,
Message sent from:

"The Special Educational Needs Coordinator works closely with external agencies and has positive working relationships with parents.  These collaborations are highly successful in making sure that pupils receive the right support. As a result, these pupils' needs are met."  Ofsted 2017

                        

                           Annual report for SEN/D 2015-16

Policy

The data shows that the gap between our SEN/D pupils and the age related expectations closes more as the children go through the school. Indicating the gaps are closing for these children.

The SEN/D policy was last reviewed in December 2015 and will be reviewed again December 2017.

The SENCo is Mrs Deborah Stiles and the SEN/D Governor is Mr Dave Russell. Dave has met regularly with the SENCo throughout the academic year.

Number of pupils on the SEN/D register averaged 22 throughout the year (some fluctuations due to pupil movement).

This included one child with a Statement of Education Needs, one child with an Education, Health and Care Plan, One child with a physical disability and 1 child with a hearing impairment.

Attainment of pupils with SEN/D compared to Age Related expectation (ARE) score at Peatmoor Primary School

Reading:

Year group

Age related expectation score  (not SEN/D)

SEN/D

1

40

37.0

2

46

45

3

52

48.5

4

58

57.6

5

64

63

6

70

72

 

Writing:

Year group

Age related expectation score  (not SEN/D)

SEN/D

1

40

36

2

46

45.2

3

52

47.5

4

58

56.8

5

64

63

6

70

71

 

Maths:

Year group

Age related expectation score  (not SEN/D)

SEN/D

1

40

37

2

46

45

3

52

47.8

4

58

58.6

5

64

63

6

70

71

 

 SEN/D attendance

SEN/D attendance - 94.7% (Non-SEND 96%)

SEN/D Authorised absence - 4.59% (Non-SEND 3.42%)

SEN/D Unauthorised absence - 0.71% (Non-SEND 0.57%)

 

Staffing

Each class had a teaching assistant (TA) allocated to them based on the need of the children within the class. Classes that had least allocation had less need compared to other classed within the school.

The allocation of the teaching assistants was changed throughout the year based on school data to ensure this resource was appropriately placed to support the children that most needed it.

Teaching assistants attended courses as appropriate to their own needs and the children that they were working with. These included:

  • 1 x TA attending a specific ‘Catch Up Programme’ course to support Reading and writing within the school.
  • 1 x Higher Level Teaching Assistant (HLTA) attending a specific ‘Catch Up Programme’ course to support Maths within the school.
  • All TAs received training on understanding the school data and methods to ‘close the gap’.
  • SENCo attended SEN/D updates
  • Autism awareness
  • Dyslexia awareness updates
  • Individual support from SENCo to support TAs with individual pupil needs

Outside Agencies

Some of the children were seen by outside agencies. These agencies included:

  • The Educational Psychologist
  •  The Advisory Teacher for Hearing Impaired Children
  • Saltway Centre Assessment Team
  • Targetted Mental Health In School (TaMHS)

Parental Involvement

Parents received reports from these agencies and the opportunity to discuss this further with SENCo. When the Educational Psychologist was involved, the parents of the child are invited to attend a Joint Problem Solving Meeting where targets are set and agreed upon. This is then reviewed at a later date.

Parents all receive a copy of their child’s Provision Plan 3 times a year (and the reviewed one as appropriate). Parents are invited into school to sign these and discuss the new targets with the class teacher. If a parent chooses not to attend these meetings, then the Plan is sent home for signing.

Pupil Involvement

All pupils are aware of their targets and their provision plan is shared with them. Key words and phonics that the child is working on are attached to literacy books to support their learning. The work that the children produce independently in class, is marked against their provision plan target where appropriate, to ensure that support work is transferred into their general learning.

All children on the SEN/D register completed a ‘Hopes and Wishes’ sheet at the beginning of the year. This was to encourage each pupil to have their own hopes and aspirations within the classroom and beyond. These ‘hopes’ were marked off as they were achieved and most of the children reached these by the end of the year. This is being repeated this academic year.