SEND Information Report 2016-17

Horn Park Primary School SEND Information Report 2016-2017

How many students did we have at our school with statements or EHC plans at the end of July 2017?

  • 7 EHC plans or statements for SEN

How many students did we have at SEN Support at the end of July 2017?

  • 55 children

What were the outcomes for children within our school with SEND for 2016/17?

 

The data has been taken from APS 2016/17.

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

Year 1 phonics check

  • 75% of children with SEN support reached expected standard for the year 1 phonics check
  • Children with SEN support achieved on average a higher pass mark than national

Key Stage One

The outcomes within our school for children with SEN support for 2016/17 are:

  •  67% of children on SEN support achieved ‘Foundations for Learning’ in Reading compared to 40% nationally.

 

  • 67 % of children on SEN support achieved ‘Foundations for Learning’ in Writing compared to 50% nationally.

 

 

 

  • 33% of children on SEN support achieved expected levels in Maths

Key Stage Two

The outcomes within our school for children with SEN support for 2016/17 are:

  • Children on SEN support made 1.5 points progress more than national in Reading

 

  • 60% of children on SEN support achieved expected levels

 

  • 30 % of children on SEN support achieved ‘working at greater depth’ in Reading compared to national average of 25%

 

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

 

  • Children with EHCP’s and on SEN support made 0.6 points progress above national in Writing

 

  • 100% of children with EHCP’s achieved expected levels in Writing compared to 76% nationally

 

  • 100% of children with EHCP’s achieved expected levels in Maths compared to 75% nationally

What training did staff at our school have in SEND over the year 2016/17?

  • Specialist provision staff undertook training in; Attention Autism and PECS
  • Teachers undertook training in ‘Supporting children with ASD in the mainstream classroom’ delivered by ASD outreach
  • All staff undertook attachment training delivered by the school’s link Educational Psychologist
  • Mid-day meals supervisors undertook training in ASD awareness
  • TA’s undertook training in using visual support for children with ASD

What was in the Head teacher’s report to the Governors about SEND in 2016/17?

  • We are continuing to review the school SEND list on at least a termly basis using the four new 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.  

Willow Dene Outreach and ASD Outreach

The partnership between Horn Park, Willow Dene 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.  

Educational Psychology Service

Our Educational Psychologist is Lorna Nelson 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

We have made a large number of referrals to STEPS for bespoke literacy and maths programmes. We have also had some more children diagnosed with dyslexia or complex specific learning difficulties.

 

Dyslexia assessments

One of our teachers has recently completed her Level 7 dyslexia qualification and therefore will be taking the lead on assessing children 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. 

 

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.