Inclusion Team Lead at SKPS: Mrs Rebekah Leeves

SENDD Provision Annual Report – January 2018

SENDCO: Mr Dave Rowe

Inclusion Team Lead at SKPS: Mrs Rebekah Leeves

Email:

Tel: 01892 553060 (request to speak to a member of the Inclusion Team)

SEND Governor: Mrs Henny Greville-Collins

Definition of SEND Support

Changes to the categorisation of SEND have led to a need for greater clarity of the definition of SEND Support, the new single category of SEND.

The definition of SEND has remained unchanged in the new SEND Code of Practice:

"A child or young person has SEND 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)

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

"SEND 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, and SCARF funding for EYFS). Each CYP identified as SEND Support will have Outcomes which have been agreed through a process of collaboration and discussion. A personalisedprogramme of support will be devised and be reviewed and adjusted frequently (at least three times per year) with close CYP and/or parental involvement."

Following this definition, Skinners’ Kent Primary School (SKPS) reviewed its Inclusion Profile in February 2017 and will be updatedtermly. It has meant that a child who has a disability or diagnosis such as Autism will not be placed on the Inclusion Profile if they do not require a high level of funded support (HNF). SKPS has anOther Needs Profile for such pupils which runs alongside the Inclusion Profile.

Inclusion Profileas at February 2017

YEAR GROUP / SEND SUPPORT -
NO HNF / SEND SUPPORT
WITH HNF / Educational Healthcare Plan (EHCP)
Reception / 2 / 0 / 0
Year 1 / 4 / 1 / 0
Year 2 / 3 / 0 / 0
Year 3 / 1 / 0 / 0
Total / 10 / 1 / 0

The national averages are taken from most recentRAISE online figures. The national average for incidence of SEND support pupils is 12.1% for primary schools. At SKPSour SEND support register is 10.5%.

The national average for incidence of EHCP is 1.3%. SKPS currently has 0% EHCP.

Incidence of SEND

Need type / % of pupils on SEND register
Communication and interaction / 54.5%
Cognition and Learning / 27.2%
Social, Emotional and Mental Health / 18%
Physical and/or SENDsory / 0%

At SKPSthe main incidence of SEND is Communication and Interaction

Funding

The formula allocation to SKPS includes a number of factors which together comprise the SEND Notional Funding. At SKPS, in the 2017-2018 budget this equates to £12,670.

The funding allows the school to make provision for SEND support throughout school and resource up to £6,000 per pupil with high cost needs. Beyond £6,000, we can apply for High Needs Funding(HNF) for additional support. We currently have onepupil that have High Needs Funding. The funding must be applied for each year. The total High Needs Funding was approximately £30,582for the academic year 2016-2017.

Pupil Outcomes – Statutory Assessments

As a new school we only have data on pupil outcomes for Year 2. Results from this group should be treated with caution, as the cohort is very small at just ten pupils. There were no SEN pupils in this cohort.

We have not yet had any pupil outcomes for Year 6.

Expected standard / Reading / Writing / Maths
School / 90% / 80% / 80%
SEN / 0% / 0% / 0%
Greater depth / Reading / Writing / Maths
School / 40% / 30% / 30%
SEN / 0% / 0% / 0%

Target Tracker Steps of Progress (Years 1-2)

Expected steps per year is 6 (5 steps in Year 1)

Progress / Reading / Writing / Maths
SEN / Non SEN / SEN / Non SEN / SEN / Non SEN
Year 1 / 1.0 / 0.9 / 0.8 / 1.1 / 0.6 / 0.9
Year 2 / 2.0 / 2.2 / 1.3 / 1.7 / 2.0 / 1.9
Year 3 / 1 / 1.7 / 3 / 1.8 / 2 / 1.7

RAISE Online 2016

The latest RAISE online report for 2016 shows no data for pupils with SEND.

The number of pupils on track is taken from our internal tracking system.

% SEND/non-SENDon track for achieving ARE by the end of the year
Reading / Writing / Maths
SEN / Non SEN / SEN / Non SEN / SEN / Non SEN
Year 1 / 60% / 100% / 60% / 100% / 60% / 96%
Year 2 / 33.3% / 100% / 33.3% / 96.3% / 100% / 96.3%
Year 3 / 100% / 92.9% / 100% / 85.7% / 100% / 78.6%

Attendance of pupils with SEND

The SEND absence comparisons for 2016-17 are as follows:

% sessions missed due to overall absence / % persistent abSEtees – abSENDt 15% or more sessions
School / National / School / National
No SEND / 4.8 / 3.7 / 0.0 / 7.5
SEND support / - / 5.2 / - / 14.2
SEND with statement or EHCP / - / 6.4 / - / 19.1

Attendance of all pupils including vulnerable groups is monitored closely and regularly reviewed by the senior Leadership Team. SKPS is committed to improving attendance of identified pupils.

Exclusions

There have been no exclusions in the last 12 months.

Transition to secondary

There have been no transitions to secondary schools.

Improvements made through the Accessibility Plan

The following improvements have been made through the accessibility plan

Development area / Targets / Strategies / Outcome and by when / Goals achieved
Curriculum delivery / Classrooms are organised for differing ability pupils / Guidance from specialist teaching service used whenarranging classrooms for maximum benefit to differingability pupils / Monitoring indicates differing ability/ SEND taken into account in organising the environment for learning / Differing ability pupils are able to access learning environments more effectively
Curriculum delivery/delivery of materials in other formats / Individual Outcomes and additional strategies areused by classroom staff and understanding of support needs understood and planned for. Classroom resources are differentiated accordingly to enable all pupils to have equality of access / SEND information available to all staff and further training on implementation and differentiation of curriculum required / Monitoring indicates differentiation in place targeted at differing ability/ SEND/ other nominated pupils / Different ability pupils able to access curriculum more effectively

Evaluation of Interventions used to support SEND

Intervention
and number of pupils who accessed this intervention this year (2016/17) / Focus / Impact / Implications for 2017/18
(continue / drop / re-train TA / select pupils more accurately)
Sensory circuits
(4 pupils across the year) / Improving co-ordination and concentration / Pupils have benefitted from higher levels of concentration in class and increased co-ordination skills for some pupils / Continue with current pupils assessing regularly. Implement a specific monitoring system
Dough gym
(8 pupils) / Improving fine motor skills / Pupils using this programme have improved their fine motor skills which has led to improvements in class work / Introduce monitoring and assessment system to monitor results more closely
Lego therapy
(4 pupils) / Improving social communication / Pupils in this group have made excellent progress listening to and giving specific instructions / Continue. It may be useful to introduce this to a larger number of pupils
Write Dance
(8 pupils) / Improving gross motor skills in preparation for writing / Pupils have made improvements in their writing following this intervention / Assess new pupils in Reception for suitability
Phonics
(10 pupils) / Developing phonic knowledge and implementation for reading and spelling / Pupils have made progress which has had a positive impact on the reading and writing / Continue for pupils for who this will be beneficial in particular Year 2 pupils who did not pass the phonics screening.
Time to talk
(4 pupils) / Developing knowledge of emotions and improving conversation and social skills / Positive impact on pupils using the Time to Talk levels / Continue for pupils with social and emotional development needs.

Whole School Training in SEND provided since September 2016

Training / Who attended
Training provider / Impact
Positive handling / 2 TAs
Broomhill Bank / The TAs both work with a pupil who sometimes needs moving for his own safety or to ensure learning can continue within the class
ASD awareness / 2 TA
Broomhill Bank / The TAs have used this to support an individual with ASD in the class. It has also been used to support additional pupils who have joined the school with ASD
5 point scale / 1 Teacher
Broomhill Bank / The teacher uses this to support a pupil to identify his emotions and strategies for how to manage them
Makaton sign language / 1 Teacher
Oakley school / The teacher uses this to support a pupil with severe speech delay to help him communicate better
Cued Articulation / 1 TA
NHS Speech Services / This is used to support pupils with speech pronunciation difficulties.
Speech difficulties overview / 1 TA
NHS Speech Services / This is used to give the TA a greater understanding of general speech difficulties and the support that we can give pupils experiencing these. The increased understanding has enabled the TA to provide better support to the pupils she works with
Language development / 1 TA
Broomhill Bank / This is used to underpin the language intervention delivered to pupils and has improved he success of the interventions.
AEN updates / 1 Inclusion Lead
KCC / This has ensured that the Inclusion lead is kept up to date with changes to legislation enabling pupils to have access to all they are entitled to with which to enhancing their learning.

Actions for the next SKPS development plan

The school has identified the following actions to improve provision further for pupils with SEND:

• Identifying additional, evidence based, interventions to support pupils with SEND
• Use further assessment materials to closely monitor the success of interventions
• Whole School training on ASD
• Training on ADHD and support methods
• Whole school language training