2015-2016 SEN Audit Report Version 1.0 April 2016 Ealing schools research and data team 2015-16 SEN Audit Report 2015-16 SEN Audit Report Summary Section A of the 2015-16 SEN Audit Report summarises the information collected about pupils attending Ealing state funded schools with Special Educational Needs by SEN Stage and Type (primary need). The data is presented for high, primary, special and maintained children’s centres in Ealing by school type, by the main pupil characteristics and at an individual school level. The data is taken from the 2016 Spring School Census and is a snapshot of the pupil population as at Thursday 21st January 2016. Dually registered pupils are shown against both institutions but only shown once in the overall totals. The categories of need collected in the School Census and used in this report are: Cognition and Learning Needs; Social, Emotional and Mental Health Needs; Communication and Interaction Needs; Sensory and/or physical needs Three of these are as outlined in the SEN code of practice, 2001. The fourth was changed from Behavioral, Emotional and Social Development Needs to Social, Emotional and Mental Health Needs in 2014. Within these four categories of need there are several subdivisions. There is also a new category for “SEN support but no specialist assessment is needed”. The report contains numbers and percentages for each subdivision as well as totals for the areas of need. The SEN type analysis in Section A is based on the primary need recorded by schools for those pupils at SEN support or who have a statement of SEN / EHC plan in their management information systems (MIS). Section A presents a series of tables broken down into three sub-sections. Section 1 “By School Type” summarises the number and percentage of pupils at each SEN Stage and with each SEN type. The section also includes pie-charts representing this data for primary and high schools and a table showing the number of pupils at each stage and type of SEN by type of school. Section 2, “By Pupil Characteristics”, then presents the number and percentage of pupils at each SEN Stage and with each SEN type broken down by gender, ethnic heritage, entitlement to Free School Meals, English as an additional language and year group. The final section, “School by School Tables” breaks the information collected about pupils with Special Educational Needs down to an individual school level. The first table gives percentages of pupils at each SEN stage and type and the second shows the number of pupils at each stage and type of SEN by school. Section B of the 2015-16 SEN Audit Report summarises the information held on the SEN database for pupils whose statement of need is funded by Ealing. The data used in this report was taken as a snapshot of the information held on the LA Tribal database on Thursday 21st January 2016 and is the data that underpins the SEN2 return. As in section A, the data is broken down into tables by school type (maintained and independent), by available pupil characteristics (gender, ethnicity and year group) and by school. The SEN type analysis in Section B is based on the primary need recorded against each child in Tribal. We are aware that there are some differences between what is recorded in Tribal and what is recorded on the schools MIS for some children and the SEN team will be working with schools to resolve these differences. The report starts with a Key Points summary, which outlines the main findings of both sections of this report. I hope you find this report useful. If you have any queries, need any further detail or would like to obtain previous years reports please contact me as below. Jennifer Bull Research and Statistics Officer Ealing Schools Research and Data Team SEN Audit Report 2015-16 2015-16 SEN Audit Report: Contents Page No. Key Points 1 Section A: Pupils attending Ealing state funded schools 1. By School Type Table 1a & b: Number and percentage of pupils with each stage of SEN by school type 5 Table 2a & b: Number and percentage of pupils with each type of SEN by school type 5 Graph 1a: Percentage of primary school pupils with each stage of SEN 6 Graph 1b: Percentage of high school pupils with each stage of SEN 6 Graph 2a: Percentage of primary school pupils with each type of SEN 6 Graph 2b: Percentage of high school pupils with each type of SEN 6 Table 3: Number of pupils with each stage and type of SEN by school type 7 2. By Pupil Characteristics By Gender Table 4a & b: Number and percentage of pupils with each stage of SEN by gender 8 Table 5a & b: Number and percentage of pupils with each type of SEN by gender 8 By Ethnic Heritage Table 6a & b: Number and percentage of pupils with each stage of SEN by ethnic heritage 9 Table 7a & b: Number and percentage of pupils with each type of SEN by ethnic heritage 9 By Entitlement to Free School Meals Table 8a & b: Number and percentage of pupils with each stage of SEN by entitlement to 10 Free School Meals Table 9a & b: Number and percentage of pupils with each type of SEN by entitlement to 10 Free School Meals By English as an Additional Language Table 10a & b: Number and percentage of pupils with each stage of SEN by English as an 11 Additional Language Table 11a & b: Number and percentage of pupils with each type of SEN by English as an 11 Additional Language By Academic Year Group Table 12a & b: Number and percentage of pupils with each stage of SEN by year group 12 Table 13a: Number of pupils with each type of SEN by year group 13 Table 13b: Percentage of pupils with each type of SEN by year group 14 3. School by School Table 14: Percentage of pupils with each stage and with each type of SEN by school 15 Table 15: Number of pupils with each stage and type of SEN by school 18 Section B: Statemented pupils funded by Ealing 1. By School Type Table 16a & b: Number and percentage of Ealing Statements by need and school type 24 2. By Pupil Characteristics Table 17a & b: Number and percentage of Ealing statements by need and gender 25 Table 18a & b: Number and percentage of Ealing statements by need and ethnic heritage 26 Table 19a: Number of Ealing Statements by need and year group 27 Table 19b: Percentage of Ealing statements by need and year group 28 3. School by School Table 20: Number and percentage of Ealing Statements by need and school 29 Ealing Schools Research and DataTeam 2015-16 SEN Audit Report 2015-16 SEN Audit Report: Key Points Section A: Pupils attending Ealing maintained schools 14.2% 7,619 out of 53732 of pupils in Ealing state funded schools were identified as having Special Educational Needs (SEN) in the 2016 Spring School Census. 11.4% as SEN Support (6,133), 2.0% (1,069) with a statement of SEN and 0.8% with an Education, Health and Care Plan (417). While the proportion with statements or the new EHC Plan remained relatively stable, overall there were 108 less pupils with an SEN in Ealing schools than there were in January 2015 (despite an increase of 1,413 in the pupil population), following a drop in children with SEN but without a statement / EHC plan. By School Type: 12.5% of primary school pupils, 13.6% of high school pupils and 14.9% of those in maintained children’s centres were identified as having SEN. The proportion of pupils with statements / EHC plans in primary schools (1.5% in Ealing compared to 1.4% nationally) is similar to the national average (2015); however, the proportion with SEN but without a statement is 2.0% points lower than the national average (11.0% compared to 13.0%). In high schools, the proportion with statements / EHC plans is 1.1% lower in Ealing (0.7%) than nationally (1.8%), while the 12.0% of pupils on SEN support in Ealing as having SEN without a statement is slightly below the 12.4% seen nationally (2015). 15.5% (16) of those at the PRU had a statement or EHC Plan this year. The graph below shows the change in the overall SEN population at primary and high school over the last six years. The proportion of pupils with SEN in high schools has fallen by a further 1.6% points since 2014/15 to 13.6%, whilst the proportion of pupils with SEN in primary schools has remained relatively stable at 12.5% this year. The difference between the proportion with SEN in primary and high schools has closed further to 1.1% points (1.5% points smaller than it was in 2014/15). Source: January Census 2010/11 - 2015/16 5.3% of pupils with SEN in Ealing schools have Cognition and Learning Needs (CLN), 2.6% have Social, Emotional and Mental Health (SEMH), 4.8% have Communication and Interaction Needs (CIN) and 0.7% have Sensory and/or Physical Needs (SPN). This was a slight drop of 0.1% points for CLN and SPN and an increase of 0.2% points for SEMH and 0.3% points for CIN since January 2015 Speech, Language and Communication Needs (SLCN) are now the most common primary need, affecting 2,092 pupils in Ealing state funded schools, more than a quarter of those with SEN (or 4.9% of all primary and 1.8% of all high school pupils).