Annual Report to Parents on the Implementation of the Special Educational Needs (SEN) Policy and Disability Equality Scheme 2013-14 (December 2014)

The School’s work with families, children and a range of agencies to sustain the learning, development and well-being of individual pupils with Special Educational Needs and Disabilities (SEND), including those who may face challenging circumstances, is deeply embedded at all levels.

Key Staff:

  • Special Educational Needs Co-ordinator (SENCo) – Miss Janet Payne
  • Special Educational Needs (SEND) Governor – Mrs Margaret Collins
  • Head Teacher- Mr Liam Jordan

Policies:

All policies include explicit references to disability equality and SEND.In the Autumn Term 2014 the School completed an Equality/disability survey to inform priorities for the Single Equality Scheme.

The SEND Policy was updated in December 2014, following a Gloucester SENCo cluster meeting to review Policy changes (18.11.14) and the new Policy was subsequently reviewed by staff and Governors. Changes were made to the Policy to bring it into line with the new Special Educational Needs and Disabilities (SEND) Code of Practice (August 2014), as a direct result of changes in the Law (i.e. Section 3 of the new Children and Families Act March 2014). An outline of these changes and their consequences were presented to a meeting of the Curriculum Governors by the SENCo on 16.9.14

Number of pupils with SEND:

Please note all pupils at School Action or School Action+ were removed to category of SEN Support by 1.12.14

2011/12 / 2012/13 / 2013/14 / 2014/15
At December ‘14
School Action/
SEN Support from Autumn ‘14 / 10 / 10 / 5 / School Action/SA+ now ‘SEN Support’
SEN support - 10
School Action Plus/
SEN Support from Autumn ‘14 / 12 / 11 / 8 / SEN support (with a view to requesting EHCP) - 1
Statement of SEND/
Beg transfer to EHCP from T1 14
EHCP / 4 / 5 / 6 / T1 only – 5
T2 onwards - 4
TOTAL / 26 / 26 / 19 / 15 including T1
14 T2 onwards
% of school / 12% / 12% / 9% / 7%

Although over three years (2011-14) the number of pupils with a Statement of SEND had risen, this is now gradually reducing. One pupil with a Statement of SEND started school in EYFS this year, whilst two other pupils left. One pupil (with MLD) transferred to Specialist School Provision at the end of T6 2013, and another pupil with complex behavioural needs left for Alternative School Provision at the end of Term 1 (2014). All pupils with a Statement have allocated over 10 hours of one-to-one support.

Transferral of Statements to Education Health Care Plans over the next 2-3 years has begun, starting with Y2 and Y5 in Term 2 2014 (to precede major transition points in school) So far 2/4 Statements have been transferred to EHCPs on 11.11.14 and 25.11.14.

Although the overall number of pupils on the SEND register fell for 2013-14, mainly as a result of the high proportion of pupils with SEND who moved on to secondary school at the end of the 2012-13 academic year, the continued trend in reduction of numbers is also in part due to the efficacy of the Achievement for All (AfA) Programme, 1-1 tutoring and other pupils leaving.

The Law requires that all pupils have to be moved to the category of ‘SEN Support’ before January 2015. All 11 pupils at School Action and School Action + were transferred to SEN Support during the first round of Autumn 2014 reviews by 1.12.14, during which one pupil was removed from the SEND register. Only one pupil, out of ten pupilscurrently at SEN support, is being considered for an Education Health Care Plan in the near future.

Some pupils on the SEND register are also part of the Achievement for All (AfA) Programme. The School holds a register of other pupils whose academic or other (e.g. Speech and Language) development is a concern. A number of these (currently 7/14 pupils: 50%) are also a part of the AfA Programme, or may qualify for support (e.g. extra tutoring) through Pupil Premium funding. Of this 50% ,4/7: 57% are EAL pupils.

Numbers of children/young people with disabilities and medical needs within the school

Currently there are 13 children with varying medical needs on roll in the school. Three pupils with a Statement/EHCP have combined medical or physical disability needs requiring either a Medical Care or Intimate Care Plan, or both. Specialist nursing staff e.g. for epilepsy, come into school to offer training to key staff or, in some cases, may attend an Annual Review e.g. the Neurodisability and Epilepsy nurse. Key staff with designated responsibilities linked to a child’s care,are listed on theirIndividual Care Plan.Three other pupils on the SEND register also have medical conditions.

Standards:

The progress/attainment of pupils with SEND is consistently above National Average values (2011-2014); typically the progress/attainment of pupils with SEND at St Mary’s School issignificantly above National values.

  • End of Key Stage 2 (Year 6)

There were 3 pupils with SENDi.e. 2 pupils at SA+ and one with a Statement of SEND.

Raiseonline data shows end of KS2 attainment in Reading, Writing and Mathematics fell significantly above the National average. Overall Y6 average point score gain fell above the National Average in all areas, being highest above in Reading.

Of the 3 pupils 100% achieved L4 or above in reading – 2/3 (67%) achieving L5.

2/3 pupils (67%) achieved L4 or above in Writing and the Spelling, Punctuation and Grammar Test. Only one pupil (with a Statement) failed to achieve Level 4 in Writing. However, her progress was evident from her starting point.

3/3 pupils (100%) achieved Level 4 in Mathematics.

•End of Key Stage 1 (Year 2)3/30 pupils (10%) were on the SEND register: two with a Statement and one at SA+.

Of those, 2/3 pupils: 67% (i.e. those with Statement of SEND) achieved higher than expected, making good progress from their Year 1 baseline levels in terms of point score progress in Reading, Writing and Mathematics.

The average point score of the pupil at SA+ fell below National average (9 points compared to 12); however this one pupil has been identified as needing higher level support and will be considered for an Education Health Care Plan (EHCP).

2/6 Y2 pupils with SEND (one at SA+ and the other with Statement for BESD) also re-sat the Phonics screening test. Due to the complexity of their difficulties, neither of them succeeded in passing the test, although they had both made improvement in their attainment. One of the pupils has since left for Alternative School Provision (end T1 2014), whilst the pupil at SA+ is due to be considered for an Education Health Care Plan (EHCP).

2/4 other Y2 pupils – not pupils with SEND - were successful in passing the Phonics Screening. Hence 4/30: 13% Y2 pupils had still not passed the Phonics Screening test. Daily or thrice weekly Phonic intervention remains in place for those pupils as they move into KS2.

Progress of Y1 pupils with SEND – 2 pupils: one at School Action (SA) and the other with Statement of SEND.

Pupil at SA made 2 sub levels of progress in Reading & Writing, and 3 sub levels of progress in Mathematics.

Pupil with Statement made one sub level of progress in all areas, despite her complexity of difficulties.

Both pupils with SEND also sat the Y1 Phonics screening test; only the pupil at SA passed, scoring fully. The pupil at SA has now been removed from the SEND register.

  • Most pupils with SEND demonstrate very good attitudes to learning and typically respond positively to improving their work.
  • Reading 2013-14

Pupils with SEND generally make expected progress (or better) in all year groups; in-year progress and progress across KS2 is generally in line with – either slightly above or slightly below -class averages. However, in Y6, progress in Readingwas well above the class average, and reflects the impact oftailored interventions,intensive 1-1 SEN support and 1-1 teacher tutoring on pupil confidence and competence.

Y6 2014 3/3 pupils 100% with SEND made an average of more than 4+ sub levels of progress during Y6, and an accelerated progress across KS2. Progress of SEND pupil group is significantly above national values.

  • Writing 2013-14

APS (average point score) gain – falling generally in line with class averages (either slightly above or slightly below) show most pupils with SEND make good progress in Writing.

Y6 2014 3/3 pupils with SEND. 1 pupil (33%) with Statement of SEND for severe dyslexia made 2 points of progress in Y6, and 2 full levels of progress across KS2. 2/3 pupils 67% at SA+ made accelerated (2+) sub levels of progress during the year and accelerated progress across KS2. Progress of the SEND pupil group is significantly above national values.

  • Maths 2013-14

In year progress for pupils with SEND is generally in line with class averages, except it is above in Y3 and higher in Y6, where all 3 pupils with SEND made expected or better progress. In Y2, where two pupils with SEND were identified, progress was slightly below the class average, due to 1 pupil with a Statement of SEND with complex medical and learning needs, who yet had made some measured progress.

Y6 2014 3/3 100% pupils with SEND made broadly expected or better progress during Y6, making between 5 -10 points gain during the year – almost 2 sub levels of progress for 2 pupils at SA+, and 3+ sub levels of progress (this greatest value for the pupil with Statement of SEND) 2/3 pupils (at SA+) 67% made 2 full levels of progress across KS2, whilst 1 pupil 33% made accelerated progress. Progress of the SEND pupil group is above national values.

  • Most pupils with SEND demonstrate very good attitudes to learning and typically respond positively to improving their work.
  • Attendance and exclusion of pupils with SEND is monitored by the Head Teacher. Data for 2013-14 shows that attendance of the SEND pupil group was 94.8%. This is below the whole-school attendance figure for the same period (96.7%). This difference was mainly related to the Statemented pupilSEND group. Absence for this group was lower due one child being placed on a reduced timetable during the autumn term and medical issues impacting upon attendance of a second child.

There have been 2fixed-term exclusions in the past year (duration 3 days). There have been no internal exclusions in the past yearalthough one KS1 pupil with a Statement of SEND was on a reduced timetable until date October 2014, andtransferred to an alternate setting at the end of T1 2014.

The School is part of Tewkesbury District Partnership of schools (TDP), and, as such, has links to a designated Vulnerabilities, Inclusion and Attendance Officer who is able to support the school in dealing with any attendance issues, including any persistent lateness.

Systems for identifying pupils and tracking progress for pupils with SEND:

  • Pupils are identified for the SEND register according to criteria in the new 0-25 SEND Code of Practice (August 2014). At St Mary’s, other children who may present a cause for concern are kept on a non-statutory Pre-SEN Support register which is reviewed each long Term. Pupils in the lowest 20% within their cohort also qualify for targeted support within the ‘Achievement for All’ (AfA) Programme.
  • ASEND Register, Pre-SEN Support Register and Provision Map is in place and updated regularly each long Term. The SENCo works closely with the Achievement for All (AfA) and Pupil Premium Leaders when updating the Provision Map.
  • The School places value on early intervention and uses DEST (dyslexia screening) in EYFS, and MIST (Middle Infant Screening Test) and Phonics screening in Y1 to highlight pupils who may be experiencing difficulties with reading and aspects of writing.
  • Very occasionally a‘Boxall Profile’ is used todevelop a precise and accurate understanding of a child’s emotional and behavioural difficulties, and to plan effective intervention. Further supporting the Boxall Profile (if applicable) is The Coventry Grid, which is useful to support clinical observations (which may be requested)of the differences between children on the Autism Spectrum, and those with attachment problems.
  • The ‘School Function Assessment’ is also used very occasionally as a diagnostic tool. Designed to measure the ability of children to meet various functional demands of Education, it is particularly useful for pupils with combined physical and cognitive needs because of its hierarchical structure of easy-hard functional tasks which may be used both for realistic targets and to measure progress.
  • The School tracks and monitors the attainment and progress of each pupil closely, enabling appropriate intervention to provide effective academic and/or social and emotional support. Rigorous assessment practices in the form of personalised pupil targets are differentiated for pupils with SEND and inform School tracking.
  • All children on the SEND Register at SEN Support Stage are reviewed three times annually via a Review meeting in accordance with clear procedures in the new 0-25 SEND Code of Practice (2014) and the LEA’s Graduated Response Model of ‘Assess. Plan, Do, Review’, wherein progress towards outcomes will be carefully and continuously monitored and tracked. (refer SEND Policy 2014 p8 Graduated Response Model)
  • The School follows the LEA’s Graduated Pathway of Support (refer SEND Policy 2014 p9 GCC’s Graduated Pathway’ model ) so that, if progress rates are still judged to be inadequate despite the delivery of high quality interventions, parental/carer permission will be obtained to refer a pupil to any appropriate external agencies for advice on how to best meet specific needs. At this point, a pupil may be eligible for a My Plan+, typically characterised by the involvement of specialist support from outside of the school.
  • If the child’s needs remain so significant and complex that they cannot be met effectively within the resources available to the School, then a Team around the Child (TAC) meeting may make a request to the LEA to conduct an assessment of Education and Health Care needs, which may result in an EHCP being drawn up. EHCP’s are monitored and reviewed regularly. At St Mary’s, children with a Statement of SEND/EHCP are reviewed 3 times annually via multi-agency Review meetings, in addition to an Annual Review of their Statement/EHCP.
  • Following Reviews of children’s progress their needs are identified and suitable provision is implemented.This may involve withdrawal from class for 1-1 or small group interventions,precision teaching programmes and/or early involvement of external agencies, including sometimes support, advice and/or staff training from Special schools outreach service e.g. for strategies to support pupils diagnosed with dyslexia, dyspraxia or crisis behaviour management.
  • The impact of interventions for pupils with SEND is measured against pupil progress data and informs future planning. This is recorded in the SEND SEF andthe Annual Governor Report; an up-to-date Subject Development Plan for SEND is also in place.

Provision for pupils with SEND:

Pupils are well supported and challenged in their learning and social/emotional development through a range of short and longer term, more intensive interventions which are monitored regularly and considered in relation to pupil progress.

Provision for Literacy includes differentiated daily phonic sessions for KS1 and some lower KS2 pupils.

KS1interventions (as required) include ‘Forward Together Programme’and ‘Talk Boost’ in Y2 and ‘Lola Leopard’ listening group for designated EYFS pupils. Interventions are carefully tailored and adapted with other resources to best meet pupils’ needs, rather than following Programmes rigidly e.g. combining ‘Forward Together’ with Phonics Bug materials and lower level Nelson handwriting scheme materials.

At KS2, RAPID Reading and Writing Programmes with related ICT activities have impacted on accelerated pupil progress, including pupils with a Statement of SEND. A small ‘Nessy’ Phonics group is in place for some pupils to support reading and spelling rules, and1-1 precision teaching Programmes: ‘Bearing Away’, ‘Dancing Bears’ and ‘Better Reading Partnership’ are used to support pupils with diagnosed dyslexia, poor reading accuracy and phonological awareness across both KS1 and 2. Apples and Pears spelling Programme (at KS1 and 2) strengthen this support.

All Y6 pupils have SATS booster groups (which run from February to May), and 1-1 tuition for reading and writing is provided for identified Upper KS2 pupils. Handwriting Programme ‘Write from the Start’ (Teodorescu) is used in conjunction with sensory methods and in addition to, or in place of the School’s adopted New Nelson Handwriting Scheme.

Provision for Mathematicsincludes the use of RAPID maths small groups throughout KS2 with impact on accelerated pupil progress. Staff have available a variety of support materials and ICT throughout KS1 e.g. Springboard, Numicon, Number Box, Number Shark to differentiate aspects of Numeracy for pupils, including maths homework games and ‘My Maths’ ICT based homework. 1-1 Mathematics tuition and SATS booster groups further support identified KS2 pupils.

Children are streamed by ability for Mathematics in Y5 and 6.The Deputy Head Teacher, who is also the Y6 teacher and Maths Subject Leader, has achieved Maths Specialist Teacher (MaST) status (Jan 2012) and is a Glos Ed Maths leader (Nov 2012) She has responsibility for teaching Mathematics to pupils with SEND in Y5/6 group, whilst the Head Teacher supports the higher ability Y5/6 Mathematics group.