SEND Information Report - The Blandford School SEND Information Report 2016-17
Assistant Head for Progress, Guidance and Welfare - Penny White
Inclusion Lead and SENDCo - Kirsty Cowley
Assistant to the SENDCo - Jo Powell
Academic Learning Mentor – Claire White
Supervisory Teaching Assistant (TA) – Sue Keogh
5 Year TAs
7 1:1 TA
7 Faculty TAs
Base Mentor – Kath MacHardy
First Aid Lead – Susan Burton
Student Support Workers – Ken Reynolds and Kirsty Radford
The Blandford School (TBS) is a mainstream comprehensive secondary school. We are able to support mainstream SEND areas within our existing daily resources in all 4 categories of need.
The TBS Inclusion Policy can be found on the school website.
SEND/Inclusion – Context
The SEND department, Base and Medical areas have recently been consolidated into a single faculty. Following some staff absence we are now fully staffed and working effectively as a team.
The SEND changes initiated in September 2014 arein their final stages at County level but all changes are up to date in school. Our main focuses, from an SEND point of view, are students with Statements or Educational Health Care Plans (EHCPs) or those with SEND support (K) in school. These are the students who require a higher level of support to meet their needs. To ensure that our staff is aware of any details we have on students, we have a full Inclusion Register which highlights anyissues which may affect them in school, such as medical conditions, home situations and academic needs.
Where appropriate, EHCP students have been consolidated with the Student Support students under one the category of ‘SEND’.
Key Stage 3
The year 7 cohort was male heavy with the males being weaker academically this year, with more complex Statemented/EHCP, SEND and students requiring additional interventions, such as behaviour support, than in recent years.
With the key stage three assessments and results being overhauled there are changes in the way data is now being used to measure performance. Historically some SATS outcomes have been questionable, particularly when students have not sat their SATs and have been given a proxy level instead. A proxy level does not always provide an accurate reflection of ability; more simply it indicates that a student could not access the exam. The new style data gives cause for changes to our data style too. This also means that, during this data transition period, the Year 7 data is different to the existing system which is still used in Year 8 and Year 9.
The data used will be primarily the progress data for the SEND students, as the faculty does not have a National Curriculum subject that can be measured. The focus is across different subjects and on the support we can offer students and staff to effectively narrow the gap with our SEND students. The main focus will be on the primary 3 core subjects.
English, Maths and Average progress across the curriculum Year 7
Average Progress Scores (New system)English / Maths / Average
All / 2.73 / 2.90 / 2.56
SEND / 2.94 / 3.23 / 2.74
Gap / -.21 / -.33 / -.18
SEND – 2 EHCP students and 28 SEND support (48 on Inclusion Register). 184 cohort.
The gap for any of the subjects is not significant, though it must be remembered that not all SEND students study all subjects, e.g. Learning Support and Literacy and Thinking Skills students do not study a Language, intervention sessions mean students are removed from other subjects (not core) to facilitate the support sessions.
The average gap is lower than that of English and Maths. Maths has a greater gap than English but students are tested, both in Maths and via our blanket testing, and this enables us to identify those who require additional interventions in specific areas. Having looked at the data for specific students who have ‘4’ as their progress score, of which there are 10, it is important to identify that there are concerns, such as absence or emotional issues, that have impacted their overall progress. These areas are being monitored and support put in place where needed.
Summary and looking ahead
Rigorous testing for Maths and focused support is being undertaken. We currently have intervention groups, using the ‘Success@arithmetic’ teaching to support our weaker mathematicians. We are endeavouring to facilitate additional intervention groups, though this is dependent upon availability of staffing. The Maths department are also facilitating extra support sessions at lunchtimes.
We must continue to recognise the impact that emotional needs have upon student learning and the need for Student Support Workers and Emotional Literacy Support Assistants (having lost one staff member this year) in school.
English, Maths and Average progress across the curriculum Year 8
Average Progress Scores (New system)English / Maths / Average
All / 0.15 / 0.42 / 0.61
SEND / 0.12 / 0.49 / 0.53
Gap / -0.03 / 0.07 / -0.08
SEND – 5 EHCP/Statement students and one application for an EHCP that has been granted and is being drafted. 29 SEND support (36 on Inclusion Register). 170 cohort.
This is a mixed picture. English is lower than the average progress level but the SEND figures are only -0.03 different from the whole cohort. Progress in Maths by SEND studentsis very pleasing. SEND students have made an average of 0.49 progress and it is above that of the whole cohort. The overall average figure is pleasing, in that it is 0.53. The gap is slightly bigger but by less than one tenth of a grade.
Summary
These figures are once again affected by student absence and there are 2 students who attend a Learning Centre, though they are dual registered with us. It should also be identified that this year group have been identified as a weaker cohort and there are a significant number of students who have bespoke timetables to enable interventions and support to take place. This means students are removed from subjects and therefore it reduces the number of subjects they can achieve progress in.
English, Maths and Average progress across the curriculum Year 9
Average Progress Scores (New system)English / Maths / Average
All / 0.34 / 0.41 / 0.60
SEND / 0.33 / 0.39 / 0.56
Gap / -0.01 / -0.02 / -0.04
SEND – 3 EHCP/Statement students and 32 SEN support (38 on Inclusion Register). 166 cohort
These results are overall quite pleasing. The SEND students’ average is within 0.04 of the cohort and within 0.10 of 2 sublevels progress. This is also reflected in the scores for English and Maths.
This said when looking at the individual student’s information the figures are predominantly affected by those who have higher than average absence level and the 3 students who attend a Learning Centre but are dual registered with us. There is also a link with the students who were more frequently removed from lessons due to their behaviour.
Summary
Even though work is requested for students who are removed from lessons it is, obviously, well recognised that there is substitute for being in the classroom with the teacher. Though the staff in the Base endeavour to support these students it must be acknowledged that they are not subject specialists. The behaviour also reflects these students’ work ethic. Very often students who are in the Base are not in the right frame of mind initially to actively engage in their learning.
Key Stage 4
Year 10
EnglishKS2 APS / APS / P8 / Residual
All / 4.86 / 42.19 / -0.56 / 0.19
SEND / 4.43 / 36.97 / -0.72 / 0.2
Difference / -0.43 / -5.22 / -0.16 / 0.01
Maths
KS2 APS / APS / P8 / Residual
All / 4.86 / 42.3 / -0.22 / 0.22
SEND / 4.43 / 36.42 / -0.29 / 0.17
Difference / -0.43 / -5.88 / -0.07 / -0.05
All subjects
KS2 APS / APS / P8
All / 4.86 / 44.61 / -0.33
SEND / 4.43 / 36.79 / -0.51
Difference / -0.43 / -7.82 / -0.18
SEND – 1 EHCP student and 34 SEND support (48 on Inclusion Register). 150 cohort.
Neither the whole cohort nor the SEND groups performed to their full potential. This said there was not a significant difference between the results for English or Maths, though Maths is slightly more positive. From a residual point of view it is interesting to see that the students have all performed better in English and Maths in comparison to their other subjects, by approximately 1/5 in English and just less than this in Maths.
Summary
It should be remembered that many of these courses are still in their early stages with changes in curriculum and assessments. Also the students have not completed their full 2 year course and so this does not fairly reflect the outcome.
Several of our SEND students also opt out of 1 GCSE and instead follow a Learning Support option in its place, where they can have additional time and support in their other subjects. Other students may have interventions and support during non-core subject time. This could affect their overall data.
It must also be recognised that we are still fairly restricted in our course types for GCSE due to the Government’s funding changes a few years ago. There are a few more vocational courses available now and we are gradually introducing more in addition which is positive.
Year 11
EnglishKS2 APS / APS / P8 / Residual
All / 4.71 / 37.83 / -0.63 / 0.01
SEND / 4.44 / 29.82 / -1.01 / -0.26
Difference / -0.27 / -8.01 / -0.38 / -0.27
Maths
KS2 APS / APS / P8 / Residual
All / 4.71 / 39.53 / -0.76 / 0.23
SEND / 4.44 / 36.36 / -0.85 / 0.63
Difference / -0.27 / -3.17 / -0.09 / 0.4
All subjects
KS2 APS / APS / P8
All / 4.71 / 39.15 / -0.53
SEND / 4.44 / 28.12 / -1
Difference / -0.27 / -11.03 / -0.47
SEND – 3 EHCP/Statement students and 34 SEND support (47 on Inclusion Register). 134 cohort.
Itis important to recognise that there is no national picture at the moment which makes judgements very difficult.
These results were disappointing but not wholly unexpected from the cohort. As a whole picture students under performed in English but SEND were just under 1/3 lower than the whole cohort. Their residual is also disappointing. The Maths residual is clearly better but not so the overall P8 figure.
Summary
It is the first year though with a changed curriculum and, for English and Maths, the new style grading. We will have a better understanding of how this compares nationally once that data is available. Unfortunately that is not until next term so it is important that, in the mean time, we consider that data we have and use it to best enable us to reflect and plan ahead for our next cohort.
This year group had a reasonably high number of SEND students, many of which struggled emotionally. There were a number of behaviour and attendance challenges that impacted their ability to access the curriculum.
Very importantly we were able to give all supported students guidance in applying for appropriate post 16 courses, interview support and placements being secured.
A significant positive is that the destinations data, though not finalised, is looking strong. We have heard from several of our supported SEND students and they are all on their chosen courses and doing well.
SEND summary
A good amount of credit for our students’ success must be attributed to the access arrangements that are put in place. Access Arrangements are focused on removing barriers and evening the playing field for SEND students. We have become well versed in what arrangements are available and what works for different students dependent upon the needs. The Special Educational Needs Support Service (SENSS) are responsible for our Access Arrangements assessments. They have identified us as a centre of good practice and often refer other schools to communicate with us where support is needed. One of our statemented students would have significantly underperformed if we had not facilitated access arrangements to include a separate room, enabling her to read aloud during her exams.
Due to the focused support students receive, we get to know the individuals well and through packages and interventions we are able to facilitate support for individuals in different ways. The difficulty with any intervention is the impact upon their options/subjects. Across the KS3 and 4 flight path decisions are made and consequences identified and discussed with the students and their parents/carers and ultimately accepted. If students need support in a secondary school it will potentially impact their timetable. Some students will lose time in their afternoon registration. Though this is not subject time it still removes them from a time when they access activities which support their social development or their PSHEE curriculum. If they are removed froma lesson then this can make their learning in this subject disjointed, which is not ideal for any student but particularly those who struggle academically as they are not able to easily catch up. Some students are removed for full subjects. This of course has an impact as some students are not able to study this subject long term and some lose an option at their GCSEs, reducing their progress 8 options and opportunities. These decisions are therefore not taken lightly.
All this said it is clear that success can prevail if the right decisions are made and support, both academic and emotional/nurture, is in place. All the students were able to move forward from their KS4 studies and secure an appropriate progression route post 16.
EAL students continue to receive support where needed. We implemented a high level of support to a student from a military family who moved to the area as DCC no longer provides support for EAL students. We have TAs who have experience in working with EAL students and have previously worked with the DCC EMTAS service when it existed and we used this experience to support our student. She was a hard working young lady who engaged very well with the support and has now embarked upon her KS 4 studies with a competent level of English.
Our students from the Traveller Community are well settled at TBS. They are all resident in the local areas. We do not currently have anyone requiring support.
The Inclusion Faculty is set to continue to move forward this coming year. Having all elements under one umbrella is further improving the working system in school and the capacity for interventions to support students to enable them to make as much progress as possible. With new staff in post we are confident that we will be able to move forward, from what is already a strong foundation, with further improved and increased efficiency.
Kirsty Cowley
SENDCO and Inclusion Lead for The Blandford School
Funding SEND support –
It can be seen below that there is an overspend resourcing the SEND provision, though less in 2016-17 than the previous year. We have many areas of need, not just academic. To facilitate the support our students require we have identified the support needed and how best to facilitate and manage this. An overspend was identified as necessary to give multiple layers of support where required.
SEN Annual Report / 2015/16 / 2016/17Notional SEN funding / £320,308 / £371,606
Personalised maths support / £1,266 / £2,606
Homework club–lunchtime / £2,955 / £1,810
Homework club–after school / £1,688 / £1,309
Academic Learning Mentor / £12,693 / £13,217
Base Mentor (18% of salary) / £7,874 / £3,158 / NOTE: lower salary scale
SENCo salary & LS/LTS teaching / £134,645 / £124,324 / NOTE: lower salary scales
ELSA support / £7,233 / £900 / NOTE: TA hours included in salaries this year)
IT equipment / £1,516 / £1,559
Lunch lounge / £4,592 / £4,874
TA salaries / £231,177 / £229,873
Total Spent / £405,639 / £383,630
TBS SEND provision and arrangements.
HOW DOES THE SCHOOL KNOW IF STUDENTS NEED EXTRA HELP?
At TBS students are identified as having SEND (Special Educational Needs and Disabilities) through a variety of ways, usually a combination, which may include some of the following:
Liaison with previous school setting.
Child performing below ‘age expected’ levels or equivalent (e.g. percentile rankings).
Concerns raised by a parent.
Concerns raised by a teacher e.g. if behaviour or self esteem is affecting performance.
Liaison with external agencies e.g. for a physical/ sensory issue, speech and language.
Use of tools for standardised assessment.
Students with a Statement / EHCP (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.
HOW WE SUPPORT OUR YOUNG PEOPLE?
Our SENDCo oversees the progress of any student identified as having SEND.
There may be a TA (Teaching Assistant) or Academic Learning Mentor working with students either individually or as part of a group. The content of this support is explained to parents when support begins, as part of a young person’s bespoke programme of learning and is reviewed and updated during termly learning conversations.
The SENDCo can meet with parents formally (this could be part of a parents’ evening or separately), in order to discuss the young person’s progress and the support that they are receiving.
Students with support packages will have a Learning Profile to identify the outcomes the intervention is working towards and supporting; these will be reviewed termly.
Students with a Statement/EHCP will have an Annual Review for all those who are involved in supporting the young person. A person centered approach is used to enable the student to be central to this.
WHAT SUPPORT WILL THERE BE FOR A STUDENT’S OVERALL WELL BEING?
We are an inclusive school that views a student’s social, emotional and mental health to be as important as their academic progress.
The school currently has members of staff trained as ELSA (Emotional Literacy Support Assistant). Referrals can be made for this style of support through the SENDCo.
We are lucky enough to have 2 part time Student Support Workers who can support students with issues affecting their emotional well being.
We have a dedicated team of first aid trained staff and a lead first aider who can support students with medical needs, medication etc.
Any additional staff working with vulnerable children requiring support during the school day, will work under the direction of the SENDCo.