St. Raphael’s Catholic Primary School

Special Educational Needs and DisabilityAnnual Report 2016/2017

Overview Children with SEND(Special Educational needsor Disability)have learning difficulties or disabilities that make it harder for them to learn than other children. These difficulties fall under four broad areas; communication and interaction, cognition and learning, social, mental and emotional health, sensory and/or physical. These children may need extra or different help from that given to other children of the same age.The Special Educational Needs and Disability Code of Practicelies at the heart of our school’s SEND Policy and sets out the processes and procedures we follow to meet the needs of children. The Special Educational Needs Coordinator (SENDCO) is Karen Neale and the SEND Governor is Barbara Robinson.

Policies

The Special Educational Needs and Disabilities (SEND) Policy was written in October 2014 in light of the new code of conduct, then reviewed in Jan 2018. The policy is published on the school website. The Local offer was submitted to Tameside and published on the school’s website in October 2014 and reviewed in Jan 2018.

Number of pupils with SEND

At the end of the Summer 17 term there were 9children (3 girls and 6 boys) identified as requiring SEND support. Interventions have been carried out and adaptationsmade as required.

Transition

We continue to maintain strong links (meetings/visits/telephone calls) with our local secondary schools and have had liaison meetings with other special needs staff in our partnership to ensure information is passed on to schools prior to transfer. Special attention is also made for younger SEND children transferring to/from other schools.

Progress of pupils with SEN

The progress of pupils with SEN is in line with the progress of pupils generally throughout the school;Progress in Reading from the starting point of the year shows that of the 9 children all made at least expected progress from their starting point. 2 made better than expected progress through the year. Of the 9, 3 currently are at Age Related Expectation for their year group.

Progress in Writing from the starting point of the year shows that out of the 9 children, all made at least expected progress from their starting point. 1 made better than expected progress through the year. Of the 9, 2 currently are at Age Related Expectation for their year group.

Progress in Maths from the starting point of the year shows that out of the 9 children, all made at least expected progress from their starting point. 4 made better than expected progress through the year. Of the 9, 4 currently are at Age Related Expectation for their year group.

Intervention programmes for these pupils have been successful and are being continued and some new programmes are being followed.Parents and teachers are involved in Individual Education Plans (IEPs). These are reviewed three times a year.

An Education and Health Care Plan (ECHP) is in being applied for in spring 2018 for 1 of the 9 children

AttendancePupils on the SEND register

ATTENDANCE / Pupils in group / Attendances / Authorised Absences / Unauthorised Absences / Late Before / Late After
No Special Educational Need / 3 / 99.56 / 0.26 / 0.18 / 0.09 / 0.00
Sen support / 9 / 97.64 / 2.10 / 0.22 / 0.18 / 0.00
No SEN Status / 208 / 95.13 / 3.49 / 1.30 / 0.83 / 0.09

Budget allocation

The total income to the school’s budget allocated specifically to SEN over the last financial year is as follows;

Services / 2015/2016 / 2016/2017
SEN / £907.28 / £450.00
EMAT / £374.00 / £353.00
ED Pysch / £2200.00 / Rolled over from last year
BLIS/ Pupil support / £4582.45 / £4384.00
STAFF / £12,366 / £12,912
TOTAL / £20,429.73 / £18,099

Deployment of staff and resources

Teaching assistants (TAs) support alongside the class teachers by delivering specialisedprogrammes and offering general classroom support. This year TAs have been involved in a range ofintervention programmes including:

  • Maths recovery
  • Overcoming barriers
  • Better reading
  • Toe by toe
  • Motor Skills United
  • IT – Nessy, Lexia, Number Gym
  • Custom made intervention programmes (Maths and Literacy booster groups)
  • Speech and language intervention is delivered by Teaching Assistants and the speech and language therapist, targets are set according to individual need and updated regularly,

The main focus of SENCO work has been in supporting and meeting the needs ofTeachers and TAs involved in delivering individualised and small group teaching and in assessing, administrative work andliaison with parents and other agencies.

External agencies

This year the school has liaised and had meetings with the following services; Educational Psychology, Speech Therapy (SALT), Health visitor, Occupational therapy (OT),Communication, Language and Autistic Spectrum Support) CLASS, Pupil Support Service, Early Help, Epilepsy Nurses.

Behaviour for Inclusion (BLIS) - this service has not been purchased this year

SENDStaff development

Staff have attended various SENDtraining programmes. These include:

  • First Aid
  • letters and sounds
  • ASD training

Karen Neale

SENDCO

January2018