SEND Information Report

 

Special Educational Needs provided for at Amy Johnson Primary

 

All children, regardless of their needs, are supported to make the best possible progress We aim to be as inclusive as possible.
The areas of need are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties and Sensory and Physical Needs. Amy Johnson Primary School has an Opportunity Base for children with Moderate Learning Difficulties (MLD). The Base has its own separate admissions policy and children attending it have a Statement or Education Health Care Plan and are placed here by the Local Authority. Children within the Base may have opportunities to access inclusion within the mainstream school dependent on individual needs.

 

Assessment, Planning and Review for SEND

In addition to the planning, assessment and tracking of progress which takes place in school for all children, the following is in place for those with SEND;

Termly review meetings are held with the class teacher and a member of the inclusion team to review IEP targets and set new ones. Parents have the opportunity to meet with a member of the Inclusion Team during PAR day every term to discuss progress and any concerns they may have.
Children with statements or EHC Plans have an annual review, where progress is discussed and targets set. Written reports are provided and sent out in advance. Children are invited to contribute to this review where appropriate. A Family Support Worker is available to support families as needed. Parents may self-refer.
We have two ELSA’s (Emotional Literacy Support Assistants) who can work with identified children who are struggling with a range of issues linked to behaviour, social and emotional difficulties. Additional support may be provided after discussions with key staff, parents/carers, pupil and where relevant, external agency.
The school identifies the needs of SEN pupils and tracks intervention and support on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible. School staff may informally discuss progress with parents/carers as needed
The school will seek external support/advice for children continuing to experience significant difficulty – in some circumstances this may lead an application for an Education Health and Care Plan assessment when the educational needs of the child are identified as complex and long term. Governors are provided with attainment and progress information. They act as ‘critical friends’ and challenge staff to raise standards further.
It is not uncommon for Looked After Children (LAC) to have additional educational needs. When planning to support these children, we work closely with all those involved, including the Virtual School and link targets set with their Personal Education Plan (PEP) targets.  

 

Curriculum and Teaching Methods (including groupings/interventions)

The National Curriculum is an entitlement for all children and the Class teachers are responsible for the learning of all children in their class and they ensure all children receive Quality First Teaching. Teachers are able to take into account different learning styles and use them to ensure they meet the needs of all the children in their class. Teachers are skilled at adapting and differentiating the curriculum to take account of individual pupil needs.
The school follows the Cornerstones Curriculum. The Senior Leadership Team (mainly phase leaders) has responsibility for leading on the curriculum and ensures coverage of the National Curriculum programmes of study. Grouping arrangements are organised carefully to maximise learning opportunities for all.
Additional adults may be used to support groups but independence is encouraged. Children may be identified as benefitting from intervention in the areas of literacy, numeracy, language, social, emotional, and motor skills Where possible, all curriculum areas are embedded within the current topic.
Advice from educational agencies such as the Autistic Spectrum Disorder Service, Educational Psychology, Speech, Language and Communication Service, Behaviour Support and health agencies such as Speech and Language Therapy, Occupational Therapy and CAMHS may be sought. Where possible, intervention takes place within the classroom so the child does not miss other learning.

 

Who Can I Contact?

Class Teacher - is the first point of contact. They monitor the progress of each child and liaise with key staff about interventions needed. Key Stage Coordinator/Early Years Foundation Stage Coordinator- deals with concerns which cannot be dealt with by the class teacher.
SENCO/Inclusion Manager – Mrs Catherine Bennett Inclusion Support Teacher/SENCO KS2 – Mrs Karen Catterall
Family Support Worker - Mrs Amanda Atvars Head – Mrs Melanie Elsey
SEN Governor - Daryl Gardner  

 

Access to Learning and the Curriculum

Child

  • Children are involved in their own learning and are able to feed into the topic.
  • Children take responsibility for their own behaviour for learning.
  • Children are aware of their targets and next steps.
  • Self-evaluation is also encouraged.

School

  • They receive feedback on progress towards targets through discussions with teachers and diagnostic marking.
  • Lessons are differentiated to meet the needs of all learners.
  • Some classes/identified pupils may be allocated support staff and have access to guided group work.
  • External agencies can provide advice and may offer individual or group support depending on a pupil’s individual need.
  • Classrooms have a visual timetable on display. Some pupils have their own visual timetable.
  • The school’s physical environment is accessible to all learners, including those with disabilities. Reasonable adjustments are made to help pupils to learn. For example, some pupils may use special equipment such as pencils grips, sound amplification systems and sloped writing desks.
  • Trained Emotional Literacy Support Assistants (ELSAs) may work with individuals so that they are in a position to focus on learning when in class.

Parent

  • Parents share information about other services involved and outcomes of meetings.
  • Parents support learning through reading daily and completing any home learning set.
  • Parents attend meetings to help school meet the child's needs.

Test Arrangements

  • Year 6 pupils may be assessed to determine whether individuals qualify for additional time.
  • Some pupils may access tests in a smaller environment and have support for reading tests or writing for pupils may be requested, as appropriate and to comply with test guidelines.
  • School adheres to current access arrangements for Key Stage 1 and 2 statutory tests.
  • Class teachers will inform parents/carers whether their child qualifies for additional support or time to access tests.

Accessibility to Premises and Facilities

  • The building and playground are accessible to wheelchair users.
  • Disabled toilet.
  • Ramp access to classrooms.
  • Awareness of sensory issues.
  • Reasonable adjustments are made by staff to ensure children with disabilities can access all lessons.
  • Trips will be planned taking into account the needs of children with disabilities. Transition preparation

 

Social and Emotional Support

In addition to our Pupil Choices and PSHE (Personal, Social, Health end Economic education) lessons, children with additional needs may also access;

Family Support Worker - to support families with difficulties. She is also our Lead in behaviour. We have two trained Emotional Literacy Support Assistants (ELSAs) who may work with individuals. One of whom is trained in Drawing and Talking Therapy.
Play Therapy is available on a referral basis. Groups to develop social skills and/enhance self-esteem.
Use of social stories, particularly for children with Autism Visual timetables/symbols
Strong ethos of pastoral care (Family Support Worker, ELSAs) Anti-Bullying Policy and procedures in place. Bullying in any form is anti-social behaviour and will not be tolerated in our school
Transition preparation – careful consideration is given to planning for transitions between key stages and when moving to high school. This may include additional visits to their new class and teacher and social stories. We have three member of staff who are ‘ASD Champions’ who have completed extended training This expertise allows us to support children academically alongside their other additional needs.

 

Our Current Picture at Amy Johnson

SEN Status FS/KS1 (excl Base) KS2
Cause for Concern (school monitoring system) 20 4
SEN Support 9 32
EHCP 2 7
TOTAL 31 43
Overall TOTAL 74

 

SEMH ...with ASD diagnosis ...with ADHD diagnosis
21 9 4
Learning Speech and Language Medical/Sensory
19 10 3

 

Evaluation of SEN Information report 2015-16

Contextual Information for 2015-16

 

What was our SEND picture at the end of the Year

SEN Status FS/KS1 (excl Base) KS2
Cause for Concern (school monitoring system) 14 4
SEN Support 16 31
EHCP 3 5
TOTAL 33 40
Overall TOTAL 73

 

SEMH ...with ASD diagnosis ...with ADHD diagnosis
11 7 4
Learning Speech and Language Medical/Sensory
25 6 2

 

How many childdren had access arrangements for KS2 SAT's? : 0

Last review date of the SEND Policy – July 2015

Percentage of pupils with SEN who made expected and exceeding progress at the end of year in KS1&2.

Key Stage Percent who made Expected Progress Percent who made Exceeding Progress Combined expected and Exceeding progress
1 Reading 18%
Writing 45%
Maths 45%
Reading 36%
Writing 9%
Maths 0%
Reading 54%
Writing 54%
Maths 45%
2 Reading 1%
Writing 30%
Maths 19%
Reading 25%
Writing 30%
Maths 30%
Reading 33%
Writing 61%
Maths 50%

 

Number of children who accessed Emotional Support through planned therapeutic work - 15

Number of Submitted applications for EHCP’s - 5

Number successful in gaining an EHCP – 5, 100%