SEN Provision Annual Report – January 2017

SENCO: Mr Dave Rowe

Email:

Tel: 01892 553060 (request to speak to a member of the Inclusion Team)

SEN Governor: Mrs Henny Greville-Collins

Definition of SEN Support

Changes to the categorisation of SEN have led to a need for greater clarity of the definition of SEN Support, the new single category of SEN.

The definition of SEN has remained unchanged in the new SEND Code of Practice:

"A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning than the majority of others of the same age, or
  • Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions"

(Special Educational Needs and Disability Code of Practice: 0-25 years, January 2015, p. 15-16)

However, the definition of what constitutes SEN Support is less clear. In order to help schools, colleges and Early Years settings accurately identify their SEN Support cohort, KCC provides the following clarification of what constitutes SEN Support:

"SEN support is intensive and personalised intervention which is required to enable the child/young person (CYP) to be engaged in learning. It will usually involve significant amounts of resource from the educational setting (approaching, or in a minority of cases exceeding, the nationally prescribed threshold for schools and colleges, and SCARF funding for EYFS). Each CYP identified as SEN Support will have Outcomes which have been agreed through a process of collaboration and discussion. A personalisedprogramme of support will be devised and be reviewed and adjusted frequently (at least three times per year) with close CYP and/or parental involvement."

Following this definition, Skinners’ Kent Primary School (SKPS) reviewed its SEN register in February 2017 and will be updated termly. It has meant that a child who has a disability or diagnosis such as Autism will not be placed on the SEN register if they do not require a high level of funded support (HNF). SKPS has a Vulnerable Register for such pupils which runs alongside the SEN support register.

SEN Register as at February 2017

YEAR GROUP / SEN SUPPORT -
NO HNF / SEN SUPPORT
WITH HNF / Educational Healthcare Plan (EHCP)
Reception / 2 / 2 / 0
Year 1 / 3 / 0 / 0
Year 2 / 0 / 0 / 0
Total / 5 / 2 / 0

The national averages are taken from most recentRAISE online figures. The national average for incidence of SEN support pupils is 12.1% for primary schools. At SKPS our SEN support register is 10%.

The national average for incidence of EHCP is 1.3%. SKPS currently has 0% EHCP.

Incidence of SEN

Need type / % of pupils on SEN register
Communication and interaction / 29%
Cognition and Learning / 71%
Social, Emotional and Mental Health / 0%
Physical and/or Sensory / 0%

At SKPS the main incidence of SEN is Cognition and Learning.

Funding

The formula allocation to SKPS includes a number of factors which together comprise the SEN Notional Funding. At SKPS, in the 2016-2017 budget this equates to £12,670.

The funding allows the school to make provision for SEN support throughout school and resource up to £6,000 per pupil with high cost needs. Beyond £6,000, we can apply for High Needs Funding(HNF) for additional support. We currently have two pupils that have High Needs Funding. The funding must be applied for each year. The total High Needs Funding was approximately £27,366 for the year (Jan – Dec 2016).

Pupil Outcomes – Target Tracker Steps of Progress

Expected steps per year is 6

As a new school we currently have no data on pupil outcomes for Year 2 or Year 6.

RAISE Online 2016

The latest RAISE online report for 2016 shows no data for pupils with SEN.

The number of pupils on track is taken from our internal tracking system.

% SEN/non-SENon track for expected or better progress from their starting point
Reading / Writing / Maths
Year R / 75%/96% / 75%/92% / 100%/100%
Year 1 / 100%/100% / 0%/92.6% / 100%/100%
Year 2 / n/a/100% / n/a/100% / n/a/100%

Attendance of pupils with SEN

The SEN absence comparisons for 2015-16 are as follows:

% sessions missed due to overall absence / % persistent absentees – absent 15% or more sessions
School / National / School / National
No SEN / 4.8 / 3.7 / 0.0 / 7.5
SEN support / - / 5.2 / - / 14.2
SEN with statement or EHCP / - / 6.4 / - / 19.1

Attendance of all pupils including vulnerable groups is monitored closely and regularly reviewed by the Senior Leadership Team. SKPS is committed to improving attendance of identified pupils.

Exclusions

There have been no exclusions in the last 12 months.

Transition to secondary

There have been no transitions to secondary schools.

Improvements made through the Accessibility Plan

The following improvements have been made through the accessibility plan

Development area / Targets / Strategies / Outcome and by when / Goals achieved
Curriculum delivery / Classrooms are organised for differing ability pupils / Guidance from specialist teaching service used whenarranging classrooms for maximum benefit to differingability pupils / Monitoring indicates differing ability/ SEN taken into account in organising the environment for learning / Differing ability pupils are able to access learning environments more effectively
Curriculum delivery/delivery of materials in other formats / IEP targets used by classroom staff and understanding of support needs understood and planned for. Classroom resources will be differentiated accordingly to enable all pupils to have equality of access / SEN information available to all staff and further training on implementation and differentiation of curriculum required / Monitoring indicates differentiation in place targeted at differing ability/ SEN/ other nominated pupils / Different ability pupils able to access curriculum more effectively

Evaluation of Interventions used to support SEN

Intervention
and number of pupils who accessed this intervention this year (2016/17) / Focus / Impact / Implications for 2017/18
(continue / drop / re-train TA / select pupils more accurately)
Sensory circuits
(4 pupils across the year) / Improving co-ordination and concentration / Pupils have benefitted from higher levels of concentration in class and increased co-ordination skills for some pupils / Continue with current pupils assessing regularly. Implement a specific monitoring system
Dough gym
(8 pupils) / Improving fine motor skills / Pupils using this programme have improved their fine motor skills which has led to improvements in class work / Introduce monitoring and assessment system to monitor results more closely
Lego therapy
(4 pupils) / Improving social communication / Pupils in this group have made excellent progress listening to and giving specific instructions / Continue. It may be useful to introduce this to a larger number of pupils
Write Dance
(8 pupils) / Improving gross motor skills in preparation for writing / Pupils have made improvements in their writing following this intervention / Assess new pupils in Reception for suitability

Whole School Training in SEN provided since September 2015

Training / Who attended
Training provider / Impact
Lego therapy / 1 TA
Broomhill Bank / 4 pupils attend Lego Therapy each week to help them with their social communication difficulties
Positive handling / 2 TAs
Broomhill Bank / The TAs both work with a pupil who sometimes needs moving for his own safety or to ensure learning can continue within the class
Headteacher SEN / 1 Head Teacher / Ensured that the Headteacher has an awareness of the legal responsibilities of SEN for the school
ASD awareness / 1 TA
Broomhill Bank / The TA used this to support an individual with ASD in the class. It has also been used to support additional pupils who have joined the school with ASD
5 point scale / 1 Teacher
Broomhill Bank / The teacher uses this to support a pupil to identify his emotions and strategies for how to manage them
Writing social stories / 1 Teacher, 2 TAs
Oakley School / This has been used to support 3 pupils with ASD to understand social situations
Sensory circuits / 1 TA
Broomhill Bank / Sensory circuits are set up in KS1 and several pupils have the intervention throughout the day to support their concentration and focus
Makaton sign language / 1 Teacher
Oakley school / The teacher uses this to support a pupil with severe speech delay to help him communicate better

Actions for the next SKPS development plan

The school has identified the following actions to improve provision further for pupils with SEN:

  • Identifying additional, evidence based, interventions to support pupils with SEN
  • Use further assessment materials to closely monitor the success of interventions
  • Introduce Leuven scale to monitor wellbeing