Governors' SEN Report: 2019-2020

Governors' SEN report: 2019-2020

SEN students (total numbers):

Students 2019-2020 EHCP SEN Support Totals

Year 7 7 47 54

Year 8 8 45 53

Year 9 4 58 62

Year 10 4 44 48

Year 11 6 37 43

Year 12/13 2 2

Totals: 31 231 262

Students 2020-2021 EHCP SEN Support Totals EHCPs pending EHCPs to be (as at September 2020) Local Authority progression written Year 7 14 49 63 - 2

Year 8 7 51 58 -

Year 9 9 55 64 1 1

Year 10 4 66 70 1

Year 11 4 51 55 2 1

Year 12/13 2

Totals: 40 272 312

SEN classification 2019-2020:

ASD: Autism Spectrum Disorder SPLD: Specific Learning Difficulties (e.g. dyslexia, HI: Hearing Impairment dyscalculia MLD: Moderate Learning Difficulties VI: Visual Impairment PD: Physical Disability OTH: includes medical/health conditions PMLD: Profound and Multiple Learning Difficulties SEMH: Social, Emotional & Mental Health SLCN: Speech, Language & Communication Needs

[The SEND Faculty will review the Year 7 data (September-December 2020) to ensure the most appropriate SEN classification is used for individual students - to ensure consistency across many receiving primary schools.]

Learning Support Faculty staff list: September 2020 name post

Louise Elias/Emma Hart Assistant Headteacher / Associate AHT for Inclusion

Richard Coombs SENDCo & Head of SEND Faculty

Teresa Partlett Assistant SENDCo

Melissa Groves SEN Teacher

Allys Kimber SEN Teacher

Nicola Brassey (part-time) Specialist Teacher for examination concessions

Susie Lopez Cheney Plus Instructor

Justin Heenan Cheney Plus Instructor

Mark Thomas SEN Specialist Tutor (Higher Level Teaching Assistant)

Jordan Richardson SEN Specialist Tutor (Higher Level Teaching Assistant)

Teaching Assistants

Denize Clanfield SEND Administrator

Elaine Davis Home Tutor

On-site staffing 2019-2020 (i.e. developments since the 2018-2019 report):

* the appointment (starting September 2019) of an additional SEN teacher, to lead on the work of the reinstituted 7* and 8* groups; * continuing weekly support from the Special Educational Needs Support Service Communication & Interaction Outreach Worker, supporting identified students, complimenting the work of the SENSS C&I Outreach Teacher; * continuing commissioned work from the NHS: a Speech and Language Therapy Worker, complimenting the work of the NHS Speech and Language Therapist, for one day each week, with an increasing, identified cohort of students; * two educational psychologists allocated by the Local Authority; * specialist Local Authority advisory teachers supporting students with visual and hearing impairments, and Down Syndrome and physical disabilities experts, including NHS staff; * a number of Teaching Assistants left in the period September 2019-July 2020, including the redundancy of two Senior Teaching Assistants in March 2020, due to whole school expenditure savings; * revision of the Home Tutor role as from April 2020.

SEN students’ attendance, 2016-2017, 2017-2018, 2018-2019 and 2019-2020:

2016-2017 2017-2018 2018-2019 2019-2020 % attendance % no SEN % SEN % EHCP % no % SEN % EHCP % no % SEN % EHCP Support SEN Support SEN Support Year 7 93.4% 95.99 91.57 78.89 94.3 93.2 96.3 88.3 89.5 81.6 Year 8 88.1% 95.94 90.84 96.22 95 87.8 86.1 89 89.1 88.3 Year 9 90.3% 95.60 86.51 87.31 93.6 86.3 81.5 89.1 88.9 92.7 Year 10 89.7% 93.60 87.85 84.58 93.9 84.3 88.7 84.8 85.9 72.8 Year 11 84.7% 86.20 80.76 72.71 84.8 97.4 86.3 97.8 97.8 91.4 Total: 90.5% 93.46% 87.50% 83.94% 93.2% 97.9% 89.4% 89.8% 90.24% 85.36%

Working with the Attendance Officer, and with pastoral leaders, the Faculty’s continuing priority for 2020- 2021 is to continue to raise attendance amongst SEN students. However, the nature of our SEN students’ disabilities mean that high attendance levels (94%) for some students may not be a possible target, and each student is assessed and supported individually according to their specific (sometimes medical) needs. This support is with parents and outside professionals supporting the school’s work.

Curriculum: * ‘pathways’ for SEN students have been created for Year 9, Year 10 and Year 11: the options of Curriculum Support, and ASDAN. There is additionally BTEC Work Skills. These groups feature small group teaching, allowing for some one-to-one provision, to meet students’ individual learning needs. In Curriculum Support, working with curriculum specialists and students’ mainstream teachers, there is over-learning of core subjects (English, Maths and Science), homework completion, nurture and life-skills, tailored to specific students’ needs, and in preparation for post-16 college provision; ASDAN as a vocational skills based course, equips students for skills in learning required for post-16 placement; * for a very small number of students from September 2018, English and RE teaching has taken place in SEN out from mainstream lessons, to allow for greater differentiation (with RE taught within the ASDAN syllabus); * development of ASDAN short course qualifications for students in the 7* and 8* groups; * Functional Skills to be taught in SEN in English and Maths, to be developed in 2020-2021; * RAW, Meadowbrook College and the City of Oxford College provision for one day a week vocational courses for a very small number of students; * the intention of a Y11 extended work placement for a very small number of students has been compromised by the effects of the Covid pandemic. It is hoped to be able to review this as soon as local conditions permit.

Literacy interventions: SEND and non-SEND students have benefited from various literacy interventions from the literacy team; some students received longer interventions, over two long terms. These details are contained in the separate English Faculty Report.

SEN students' progress: * details and analysis contained in the exams’ results provided for Governors. However, a clear focus is on identifying and managing the provision for under-performing cohorts, as jointly identified in on-going processes by SEN and pastoral and curriculum leaders.

* the below table shows that across the school, a proportion of students at School Support and EHCP are making progress. SEND students can learn at a slower rate, and their medical, and social conditions / family circumstances, can prevent consistent school attendance.

2019 SEND GCSE results analysis and actions

2017-18 outcomes 2018-19 outcomes No. of 2019-2020 outcomes SEND No. of Change in SEND SEND P8 Subject students non- SEND non- 2018-19 students 2018-19 - SEND SEND SEND SEND non- SEND SEND differ- SEND 2019-20 2019-20 P8 P8 difference P8 SEND difference P8 ence P8 P8

Art 0.60 0.55 0.05 0.08 1.18 -1.10 12 2.21 1.85 +0.36 +2.13 Biology 0.25 0.61 -0.36 0.54 0.88 -0.34 15 1.41 0.54 +0.87 +0.87 Business Studies -2.31 -0.97 -1.34 -0.54 0.65 -1.19 12 Chemistry 0.25 0.68 -0.43 0.54 0.88 -0.34 15 1.41 0.36 +1.05 +0.91 Computing no entries 0.04 0.48 -0.44 9 1.37 0.3 +1.07 +1.33 Product 7 -0.24 0.17 -0.41 Design DT -1.75 -1.20 -0.55 -0.43 -0.25 -0.18 -0.19 Food Tech -0.37 -0.27 -0.10 DT 0.05 0.38 -0.33 Textiles DT -0.90 -0.24 -0.66 -0.38 0.95 -1.33 2 Combined Science -0.06 -0.88 0.82 -0.46 -0.05 -0.41 46 Drama -1.29 0.37 -1.66 0.25 0.53 -0.28 8 -0.37 0.42 -0.79 -0.62 English Language -0.58 -0.11 -0.47 -0.21 0.54 -0.75 61 0.27 0.34 -0.07 +0.48 English Literature -0.60 -0.14 -0.46 -0.21 0.52 -0.73 61 0.16 0.1 -0.06 +0.37 French -0.78 -0.67 -0.11 0.05 1.06 -1.01 11 0.06 0.31 -0.25 +0.01 Geography -0.51 -0.39 -0.12 -0.01 0.57 -0.58 17 0.87 0.68 +0.19 +0.88 German 0.42 -0.61 1.03 0.27 0.00 0.27 3 0.26 0.59 -0.33 -0.01 History -1.23 -0.38 -0.85 0.19 0.55 -0.36 32 0.68 0.4 +0.28 +0.49 Maths -0.48 0.38 -0.86 -0.21 0.54 -0.75 61 0.43 0.65 -0.22 +0.64 Physics 0.57 0.37 0.20 0.54 0.88 -0.34 15 1.41 0.44 +0.97 +0.87 Spanish -1.53 -0.91 -0.62 0.22 0.59 -0.37 13 1.33 0 +1.33 +1.11 Music 2.09 -0.03 +2.12 Religious -0.35 0.22 +0.57 Education Double 0.76 0.45 +0.31 Science Double 0.32 0.17 +0.15 Science (1) Music Tech 0.35 0.78 -0.43 Sport BTEC 0.41 1.24 -0.17

(red = P8<-0.50)

Underperformance of SEND students is a historic problem across the UK, and at Cheney. In 2018 the P8 score for Cheney students with an EHCP was -1.09 and the P8 score for SEN Support was -0.42. These figures do not particularly change year on year. In 2018-2019 and 2019-2020 our outcomes are considerably better than the national picture. In 2019-2020 our teacher assessed outcomes are continue to show year-on-year progress.

Action Plan for the School and Faculty, 2020-2021: 1. To ensure effective systems are in place in the Faculty and the wider school for SEND students to make more consistent progress in their learning, in line with predictions for expected end of KS3 and KS4 results.

2. To focus on ensuring maximum impact of teaching approaches and interventions for SEND students through reviewing the work of the Faculty and in relation to curriculum faculties and pastoral support.

3. Through the SEN review process, to improve student and parent engagement (including school attendance) with learning inside and beyond the classroom.

SEN action plan: * continuation of the curriculum developed in SEN - see ‘Curriculum’ section, with an emphasis on over- learning Maths and English skills; * the organising of the reviews programme in place for SEN students: working across the school in monitoring vulnerable students’ progress; * SENCo/SEND staff attending Year groups meetings to help focus on cohorts/individual students’ engagement and exam performance; * detailed programme of learning walks by Assistant Headteacher, SENCo & Assistant SENCo to ensure differentiation within the classroom across curriculum faculties; * the Assistant SENCo to closely review the work of TAs in lessons through regular learning walks; * greater specific detail on students in their Pupil Profiles, with evidence of greater use of Profiles by staff across the school.

Examination arrangements: * a time-absorbing administrative feature of the faculty; a review (June 2019) from an inspector from the Joint Council for Qualifications confirmed that the faculty’s provision was continuing to be excellent.

Y6-7 transfer spring/summer 2020: * led by the Assistant Headteacher for Inclusion, Pastoral Leaders for Year 7 with SEN involvement; * welcoming letters to all Y6-7 parents of SEND students, that included individual meetings with parents, with details of the faculty and support arrangements, names of key staff, and contact details;

Post-16 transfer: Jason Davis (Careers Advisor) has provided the following destinations listing for Y11 SEN students:

Post-16 provision / 2016-2017: 2017-2018: 2018-2019: 2019-2020: destination numbers of numbers of numbers of numbers of students students students students Cheney VIth Form 5 3 16 9 other mainstream schools’ 2 1 7 1 VIth form provision City of Oxford College 31 30 28 21 Abingdon & Whitney College 1 - - 3 Apprenticeship/employment 1 4 3 2 alternative post-16 1 2 3 3 educational provision (training provider) home educated during Y11 1 - - - unwell 1 2 - 1 moved out of area 1 1 - - unknown - 3 4 -

Not in education or training - - 1 -

Totals 44 46 62 40

Wider SEND networking: * a SENDCo forum of city secondary SENCos (November 2018, March 2019, and termly thereafter): Richard Coombs’ linking with SENDCo Martha Hawes (Cherwell School) - an initiative started by Richard Coombs in 2002 (when SENCo at Cheney).

Recognition of SEN work at Cheney: - from a variety of people: parents; professionals in primary schools; County SEN Inclusion Advisor; CAMHS professionals, including clinical psychiatrists; a local GP; SEN Education Officer; Virtual School; SENDIASS (Parent Partnership).

Additional work/remit: * the requirements of working during the Covid pandemic has resulted in SEN students both working from home and working in designated areas of the school during the period April-July 2020. The school has loaned SEN students Chromebooks to access on-line work, and has duplicated, sent out and delivered a considerable amount of work in paper format to SEN students, in addition to establishing and maintaining Google Classrooms; at least weekly telephone conversations were made by SEN staff to vulnerable students and their families in the period April-July 2020;

* the number of Education Health and Care Plans written by the SENCo has been five, with two being written by parents, one written by LCSS; all applications have been successful in securing EHCPs;

* 14 EHCP students joined Cheney in September 2020, a significantly larger than usual number; there is a steady year-on-year increase in the number of EHCP applications to Cheney; a total of 7 EHCP students left between March-July 2020;

* a considerable amount of time is spent on the administration of Local Authority Education, Health and Care Plans, and by the time-consuming needs of multi-agency working with Social Care;

* continued updating the SEN section of the school's website, to indicate Cheney's range of provision, and to offer helpful information and support to parents/carers;

* continued support from a range of outside professionals (detailed above);

* a considerable amount of time has been spent planning the curriculum for Year 8 students progressing in to Y9, Year 9s in to Y10, and Year 10s in to Y11;

* we continue to have support from and excellent feed-back from SENDIASS (Parent Partnership) relating to Cheney’s SEN provision;

* there are continuing challenges attracting for interview and retaining the employment of Teaching Assistants, generally noted as a local concern from other city secondary SENCos;

* staff received up-dated ASDAN training in September 2020;

* SEN teachers received ‘precision teaching’ training in September/October 2019 from educational psychologists;

*SEN teachers received ‘Zones of Regulation’ training in later 2019 from the SENSS Communication and Interaction Advisory Teacher;

* continuing whole-school PACE (‘playfulness, acceptance, curiosity, empathy’) training from Oxfordshire educational psychologists was due in early 2020, and will now feature in 2021;

* Teaching Assistants have continued to receive a series of INSETs that directly address the requirements in supporting specific students’ needs in Cheney.

Richard Coombs: SENDCo: Cheney School, Oxford OX3 7QH October 2020