SEN report 2013/14 Autumn

Policies

/ Reviewed July 2013 with minor changes.
Mrs S Watson: dedicated, qualified SENCO with National Qualification in SEN Co-ordination (level 8 Masters Level)
Mrs T Tyrrell: SEN governor (also Pastoral and Learning Mentor)
Number of pupils with SEN / Date / SA / SA+ / CLASP / Statement / Total / % of school
2011 – 2012 / 22 / 12 / 3 / 3 / 40 / 12.7%
2012 – 2013 / 19 / 12 / 2+1 / 3 / 37 / 11.8%
2013 – 2014 / 23 / 7 / 2 (no longer funded) / 3 / 35 / 11.2%
Progress of pupils with SEN / Numbers of pupils greatly reduced due to increased appropriate intervention at Wave 2 and Wave 3 of the graduated response.
Waves of intervention delivered through provision mapping are having a positive effect on children with additional needs.
Deployment of staff and resources / Within 11 classes, 8 Teaching assistants (6.27 FTE) support learning generally and through targeted provision mapping. Groups of TAs are allocated annually to key phases to provide a balance between groups of classes and specific children’s needs. The emphasis is placed on support for early intervention.
6 children receive 1-to-1 support through CLASP or Statemented provision by 5 TAs (2.95 FTE).
Budget allocation / Currently have 3 children with statements, 1 CLASP Medical and 2 Clasp, 6 in total
(with funding deemed to be in budget as of 2013/14 funding arrangements).
Over 250 hours per week (9.22 FTE) are given to learning support each week. This is mainly directed at supporting groups and individuals in provision mapping at the direction of the class teacher. 81 hours (2.95 FTE) are specifically focussed on children with statements or CLASP identified needs.
External Agencies / Inclusion Team Teacher for Learning (ITTL)
Educational Psychologist (EP)
Speech and Language Therapy (SaLT)
Inclusion Team Teacher for Behaviour (ITTB)
Audiology
Ophthalmology
Occupational Therapy
School Health Advisor
Epilepsy Nurse Specialist
Staff Development / Staff Inset and meetings
1:1 dissemination and discussion of information
FSM01 training
Dyslexia awareness
Secondary with Schools and Settings / Good transition arrangements with St Gregory’s Catholic High School, including Retreat Day for Y6 children at which teachers share key academic and pastoral information with High School.
Documentation transferred before September.
Pastoral and Learning Mentor has key role in transition conversations and especially with vulnerable children. Plans are made to give these children additional support and experience of transition.
For children transferring to schools other than St Gregory’s, thePastoral and Learning Mentor makes contact with the school to arrange conversations and visits.