Iver Heath Junior School Special Educational Needs (Information) Regulation Annual Report 2015/16
SEN Policy:
SEN policy has been updated in line with the new SEN Code of Practise that came into force in September 2014. The new policy is on the website, along with an updated accessibility policy and plan.
Current numbers of SEN children at IHJS:
YEAR 3 / YEAR 4 / YEAR 5 / YEAR 6Total SEN / 8 / 7 / 11 / 6
…of which, School Support / 8 / 6 / 10 / 5
…of which, Statemented / 0 / 1 / 1 / 1
SEN assessment and analysis of progress:
From September 2015 the school assessment system has changed to Assessing Without Levels (AWOL). The school has spent this year implementing the Bucks Learning Ladders to support identifying whether the children are working at, towards or above their end of year expectations. As a result of this the school has not been carrying out regular termly assessments as in previous years. We have carried out an end of year assessment which has told us whether the children are working at, below or above their end of year expectations and we have completed the learning ladders to identify which outcomes the children have achieved.
Reading / Writing / NumeracyWT / WA / WA+ / WT / WA / WA+ / WT / WA / WA+
Year 3 / 8 / 0 / 0 / 7 / 1 / 0 / 8 / 0 / 0
Year 4 / 6 / 1 / 0 / 7 / 0 / 0 / 7 / 0 / 0
Year 5 / 11 / 0 / 0 / 11 / 0 / 0 / 11 / 0 / 0
Year 6 / 4 / 2 / 0 / 4 / 2 / 0 / 4 / 2 / 0
Currently running interventions:
Interventions try to be fitted in and around lesson time (i.e. assembly, guided reading). There are some interaction between interventions and lesson plans, i.e. the lesson plan is followed in the ‘Nurture Group’. A number of interventions are currently running at IHJS, to support SEN children;
Lexia ICT reading program: One-to-one, computer operated, a number of children can work on this program at any one time. The program assesses their reading level, provides next levels up, reports on areas of weakness.
Toe by Toe/ Word wasps: For reading and spelling (particularly useful for, but not solely for children with dyslexia). An adult led, one-to-one program, based on pattern recognition. There have been good results, however it is very time consuming, as only one child to one adult at a time. It is aimed at being delivered between 3 – 5 times per week, per child, however, due to time constraints this is not always possible (however a minimum of 3 times per week is always adhered to).
Precision monitoring: one-to-one program, adult led (LSA). For R, S & M (i.e. times tables, number bonds etc).
Phonics: Workshops delivered 5 times per week, for 30 mins. Currently 3 groups running. IHJS achieved ‘outstanding’ from an observation of this program.
Nurture group: To develop social skills, for vulnerable children with interaction problems.
Learning mentor: one to one, as and when this is required. The LSA provides untrained counselling support to children who feel they need a safe person to talk to. Any child can use this service, however, they have to first be nominated through their teacher and/or SENCO.
Guided reading social skills group:Designed for a few Year 4 children who were unable to access the Nurture group for a variety of reasons. These children work on their reading comprehension through using social skills activities. There are two groups running with 6 children in each group.
Y5 spelling group: Designed to support helping a number of Year 5 children who have difficulties accessing their age appropriate spellings. The children work in a group 3 afternoons a week for half an hour. There are 2 groups running.
Reading for meaning: Designed for children who are not able to access reading and reading comprehension at age related expectations. An adult led, one-to-one program, being delivered between 3 – 5 times per week, per child for 10 to 15 minutes.
Occupational Therapy: for children with fine and/or gross motor skills difficulties. The programme is delivered in small 15 minute programmes and provides strategies to support the children with focusing in the classroom, as well as helping them improve their fine and/or gross motor skills. Advice is also taken from the link therapist, seen by SENCO once a term, for additional ideas and advice on how to support these children.
Support plans:
Each child identified as having SEN have a support plan, this informs all teaching staff what difficulties the child has, and what provisions are set in place to support them. This plan varies from child to child for how much detail is in it. All children have parts 1, and 8-10 completed, but some children have all sections completed. Sections 8-9 are shared with parents every term. Section 8 of the plan shows the long term outcomes that the child is aiming for and the shorter term targetswith the provisions/interventions that are in place to support the child in reaching these targets. Section 9 shows the progress the child is making against the outcomes and targets;the second part of page 9 shows the progress the children have made in their interventions and, in the last one of the year, whether they are working at, towards or above their end of year expectations. Section 10 is a shorter version of section 8 and is kept in the class Inclusion folder to be shared with any adult who works with the child, so they are aware of strategies to use to support them fully with their learning in class.
Most section 8 maps are produced in partnership with parents/class teacher/LSA and SENCOit is then signed by all to show approval and agreement of all that has been written. The maps are reviewed at the end of every term, to see if targets have been met, which interventions have worked, and which have not. This provides information for setting future targets and provisions/interventions. They are not static, and change on a term by term basis, thus children will not necessarily remain SEN; the support plans are dynamic to their changing needs.
Children who have more specific needs and are likely to move on to needing an EHC plan (Education and Health Care Plan) have all sections of the support plan completed. This is done with the child and the parents and is regularly updated to closely monitor whether the child’s needs are being met. If it is felt that their needs cannot be met through school allocated hours and funding the school will apply to the county SEN team for an EHC plan assessment.