.uk
- Your child’s school/setting will have been putting together a profile of your child’s aspirations and needs over time, and you will have been involved in Team Around the Child (TAC) meetings as part of this process. The school will then meet with you and other professionals involved, and decide if it would be helpful to apply for a statutory assessment, and agree any additional information and evidence that should be included from you, other involved professional and them.
- After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will look at the advice submitted and ask you and any other professionals involved with your child to write a report outlining your child’s needs, if this is not already included, or information is missing. If they do not think your child needs this, they will ask the school to continue with the support at School SEN Support.
- After the reports have all been sent in, the Local Authority will decide if your child’s needs are severe, complex and lifelong as a guide, they need 21 hours of support, or more, in school to make good progress. If this is the case they will write an EHC plan. If this is not the case, they will ask the school to continue with the support at SEN Support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.
- The EHC Plan or Statement (if your child still has one) will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.
- The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child.
How will we support your child with identified special needs starting at school?
We will first invite you to visit the school with your child to have a look around and speak to staff If other professionals are involved, a team around the Child (TAC) meeting will be held to discuss your child’s needs, share strategies used, and ensure provision is put in place before your child starts Your child’s key person may make a home visit and also visit your child if they are attending another provision We may suggest adaptations to the settling in period to help your child to settle more easily.
How can you let the school know you are concerned about your child’s progress in school?
If you have concerns about your child’s progress please initially speak to your child’s class teacher If you are not happy that the concerns are being managed and your child is still not making progress then you should speak to the SENCo (Claire Evans) or Deputy Head (Carrie Hogger) If you are still not happy you can speak to the school SEND Governor
How will the school let me know if they have any concerns about my child’s learning in school?
When a teacher or a parent has raised concerns about your child’s progress, and targeted teaching has not met the child’s needs, the teacher will raise this with the SENCo. There are pupil progress meetings every term between each class teacher and a senior staff member in the school to ensure all children are making good progress. This is another way your child may be identified as not making as much progress as expected. If your child is then identified as not making progress the school will make a decision about whether to monitor this or set up an intervention group and will inform you. If your child is still not making expected progress the school will discuss with you: o Any concerns you may have o Any further interventions or referrals to outside professionals to support your child’s learning o How we could work together, to support your child at home/school. During the year there are three Academic Tutoring Days these give parents and teachers an opportunity to discuss progress and learning on an individual basis.
How do we ensure that the views of your child (and other children with SEND in the school) are used to plan for them and for SEND within out school?
The school ensures that the views of your child are incorporated into planning in the following ways:
- The child’s views are recorded for review meetings
- The child and teachers discuss and agree on their next steps for learning and these are incorporated into planning
- All children are involved in electing their class representative on the School Council.
- For our ASD children we produce a one page profile of their likes/dislikes, strengths/weakness and what supports them in my learning. This is then shared with new teachers to enable them to build on this. We always value our children’s views and feel it essential to their personal development. Each half term Case Studies are completed which include child voice and allow us to understand what strategies have impacted on learning. We also encourage feedback marking and self-assessment to gain a better understanding of what has worked and supported individual children. We have a school council who meet regularly and work on different aspects of the school life.
How is extra support allocated to children and how do they move between the different levels?
The school budget, received from Greenwich LA, includes money for supporting children with SEND. The Head Teacher decides on the budget for Special Educational Needs and Disabilities in consultation with the school governors, on the basis of needs in the school. The Head Teacher and the SENCO discuss all the information they have about SEND in the school, including: ◦ the children getting extra support already ◦ the children needing extra support ◦ the children who have been identified as not making as much progress as would be expected and decide what resources/training and support is needed. All resources/training and support are reviewed regularly and changes made as needed.
Who are the other people providing services to children with SEND in Middle Park Primary School?
To support children with Special Educational Needs we sometimes work with other professionals who have expertise in specific areas. If this is the case we would always discuss this with the parents. A : Directly funded by the school: ◦ Learning mentors ◦ Counselling ◦ Family Liaison officer ◦ Additional Speech and Language Therapy input to provide a higher level of service to the school ◦ Additional Educational Psychology input to provide a higher level of service to the school ◦ Music Therapy ◦ CAMHS B : Paid for centrally by the Local Authority but delivered in school: Autism Outreach Service Educational Psychology Service Sensory Service for children with visual or hearing needs STEPS (Assessment, advice and resources for children with literacy or numeracy difficulties including Dyslexia Speech and Language Therapy (provided by Health but paid for by the Local Authority). Occupational Therapy Physiotherapy Professional training for school staff to deliver medical interventions Waterside Behaviour advice service Parent Partnership Service (to support families through the SEN processes and procedures). C: Provided and paid for by the Health Service (Oxleas NHS Trust) but delivered in school: School Nurse Please find out more information from each of these agencies on the Royal borough of Greenwich Local Offer: http://familiesinformation.royalgreenwich.gov.uk/kb5/greenwich/fsd/results.page?localofferagebands=2&sorttype=field&sortfield=title
How are adults in school helped to work with children with SEND and what training do they have?
The SENCo’s job is to support the class teacher in planning for children with SEND. The school has a School Development Plan, including identified training needs for all staff to improve the teaching and learning of children, including those with SEND. This may include whole school training on SEND issues or to support identified groups of learners in school, such as ASD, dyslexia etc. Whole staff training to disseminate knowledge, strategies and experience, to ensure consistency of the school’s approach for children with an SEND. Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class e.g from the ASD Outreach service, STEPS and Sensory service or medical /health training to support staff in implementing care plans. Training takes place on a regular basis. If you would like to hear about the training which is currently taking place or has taken place by the staff members in the school, please speak to the Headteacher or SENCo.
How is teaching adapted for children with learning needs (SEN and/or disabilities ?)
Class Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that learning tasks are adjusted in order to enable your child to access their learning as independently as possible. Specially trained support staff can implement the teachers modified/adapted planning to support the needs of your child where necessary. Specific resources and strategies will be used to support your child individually and in groups. Planning and teaching will be adapted on a daily basis if needed to meet your child’s learning needs and increase your child’s access to what is on offer.
How will we measure the progress of you child in school? And how will I know about this?
Your child’s progress is continually monitored by their class teacher. Their progress is reviewed formally every half term and assessed against national expectations for reading, writing and maths as well as for progress in other areas, as appropriate, such as attendance, engagement in learning and behaviour. If your child is reaching the end of Year 1 and above, but is not yet at National Expectations, a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P levels’. At the end of each key stage (i.e. at the end of year 2 and year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally.) The progress of children with an EHC Plan/ Statement of SEN is formally reviewed at an Annual Review with all adults involved with the child’s education. Additionally these children will have an SEND Action Plan (or PLP) which will be reviewed with your involvement, every term and the plan for the next term made. The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in. A range of ways will be used to keep you informed, which may include: ◦ Home/school book ◦ Letters/certificates sent home ◦ Additional meetings as required ◦ Reports
How will we make arrangements to ensure that the social emotional needs of your child are met in school?
We have a number of internal Learning Mentors and organise ‘nurture’ support as necessary The school PSHE Policy which can be accessed here.
How is Middle Park Primary School accessible to children with SEND?
The school Accessibility plan can be accessed here
How does Middle Park Primary School make special arrangements for looked after Children (LAC) with SEND?
We consult with the virtual school – Head Teacher and SENCO as appropriate for personalised support as required. We also liaise with the allocated social worker, to ensure all agencies are working collaboratively to develop an appropriate support package (PEP/EHCP/Statement) for each child. We review the child’s needs and progress regularly, for example before entering the school to ensure a smooth transition from their previous setting and then at regular intervals. We ensure Pupil Premium Plus is being used to effectively enable the child to meet their outcomes. The Deputy Head ensures that training and policies are supportive of looked after children with SEND
What support do we have for you as parents/carers of children with an SEND?
The class teacher is regularly available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school so similar strategies can be used. The SENCo is available to meet with you to discuss your child’s progress or any concerns you may have. All information from outside professionals will be discussed with you in person and also in a report. SEND Action Plans will be reviewed with your involvement each term. Homework will be adjusted to your child’s individual needs. A home/school contact book may be used to support communication. Parent workshops are organised throughout the school year in Maths and Reading. These support you with strategies we use with your children. We aim to provide you with support for your children in specific areas and provide you with a range of resources and ideas to use at home. A variety of workshops are available to parents across the school to help you better support your children at home. These include Phonics workshops, early reading workshops, maths workshops and speech and language workshops. Outside agencies often come in to meet and discuss reports with you providing a better understanding and recommendations on how you can support your child at home.
How have we made Middle Park Primary School physically accessible to children with SEND?
The school is accessible to children with physical disability via ramps. We ensure that equipment used is accessible to all children regardless of their needs. After school provision is accessible to all children including those with SEND. Extra - curricular activities are fully accessible for children with SEND.
What is an Education, Health and Care Plans (EHCP)?
From September 2014 Educational, Health and Care Plans (EHC Plans) started to replace Statements of Special Educational Need. The government introduced a new Act – the Children and Families Act – which has changed the way children and young people from 0-25 years with SEND are supported. Benefits of EHC Plans
- Children, young people and their parents are at the centre of planning and should be seen as partners in the process
- There is a focus on the child or young people’s aspirations for the future
- There is a focus on life outcomes – not just educational outcomes
- The process looks at each child and young person as an individual
- EHC Plans bring together education, health and care services into one plan.
- Children, young people and their parents should only have to tell their story once.
- EHC Plans may support young people up to 25 years depending on educational needs. At Middle Park Primary School we assess and work with all professionals to ensure we are supporting each individual child within school in every possible way. If we feel a child requires an EHC Plan we discuss this with parents and start the progress together. If you would like more information on EHC Plans please contact Claire Evans (SENCo).
How will we support your child when they are leaving this school? OR moving on to another class?
We recognise that transition is an important time for all children, but especially so for a child with SEND. Consequently, we work closely with the parents, children and staff to ensure these transitions run as smoothly as possible. The following are some of the strategies and things we do to help children feel happy about entering the next stage of their education. If your child is moving to another school:
- We will contact the new school’s SENCo and ensure he/she knows about any special arrangements or support that needs to be made for your child.
- We will make sure that all records about your child are passed on. When moving classes in school:
- Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher. All SEND Action Plans will be shared with the new teacher.
- If your child would be helped by a transition book to support them understand moving on then it will be made for them. In Year 6: The SENCo will attend the Primary Transition Day to discuss the specific needs of your child with the SENCo of their secondary school. A specialist session for students with ASD is also arranged. Your child will take part in focused learning about aspects of transition to support their understanding of the changes ahead. Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child at Middle Park Primary School. We work closely with parents to ensure the most appropriate school is identified for individual children. This may include visits and meetings with secondary schools to ensure the correct school is chosen for the child’s individual needs.
School-based data headlines
How many students did we have at our school with an EHC plan at then end of July 2015 1 EHCP How many students did we have on School SEND Support at the end of July 2015? 102 children including Nursery 95 excluding Nursery (22% of the school) 23% of the school What were the outcome for children with SEND for 2014/15? 71% of Year 1 children with SEN achieved the Year 1 Phonics test, which is well above National Average (42%) 79% of Year 2 children with SEN achieved the Year 1 Phonics test, which is above National Average (67%) 58% of children with SEN achieved or surpassed Level 4 in combined Maths, Reading and Writing KS2 tests which is above National Average What training did staff at our school have in SEND over the year 2014/2015? ASD Online training for 4 teachers (2 NQT’s) run by the school EP Training for TAs on Dyslexia Training for TAs on ADHD Training for TAs on Start Write Stay Right run by a Occupational therapist Introduction to Precision Teaching run by the EP Phonics whole school training for Letters and Sounds Steps To Success Literacy programme training SENCo Award completed by SENCo and Key Stage 2 Leader OCR Level 5 Teaching children with Dyslexia year training for associate teacher HLTA Network meeting CPD Focus :SEND Pathfinder Training for 3 HLTA’s SALT Training for teachers What was in the Headteacher’s report to Governors about SEND in 2014/15?
- Progress and attainment of children with a Special Educational Needs.
- Parental engagement workshops and their impact
- Impact of interventions on children’s progress and attainment.
- Planning, monitoring and assessment of children with a Special Educational Need.
- SEND action plans for all children with a special educational need
- Performance management of Support Staff
- EHCP process and applications
- Work with outside agencies
- CPD opportunities for staff
|How many students did we have at our school with an EHC plan at then end of July 2016?||5 EHCP|
|How many students did we have on School SEND Support at the end of July 2016?||97 children including Nursery93 excluding Nursery (22% of the school)23% of the school|
|What were the outcome for children with SEND for 2015/16?||71% of Year 1 children with SEN achieved the Year 1 Phonics test, which is higher than Borough Average (59%)67% of Year 2 children with SEN achieved the Year 1 Phonics test, which is slightly below Borough Average (72%)50% of children with SEN in Year 6 achieved expected level in Reading.
40% of children with SEN in Year 6 achieved expected level in Writing.
50% of children with SEN in Year 6 achieved expected level in Maths
50% of children with SEN in Year 6 achieved expected level in EGPS
30% of children with SEN in Year 6 achieved expected level in combined Reading, Writing and Maths.
|What training did staff at our school have in SEND over the year 2015/2016?||
|What was in the Head Teacher’s report to Governors about SEND in 2015/16?||
Glossary of terms
|ASD||Autistic Spectrum Disorder|
|EHCP||Education, Health and Care Plan|
|SEN||Special Educational Needs|
|SEN Code of Practice||The legal document that sets out the requirements for SEN|
|SEND||Special Educational Needs and/or disabilities|
|SALT||Speech and Language Therapist|
|CAMHS||Child & Adolescent Mental Health Service|
|SENCO||Special Educational Needs Coordinator|