July 2015 SEN Report to Governors by Kay Carswell

July 2015 SEN Report to Governors by Kay Carswell.

Focus area Action/Data information Updates put in place The School offer has been completed, which is on the in light of the new website and linked to county offer. The policy for SEN is SEN legislation. up to date. I have distributed a Parental guidance leaflet with graduated response. We have Personal Passports for each child on the SEN register. These take two formats – one longer version for use by school staff only documenting the interventions undertaken by the child and the impact on their attainment; and a shorter one for parents with specific targets for the child to aim for, updated every 6 months and shared at parents evenings. (One copy is signed by parents and kept at school). There is a section of the website for SEN with all relevant documents. I have attended SENCo conferences and meetings with the SEN Governor RH who has been and continues to be very supportive of our SEN work at St Nicholas. I have worked alongside SE to develop her role in the school, a role which has proved to be invaluable this year as ever. SE works very well alongside me to ensure we cover all areas and that children are being identified as early as possible and their needs met. NP has been developing her role as well and will continue to do so next year, the children she will be teaching will be decided after end of term Pupil Progress meetings. SE however is leaving at the end of this term which will leave a huge gap in the SEN work of the school. In September my hours will be increased to one whole day a week for SENCo time to address this problem.

Measuring impact When reviewing pupil progress as SENCo I am always on whole school present. Together with the class teacher and the Head pupil data Teacher we identify underachieving pupils, decide what improvements needs to be done to pinpoint their needs, work with class teachers to improve wave 1 – quality first teaching. If appropriate the children are signed up to do an intervention program, this might be specific for example an ILI program (individual literacy interventions) or one adapted to their specific needs. From September 2014 all the interventions children receive have been placed on their Personal Passport which teachers are now responsible for updating. These will be shared with parents at parent meetings. From September 2015, to ensure staff are keeping succinct records all children who receive any intervention will have their own file kept in the Garden Room. These must be filled in weekly by staff delivering the intervention and include entry and exit levels for intervention so that our time/money spent on these children and the impact is measurable, this will be monitored by myself.

How staff have Half termly staff meetings for all teaching staff to been trained in update Pupil Passports. relevant SEN All TA’s trained in Precision Teaching (an intervention issues. program) by Kayleigh Partt (Educational Psychologist). Butterfly Class staff have had relevant training for a high needs child in medical provision, Speech and Language, and signing. More in depth signing course will take place for staff in September 2015. Heidi Humpage – Learning Support Team – delivered training to all staff ‘supporting wave 3 intervention’ in January, this was reviewed at a staff meeting in February, and reviewed by HH in March with an update on Booster Groups in May from HH to all staff. There was a whole staff TLC twilight meeting ‘Emotional Wellbeing’ with Kayleigh Partt at King Arthurs in January. Throughout the year we have worked with many professionals who have been involved with specific children, observing them, reviewing progress and working with staff and parents to help them meet the individual needs of these children. SE is giving two hour long training sessions on ILI to all TAs who will be undertaking this intervention in September. Liaison with parents Parental information leaflet informing of changes has keeping them been given out, KC gave a power point presentation to informed of new parents on 9th October this was attended by the SEN legislation. Governor and SE as well. All parents who have children identified as SEN or who have children on our initial concerns register take part in the review of their child’s Personal Passport. There is usually a home target so that parents are directly responsible for their child’s progress. All parents with children identified as SEN will take part in an annual review if necessary for application for funding. If an outside agency is assessing the child then parents are invited to meet with them and the class teacher to discuss the impact of the assessment and the future interventions for the child. If a child has a statement (EHCP) or funding for high level needs then we hold an annual review with all parties invited. Update on high This area is confidential but was shared with Governors. tariff pupils – medical needs etc.

- Pupil Data: SEN codes: SAL – speech and language. BESD – Behaviour, emotional, social difficulty, now known SEN codes as EMHN, Emotional and Mental Health Needs that are in ASD –autistic spectrum disorder. use for any Asperger’s – specific disorder requiring diagnosis. SEN pupils in ADHD – Attention Deficit hyperactivity disorder. school. ADD –Attention Deficit Disorder. ODD – oppositional defiance disorder. Attachment Disorder. Dysl – dyslexic tendencies. Dysp – dyspraxia. DysC – Dyscalculia. HI – hearing impairment. MLD – moderate learning difficulties. PD – physical Difficulty. SLCN – speech, language and communication needs. VI – visual impairment. MED – medical. LAC looked after children. ILI – individual literacy intervention. The percentage of Percentage of pupils on SEN register currently is 16% in pupils in school on September this will reduce to 14% Percentage of pupils the SEN register. on SEN register of concerns is 17%.

The percentage of pupils who are SEN 37% of the children on our register are Pupil Premium. with Pupil Premium. 62% of the children on our register of concerns are Pupil Premium.

The percentage of Year R = n/a SEN pupils reached Year 1 = 66% (2 out of 3) their targets this Year 2 = 66% (4 out of 6) year. Year 3 = 25% Year 4 = 0% (one child) Year 5 = one child mostly attained. Year 6 = 100%

How many pupils are Year R = so far none have been identified. Gifted & Talented in each Year group? Year 1 = 1 child for reading. 1 for gymnastics.

Year 2 = 1 child for writing, 1 for reading and communication.

Year 3 = 3 children for English, 1 for maths.

Year 4 = 1 for PE, 1 for art, 1 for singing.

Year 5 = 1 for sport, 1 for drama.

Year 6 = 2 for writing, 1 for maths.

Plan for provision in Nicola Porter – may be taking a group in September – to school for Gifted & be decided. Talented pupils. Quality First Teaching – one child moved up a class to work with Y3/4 whilst in Y2. Funding – how much Please refer to the finance officer for this information. funding the school receives for SEN pupils and what is the breakdown of expenditure and in what areas.