SEND Report2015-6

  1. The school’s move to the new SEND system
  • Following the new SEN Code of Practice Easton CE Academy’s SEN register no longer has categories of School Action and School Action Plus, but a single category of SEN support. In addition to this, some children with a higher level of need have statements of SEN or the new Education health and Care Plan (EHCP).
  • As recommended in the new Code of practice, we have reduced the paperwork we are using. Most children on the SEN register have their needs met through group interventions and records are kept at a group level. A much smaller number of children need 1;1 interventions and they have Individual Education Plans (IEPs). Individual records are kept for these children and the children with statements and EHCPs.
  • At the end of the previous school year, statutory assessments for EHCPs were submittedfor seven children. 4 of these applications were successful, and of these children, three transferred to specialist provision during the school year. In addition, 6 children already had EHCPs or statements. This academic year two statutory assessments for EHCP were submitted, of which one was successful.
  • This year, two statements have been converted to EHCPs. In line with Bristol City Council’s SEN department policy these are for children moving into year six in September. Two more will be converted next year.
  • The SEN co-ordinator (SENCO) has met regularly with the SEND governor and explained how the school has moved to the new SEND system.
  1. Admission of pupils with SEN or disabilities
  • The admissions policystates that: All children whose statement of special education needs (SEN) names the school will be admitted. Children with Education Health Care Plans follow the transfer arrangements set out in the SEN code of Practice and associated regulations and are not subject to the general admission arrangements.
  • The school’s admission policy recognises that all children should have equality of opportunity and, therefore all children will automatically be considered for admission regardless of any disability.
  • We can make provision for children with special educational needs without a Statement of special educational needs or Education, Health and Care Plan. For instance, dyslexia, dyspraxia, speech and language needs, autism, learning difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently, but we can access training and advice so that these kinds of needs can be met.Please see the accessibility plan for how we are working towards becoming an even more inclusive school.
  1. Identifying pupils with SEND
  • Children with SEND are identified through a range of processes which work together:
  1. Children who are assessed as E1, 2 or 3 in data gathering (three times per year) are discussed with the SENCO if not already identified as having SENs.
  2. Children who are assessed as E1, 2 or 3 are also discussed in pupil progress meetings, where targets are set for the year.
  3. SEN review meetings are held with each year group in the Autumn term and assessments and provision for pupils at E1, 2 or 3 are planned. This assures moderation across a year group.
  • Once a pupil has been identified, assessments are carried out and provision is put in place. This is usually group provision in the first instance. Parents are informed of the provision that their child is accessing. Any referrals to outside agencies are made with parents’ consent. If there is further cause for concern about lack of progress after the child has received appropriate support, then a request for EHCP assessment is made.
  • Assessments used in addition to statutory assessments include the Baseline Language Test (Reception language) the Renfrew Action Picture Test (Expressive language), SandwellMaths Test, Rapid Maths Baseline, Phonological Awareness test (PHAB – dyslexia), Boxall Profile (Emotional wellbeing).
  1. Inclusion of pupils with SEND
  • All pupils at Easton CE Academy have access to the National Curriculum or Early Years Foundation Stage Curriculum (for children in Nursery or Reception). We recognise that some children will need additional support to access the curriculum, and this may be provided in the form of differentiated activities, additional equipment or extra help from an adult, either in a group or 1:1.
  • Pupils with a wide range of special educational needs are included at school, and they play a full part in the life of their classes and the whole school. Staff are able to access training to make sure that they have the expertise to support pupils, and we are currently supporting pupils with ASC, speech and language problems, dyslexia, visual impairment, hearing impairment and behavioural problems.
  • Children with disabilities and medical conditions are welcome at school, and, with their parents, care plans are drawn up to make sure that everyone is aware of their needs. Great care is taken to ensure the safety and wellbeing of children with conditions such as asthma, epilepsy and diabetes.
  1. Progress made by pupils with SEND
  • Pupils with SEN are making good progress, but still at a lower attainment level than their peers. It has been a challenge to measure progress this year with the change from national Curriculum levels to Age Related Expectations, but the new system was in place by the end of term 2.
  • B squared is a possible system for assessing children with SENs who are making small steps in learning, and could be used next year to show progress with some low attaining children.
  • Successful interventions this year include Rapid Maths (Years 4 and 5), Pixl (Year 6), Language groups (YR and Y3-5), BRP (Years 1 and 2) and Phonics Boosters (Year 1). Talk for Writing has continued to be a very successful whole school method for teaching writing and language, and there has been great benefit from work on maths through the maths hub.
  1. SEND funding
  • Most children on the SEN register are funded through the school’s core funding. In addition to this, 12 children were in receipt of Top Up funding at the start of the year. Two of those left to transfer to specialist provision and one to move to a different area. At the end of the year, 15 children are in receipt of Top Up Funding.
  • The SENCO and Assistant Head for Inclusion calculate provision and propose staffing, which is then discussed and agreed with the head teacher.
  • Throughout the school, pupil premium is spent on extra staffing, Forest School and trips and visitors to enrich children’s school experience.
  1. Staff development
  • The SENCO has receivedBristol SENCO Induction training and Top Up training,
  • Teachers have received training on Speech and Language needs, working memory and attachment.
  • Three teaching assistants in Reception have received autism training.
  • All Teaching assistants have received training as follows:

The role of the TA within an inclusive classroom

Behaviour management

Speech and language

Attachment Awareness

Supporting children with English as an Additional language

Use of Questioning

  1. Work with external agencies
  • This year, the school has worked in partnership with Talkspeech, a speech and language therapy company. A speech and language therapist has worked in school one day a week and has provided 1:1 or group therapy for 21 children from Reception to Year 2. There has also been carry over work for these children, set by the therapist and carried out by teaching assistants. Next year, the school will be working with a different company, Childspeech. The aim will be to train all staff in providing Quality First Teaching for Language needs and EAL and additionally to train a smaller group of teachers and teaching assistants to be language champions. It is hoped to reach a greater number of children next year.
  • The school has worked in partnership with an Educational Psychologist who has visited 20 days over the year. Reports have been written for EHCP and Top Up applications and advice for managing children’s learning and behaviour has been given to the SENCO, class teachers and the Inclusion Team.
  • ASDOT, the Autism Support Team, has visited and given advice for three children in Reception.
  • A teacher of visually impaired children works termly with staff and a child with a visual impairment. Occupational therapists also work with some children.
  • Transition work has been done both for children who are due to start nursery or Reception and for those leaving to go to secondary school or specialist provision.
  • The SENCO has been part of a local SENCO cluster and a resource base cluster.
  1. Work with parents and carers.
  • 19 Annual Reviews of statements, EHCPs or SEN support have been held. In every case parents have given their views in writing and participated in the meeting, sometimes with the help of interpreters. Children have also given their views in each case.
  • Many informal meetings have been held to listen to the concerns of parents, explain the SEN process and offer advice.
  • Next year it is hoped to set up a SEN parents group and explain about SENs to the parent representatives.
  1. The Bristol Speech and Language Centre.
  • There are currently 7 children being educated in the Language Centre, ranging in age from Reception to Year 5. Integration into base classes has increased over the year, and five children now spend some afternoons in these classes, enabling them to mix with their peers and take part in lessons such as PE and topic work.
  • An NHS speech therapist works in the BSLC one day a week, setting IEP targets and modelling work for the teacher and teaching assistants to carry out.
  • The teacher in the BSLC is currently off sick, and has been for some time, so staffing has lacked continuity.
  1. Medical needs.
  • There has been a thorough review of provision for medical needs in school, in line with the requirements of the new Code of Practice. An up to date register of pupils with medical needs and care plans exists and staff have received training in care for pupils with diabetes, epilepsy and sickle cell anaemia. All classes have inhalers and care plans for children with asthma. The protocols for giving medicine have been reviewed.