SEND Information Report 2017-18

Horn Park Primary School SEND Information Report 2017-2018

How many students did we have at our school with statements or EHC plans at the end of July 2018?

  • 8 EHC plans or statements for SEN

How many students did we have at SEN Support at the end of July 2018?

  • 58 children

What were the outcomes for children within our school with SEND for 2017/18?

 

The data has been taken from APS 2017/18.

The national comparator which analyses children with SEND is the national average for all pupils.   

Year 1 phonics check

  • 50 % of children with EHCP’s achieved the pass mark for the phonics check in year 1
  • 33% with SEN Support achieved the pass mark for the phonics check in year 1

Key Stage One

The outcomes within our school for children with SEN support for 2017/18 are:

  • 29% of children on SEN support achieved expected levels in reading. This was slightly below national which was 30% for children accessing SEN support

 

  • 43% of children on SEN support achieved expected levels in Writing, which was higher than national at 22%

 

  • 43% of children on SEN support achieved expected levels in Maths. This was slightly below national which was 33% for children accessing SEN support

 

  • 14% of children with SEN support achieved Greater Depth in Reading, Writing and Maths 

 

  • 2 Children with EHCP’s were assessed using P Levels and had made good progress since the start of Key Stage One

Key Stage Two

The outcomes within our school for children with SEN support for 2017/18 are:

 

  • 30% of children on SEN support reached national expectation in maths, reading and writing combined

 

  • 60% of children on SEN support achieved expected levels in grammar, punctuation and spelling

 

  • 20% of children on SEN support achieved greater depth in grammar, punctuation and spelling

 

 

  • 60% of children on SEN support achieved expected levels in Science

 

 

  • 50% of children on SEN support achieved expected levels in maths

 

  • 60% of children on SEN support achieved expected levels in writing

 

  • 40% of children on SEN support achieved expected levels in reading

 

  • 10% of children on SEN support achieved greater depth in reading

 

 

  • There were no children in year 6 with EHCP’s

 

What training did staff at our school have in SEND over the year 2017/18?

  • All staff undertook training in supporting children with dyslexia
  • Specific staff undertook dyslexia interventions training
  • All staff undertook attachment training delivered by the virtual school
  • TA’s undertook ‘scaffolding and supporting children within the classroom’ training

What was in the Head teacher’s report to the Governors about SEND in 2017/18?

  • We are continuing to review the school SEND list on at least a termly basis using the four categories of SEN: Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, Sensory and Physical Needs.
  • Additionally we have a group of children whom we are carefully monitoring. There are twenty children on the Monitoring List.
  • We continue to refer to a number of outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils.
  • We continue to build networks across the Compass Partnership to share SEND expertise, ensure consistency and improve the outcomes for our learners. Standards remain high because teachers deliver effective inclusive practice through high-quality everyday personalised teaching.

 

 

WORKING IN PARTNERSHIP

Speech and Language Therapy (SALT)

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working well. Becoming a Targeted pupil ensures that additional support continues, but does not require the Speech and Language Therapist to observe and write reports. The school’s Speech and Language therapists works closely with school staff to ensure those children receiving universal and targeted interventions are carefully planned for and monitored and next steps identified.  

ASD Outreach

The partnership between Horn Park and ASD Outreach continues to effectively support pupils. ASD Outreach regularly visits pupils who have an ASD diagnosis. Children are supported depending on their individual area of need. Support ranges from individualised planning for the curriculum to running small social skills groups.  This year ASD outreach supported Horn Park in gaining the AET standards.

Educational Psychology Service

Our Educational Psychologist is Amy Phipps and she meets the Inclusion Leader regularly. During her visits she observes children, meets parents and teachers to discuss the children and completes direct work and assessments with children to decide appropriate actions. We have increased our contact with the Educational Psychology Service to meet the growing demand of our children.

STEPs

Children continue to access bespoke literacy and maths programmes via the outreach service STEPS. We have also had some more children diagnosed with dyslexia or complex specific learning difficulties.

 

Dyslexia assessments

One of our teachers, Michelle Kutchesfahani is a trained assessor for dyslexia. This will mean that next academic year children at Horn Park will be identified and assessed for dyslexia quicker and more efficiently as this will be done in school.

 

Nurture provision

Due to the changing needs of the school, we have set up a small nurture provision for children with social, emotional and mental health difficulties. This provision supports children who may not be emotionally ready to access their mainstream class. Children are tracked and plan for using the Boxall profile system. This year we have successfully transition children back to class for the majority of the day. 

 

Wide Horizons project

Horn Park were lucky enough to participate in a yearlong project in conjunction with Wide Horizons.  Each term a small group of pupils attended the center in Eltham to engage in an outdoor learning project. Children were selected by class teachers, Inclusion leader and SEMH teachers to engage in the 12 week intervention. Each group was selected based on needs which ranged from emotional difficulties to behaviour support. The project was evaluated through individual targets set for each child.

Sycamores Class

In September 2016 we opened our own designated provision for children with complex ASD and secondary learning needs. The designated special provision offers an enriched, individually orientated curriculum within an integrated setting where children can learn alongside their peers at a pace that suits their needs. It offers a unique quieter and calm environment where children can work on the acquisition of specific skills in safe and comfortable surroundings.

Pastoral support

The Learning Mentor, continues to be highly effective in supporting pupils and families with emotional difficulties. The Inclusion Team meet regularly to discuss caseload and ways in which the Learning Mentor can support across classes and therefore target a wider range of children. Our Learning Mentor offers support through Lego therapy groups, 1:1 sessions, small group interventions and whole class teaching.

First Aid & Medical Conditions

All Staff have received training to administer Epipens and Buccal midazolam. The Medical Alert Handbook has been continually updated and shared with First Aiders and all other teaching staff to ensure that everyone knows how to act in an emergency situation.
The First Aid Procedures and Policy have been revised for greater clarity. First Aid & Medical Administration has been reviewed and new Accident Reports created. There is now consistency across the school.
All Care Plans have been reviewed this year.