Annual Report to Governors andParents

on the Implementation of the Special Educational Needs and Disability (SEND) Policy

(Academic Year September 2014 – September 2015)

Context

Schools have a duty to report to parents and governors on the provision forSpecial Educational Needsand Disabilities (SEND) and implementation of their disability equality scheme.

Children with SEND have difficulties or disabilities that make it harder for them to learn and access the curriculum compared to most children of the same age. These children will need extra or different help to help them achieve to their fullest potential.

The new Special Educational Needs and Disabilities Code of Practice 2014lies at the heart of the school’s SEND policy. It sets out the processes and procedures that should be followed to meet the needs of SEND children. The Code outlines the need to have a graduated response of support which recognises that children learn in different ways and can have different kinds of SEND. Schools are responsible for designingthe first stages of the graduated response to best suit the needs within their school. This mustmust incorporate the local authorities support (in Swindon this is the Early Help Record and Plan) and the statutory support – Education, Health and Care Plan as the final stages of the graduated response.

The graduated response at Catherine Wayte is as follows:

  • Monitoring - children’s progress and development are closely monitored and support is planned for and provided within school.
  • School action–support, planned by the class teacher in consultation with the parents and child, is provided by the school, an Individual Support Plan (ISP) is written.
  • School action plus - advice from outside agencies is used by the class teacher, parents and child to plan writean ISP. Support is provided by the school.
  • Early Help Record and Plan(EHR) –more complex cases in which a plan of action is devised and reviewed by the class teacher, parents, child, SENDCO and outside agencies in order meet the needs of the child. The ISP incorporates goals and actions from the EHR meeting.
  • Education Health and Care Plan(EHCP) - this replaces statutory assessment of Special Needs, those children already in possession of a Statement will be converted to Education Health and Care Plans when advised by the Local Authority

Monitoring, School Action and School Action+ have been generated by the SENDCO at Catherine Wayte in consultation with the senior leadership team, staff and SEND governor.

The Early Help Record is part of the graduate response used by Swindon Local Authorityas outlined in the local offer.

The Education Health and Care Plan is a statutory requirement from the code of Practice, the paperwork used has been complied by Swindon Local Authority.

Policy

The policy for 2014-15 was rewritten by the SENDCO, working in partnership with the Head Teacher, colleagues and Governors to accommodate the new SEND Code of Practice. Implementation of the policy is the responsibility of all staff. The policy will be reviewed annually.The policy is available to read on the school’s website is part of Swindon Borough Council’s Local Offer, available at

Personnel

Mrs Emma Brown- Head Teacher

Mrs Lisa Hawkins- SENDCO

Mrs Shelly Knight - Special Educational Needs and Disabilities governor

Pupil Numbers

At the end of the academic year 2014-201515.8 % of the school (53 pupils), were on the SEND register,this was slightly higher than the national average of 13%, and fell within the 60th to 80th percentile. This was 4.2% less than the previous yearwhich was 20% and fell within the 80th to 100th percentile. The reduction in SEND numbers was due to the implementation and staff training on a consistent method of identifying SENDwhich was in line with the new code of practice and local authority guidelines.

Five pupils had a statement of educational needs (none were converted to EHCP during 2014-15); this was 1.2% of the school population and fell within the 40th to 60th percentile nationally.

SEND support in each year group 2014-15

Year
group / School
Action / School Action + / Early Help record / Statement / Number of SEN pupils
FS2 / 6 / 3 / 0 / 0 / 9
1 / 2 / 0 / 3 / 1 / 6
2 / 3 / 1 / 0 / 1 / 5
3 / 3 / 2 / 1 / 1 / 7
4 / 8 / 0 / 3 / 0 / 11
5 / 4 / 0 / 2 / 1 / 7
6 / 4 / 3 / 0 / 1 / 8
total / 30 / 9 / 9 / 5 / 53

SEND support over the past 3 years

Year / School Action / School Action Plus / Early Help record* / Statement / Total
2012-13 / 47 / 18 / - / 5 / 70
2013-14 / 61 / 16 / - / 6 / 83
2014-15 / 30 / 9 / 9 / 5 / 53

*EHRs were introduced in 2014-15, some children who were previously on school action plus were moved to an EHR.

Areas of SEND over the past 3 years

School Action / School Action + / Early Help Record* / Statement
2013 / 2014 / 2015 / 2013 / 2014 / 2015 / 2013 / 2014 / 2015 / 2013 / 2014 / 2015
Specific Learning Difficulty / 0 / 0 / 0 / 0 / 1 / 0 / - / - / 1 / 0 / 0 / 1
Moderate Learning Difficulty / 0 / 0 / 0 / 8 / 6 / 0 / - / - / 0 / 1 / 1 / 0
Behaviour, Emotional & Social Difficulties / 0 / 0 / 0 / 1 / 2 / 0 / - / - / 1 / 1 / 2 / 0
Speech, Language and Communication Needs / 0 / 0 / 0 / 5 / 4 / 1 / - / - / 0 / 1 / 1 / 0
Hearing Impairment / 0 / 0 / 0 / 1 / 1 / 1 / - / - / 0 / 0 / 0 / 0
Physical Difficulty / 0 / 0 / 0 / 2 / 2 / 1 / - / - / 0 / 1 / 1 / 0
Autistic Spectrum Disorder / 0 / 0 / 0 / 0 / 0 / 1 / - / - / 3 / 1 / 1 / 4
Other Difficulty/Disability / 47 / 61 / 30 / 1 / 0 / 5 / - / - / 4 / 0 / 0 / 0
Total / 47 / 61 / 30 / 18 / 16 / 9 / - / - / 9 / 5 / 6 / 5

*EHRs were introduced in 2014-15, some children who were previously on school action plus were moved to an EHR.

SEND support according to gender 2014-15

School Action
Boys / School
Action
Girls / School Action +
Boys / School Action +
Girls / Early Help Record
Boys / Early Help Record
Girls / Statement
Boys / Statement
Girls / Total Boys / Total Girls
2014-15 / 19 / 11 / 6 / 3 / 6 / 3 / 5 / 0 / 36 / 17

SEND support according to gender over the past 3 years

Year / School Action
Boys / School
Action
Girls / School Action +
Boys / School Action +
Girls / Early* Help Record
Boys / Early* Help Record
Girls / Statement
Boys / Statement
Girls / Total Boys / Total Girls
2011-12 / 34 / 13 / 13 / 4 / - / - / 2 / 1 / 49 / 18
2013-14 / 38 / 23 / 12 / 4 / - / - / 5 / 1 / 55 / 28
2014-15 / 19 / 11 / 6 / 3 / 6 / 3 / 5 / 0 / 36 / 17

*EHRs were introduced in 2014-15, some children who were previously on school action plus were moved to an EHR.

Trends

  • The number of children on the SEND register decreased over the year due to the implementation of a consistent method of identifying SEND children across the school and the training of staff on the identification of SEND.This process followed the new SEND code of Practice and guidelines set by Swindon Local Authority.
  • 15.8% of our pupils were identified as having Special Educational Needs; this is slightly above the national average of 13%.
  • Due to the nature and severity of their needs, nine children were moved from school action plus to EHRs, one third were girls two thirds were boys.
  • The number of children with a statement droppedfrom 6 to 5 children due to a child moving to year 7 at the end of 2013-14.
  • 1.2% of pupils had a Statementthis is just belowthe national average of 1.4% for other mainstream primary schools.
  • School action numbers have dropped due to the introduction of EHR.
  • One third of the SEND cohort is girls; this is in line with trends nationally.

Provision

All children received their entitlement to ‘Quality First Teaching’. Those requiring support were selected by the class teacher in consultation with the SENDCO. The class teachers planned appropriate interventions and support and monitored the impact of interventions delivered by teaching assistants.

Provision for children on the SEND registerincluded:

FS2 – nurture group, conversation club, phonics club, number club, key word club

Key Stage 1- support for writing,sentence club, number club, spelling club,reading, memory club, conversation club, handwriting club, finger gym and phonics, Plus One.

Key Stage 2 – maths intervention, memory and organisation, spelling and phonic club, handwriting, finger gym, one-to-one reading, circle of friends and life skills, Toe by Toe, Power of Two, Catch Up Reading, Rainbow Readers,

Acrossall key stages- Movers and Groovers (gross motor skills), Life Skills, access to our pastoral TA

Children used the following resources, where necessary to ensure their learning environment ensured they could access the curriculum:

  • Pencil grips
  • Writing wedges
  • Wobble cushions
  • Footrests
  • Visual timetables
  • Individual timetables/Now and next cards
  • Timers
  • Background colour on interactive white boards adjusted to reduce glare
  • Coloured overlays
  • Exercise books with coloured paper
  • Reading books with cream paper, simple text and more advanced subject matter
  • Pastel coloured wipe on, wipe off boards
  • Voice recorders
  • Neo pads (for recording writing)
  • Clicker 6
  • Timers
  • Fiddle toys, stress balls
  • Sensory objects to aid calming down
  • Safe calming down areas
  • Headphones
  • Practical resources to support numeracy and phonics

Provision for children with more significant SEND included support from the following outside agencies:

  • Speech and language therapy
  • Targeted Mental Health Services (TAMHS)
  • Occupational therapist
  • Physiotherapist
  • Specific Learning Difficulties team - dyslexia
  • Educational Psychologist
  • Nyland behaviour support outreach team
  • Butterflies Centre – Parent Support Advisors
  • Autistic Spectrum Condition outreach team
  • Swindon Assistive Technology Service
  • Hearing Support team
  • School nurse
  • Looked After Children’s Educational Services (LACES)

Where appropriate,actions/suggestions made by outside agencies were included in the children’s ISP.

Provision for supporting pupils who are looked after by the authority

During 2014-15 a key stage 1 child who was under the care of Reading Local Authority, temporarily joined the school. The school worked closely with Reading Social Services, the foster parents,the child’s previous school and the LACES team.As no Personal Education Plan (PEP) was in place for the child, the school instigated the setting up of a PEP. When the child returned to their previous school, all relevant work, documents and information were passed on. The school completed and submitted an Annual Report for the Care Service.

Progress ofPupils with SEND

A variety of procedures were used to assess and track pupil progress throughout the year and year on year. This enabled staff to monitor the progress individuals. Individual targets are set on the ISPs, which contribute to the achievement of the child’s predicted end of year targets.

Assessment for Learning was ongoing and was used by teachers and teaching assistants (TAs) continuously to assess the children’s progress and inform planning. Target Tracker was used to track pupil progress against the curriculum programmes of study. This attainment information and was available for all staff to monitor progress of all pupils. A range of additional summative assessment was used to inform teacher assessment such as:

  • Year 1 Phonic Screening Check
  • School phonic assessments
  • SATS – Year 2 and 6
  • Optional SATS – Years 3, 4 and 5
  • SWST (Single Word Spelling Test)
  • PM Benchmark (Reading)
  • Salford Reading
  • Abacus assessments
  • Early Years Foundation Stage – Good Level of Development
  • End of year teacher assessments

Summer 2015 end of Key Stage 1 assessment results – Average Point Score

Cohort / All core subjects / Maths / Reading / Writing
school / national / school / national / school / national / school / national
No identified SEND / 44 / 17.8 / 16.9 / 18.2
 / 17.1 / 18.2 / 17.4 / 16.9 / 16.1
SEND without statement / 14 / 13.2 / 12.5 / 14.1
 / 13.2 / 13.3 / 12.8 / 12.1 / 11.6
Statement / 1 / 15.0 / 7.6 / 15.0
 / 8.0 / 15.0 / 7.8 / 15.0 / 6.9

All groups, including those with SEND performed better than national. This is an improvement on last year where maths was in line with national.

Year 1 Phonics Screening Check

Cohort / Number achieving expected standard / % School / % National
No identified SEND / 56 / 47 / 84 / 83
SEND without statement / 3 / 0 / 0 / 42
Statement / 1 / 0 / 0 / 18
All Pupils / 60 / 47 / 78 / 77

Although Catherine Wayte achieved higher than national in the phonics screening check, none of the SEN children reached the phonics threshold. The child with the statement had autism and received 1:1 TA support 25 hours a week to address the child’s significant communication and language and cognition and learning needs. All three SEN children without statements had EHRs and both two had been seen by the EP who identified them as having cognition and learning difficulties. One of the children started on the autistic pathway and one was receiving support from TAMHs. Extra phonic support was put in place to address specific areas of need for these three children.

Year 2 Phonics Screening Check Re-takes

Cohort / Number achieving expected standard / % School / % National
No identified SEND / 44 / 44 / 100 / 95
SEND without statement / 14 / 13 / 93 / 67
Statement / 1 / 1 / 100 / 29
All pupils / 59 / 58 / 98 / 90

13 of the 14 SEND children without a statement reached the threshold when they retook the Phonics Screening Check in Year 2, this was considerably above national. The one child that did not reach the threshold was also a child with English as an additional language. The child with a statement reached the phonics threshold in year 2. Catherine Wayte scored above the national in all sections.

Summer 2015 end of Key Stage 2 attainment – Average Point Score

Cohort / All core subjects / Maths / Reading / Writing (TA) / Grammar, Punctuation and spelling
school / national / school / national / school / national / school / national / school / national
No identified SEND / 53 / 30.9 / 29.9 / 31.6 / 30.1 / 31.3 / 30.0 / 29.2 / 29.4 / 31.2 / 30.5
SEND without statement / 6 / 25.5 / 25.0 / 26.0 / 25.1 / 26.0 / 25.4 / 24.0 / 24.3 / 22.0 / 24.0
Statement / 1 / 18.0 / 18.6 / 21.0 / 19.7 / 15.0 / 19.8 / 15.0 / 16.1 / 15.0 / 19.2

Summer 2015 end of Key Stage 2 attainment – % of Cohort that attained Level 4 or higher

Cohort / All core subjects / Maths / Reading / Writing (TA) / Grammar, Punctuation and spelling
school / national / school / national / school / national / school / national / school / national
No identified SEND / 53 / 94 / 90 / 96 / 94 / 98 / 95 / 96 / 95 / 94 / 89
SEND without statement / 6 / 33 / 43 / 83 / 64 / 83 / 68 / 50 / 57 / 17 / 45
Statement / 1 / 0 / 16 / 0 / 26 / 0 / 30 / 0 / 21 / 0 / 20

A higher percentage of SEND pupils without a statement attained level 4 than nationally in maths and reading. The increase in maths was 16% higher than the previous year, reflecting the focus over the past few years on maths across the whole school.

The percentage of SEND pupils without a statement attaining level 4 in writing was 7% below the national averageand was significantly lower in Grammar, Punctuation and Spelling (GPS). The low percentage of children obtaining level 4 or higher in GPS reflects the fact that 4 children had cognition and learning as their area of need and had been identified as having co-occurring difficulties of dyslexia. 2 children had also received support from our school EP to focus specifically on their cognition and learning needs. Joint Problem Solving (JPS) meetings took place during the year for both pupils involving the EP, SENDCO, parents and class teachers. Actions from these meeting were implemented by the school. 1of the children not obtaining level 4 was identified as having autism in the final term. 2 children were late arrivals to Catherine Wayte, arriving later on in key stage 2. Both children were given lots of support to close the gap between their attainment on entry and that of their peers. At the beginning of the academic year, the school instigated the diagnosis of epilepsy for 1 child. Due to the epilepsy and other medical complications the child had to miss time in school whilst in hospital.

Throughout the year staff received dyslexia awareness training from the SENDCO to promote a learning environment to support those with dyslexia or co-occurring difficulties. The impact of this training will not be seen immediately as the philosophy and approaches surrounding it need to be built upon year after year. Phonics training for TAs in all year groups has been planned for 2015-16.

Progress Measures Value Added (This is the measure of progress a pupil makes between the end of KS1 assessments and the end of KS2 assessments)

Cohort / All core subjects / Maths / Reading / Writing (TA)
school / national / school / national / school / national / school / national
No identified SEND / 48 / 99.9 / 100.1 / 96 / 94 / 100.3 / 100.01 / 99.0 / 100.1
SEND without statement / 6 / 98.1 / 99.3 / 83 / 64 / 98.5 / 99.4 / 97.5 / 99.3
Statement / 1 / 96.8 / 97.9 / 0 / 26 / 101.6 / 98.0 / 92.1 / 97.6

School Leave Absence (absence data published in December for mainstream schools)

% of sessions missed due to Overall absence / % of persistent absentees-absent for more than 15% or more sessions
School / National / School / National
No SEND / 2.8 / 3.8 / 2.2 / 2.2
SEND without statement / 3.5 / 5.2 / 2.7 / 5.3
Statement / 3.0 / 6.5 / 0.0 / 8.4

In all areas absences were significantly below or in line with the national.

Secondary Transition

1 child with a statement moved from Year 6 to Year 7 at the end of the academic year, with the child’s annual review taking place during term 6. Due to the nature of the child’s needs, a member of the autistic outreach team and the occupational therapist and the secondary school SENDCO were invited to attend alongside the SENDCO, TA who worked 1:1 with the child and parent. This ensured that there was a smooth transition to secondary school, with all parties having a clear understanding of the specific physical and specific learning needs of the child.

Liaisons between the SENDCO and the secondary school SENDCOs began shortly after pupils were informed of their secondary school places. This included phone conversations and emails to discuss the needs of each child. For the two pupils who had received support from the school educational psychologist (EP), JPS meetings were arranged during term 5 which were attended by the SENDCO, EP, secondary school SENDCO, teachers, TAs, parents and pupils. Extra transition days were organised with the secondary schools for those children on the SEND register who the SENDCO and year 6 teachers felt would benefit from these. In all cases parents and pupils were consulted and in some cases TA accompanied children where necessary. The SEND details of each child were forwarded to their schools along with a one page profile completed by each pupil, a system used by all the secondary schools attended.

Numbers of children/young people with disabilities and medical needs within the school

  • There were 15 children with disabilities or medical needs.
  • Personal Emergency Evacuation Plans were in place for children with mobility difficulties and severe epilepsy, which could make it difficult for them to leave the building.
  • Children with significant disabilities or medical needs had care plans written by the school nurse in collaboration with the school and parents.
  • Staff members were made aware of the children’s needs through staff and team meetings and through the medical board in the staffroom.
  • ISPs were in place where necessary.
  • The school worked closely with the physiotherapist, occupational therapist, hearing impaired teacher and the school nurse to ensure that children’s physical needs were met.
  • All children are involved in writing their ISPs and contributing to their annual review meetings.

Equalities