Governors’ Annual Report on Special Educational Needs and Disability (SEND)

Hagbourne Primary School 2014/2015

Governors’ Annual Report on Special Educational Needs and Disability (SEND)

Introduction

We at Hagbourne School believe that each pupil has individual and unique needs. However, some pupils require more support than others. If these pupils are to achieve their full potential, we must recognise this and plan accordingly. We acknowledge that a significant proportion of pupils will have special educational needs at some time in their school career. Many of these pupils may require help throughout their time in school, whilst others may need a little extra support for a short period to help overcome more temporary needs. Hagbourne School aims to provide all pupils with strategies for dealing with their needs in a supportive environment and to give them meaningful access to the National Curriculum.

Responsibility

The school’s SEN provision is outlined in the Special Educational Needs Policy which reflects the SEN Code of Practice (2014) and Local Authority guidance. The SEN Policy is available from the school office and on the school website.

The Special Needs Co-ordinator (SENCo) is Mrs Jo Hudson and the Governor with responsibility for SEN is Mrs Lin Lawson, changing to Sally Shearman next academic year. Arrangements for the admission of pupils with SEN are outlined in the school’s Admission Policy, available from the school office and on the school website.

SEN Register

As of July 2015, there were 16 children on the SEN register. Under the new Code of Practice there is now only one level and some children who were on the register are now being monitored.

Implementation of the SEN policy

The success of the school’s SEN policy and provision is evaluated in a number of different ways. In the academic year 2014-2015 SEN provision was assessed as follows:

 

Assessment Outcome
Monitoring of classroom practice by

SENCo, Headteacher and subject coordinators.

 

Learning walks, observations and planning and book scrutiny carried out. Good practice and next steps fed back to teachers.
Analysis of pupil tracking data and test results.

 

Pupils were assessed six times a year in literacy and maths.

Results were tracked and analysed, and used to inform teaching and intervention programmes.

SEN pupils made good progress in reading, spelling, maths and behaviour.

Termly SEN reviews Termly reviews took place involving pupils, parents, teachers, teaching assistants and the SENCo. Progress was discussed and new targets set.
Termly monitoring of procedures and practice by the SEN Governor.

 

Feedback and reports during Progress and Standards sub-committee meetings, visits to school and meetings with SENCo and Headteacher.
The SEN Improvement Plan / Action Plan.

 

Teachers, SENCo, SNAST and Head identified individual pupils to take part in specific interventions.

Provision maps continued to show clear starting points and exit assessment to allow impact to be maintained.

Interventions were tracked and monitored.

 

 

SEN July 2015 data

6 points (Y2) and 4 points (Y6) progress is better than expected progress to reflect our high expectations

Reading Writing Maths
Yr2 (6 points + progress)

 

X X
Yr6 (4 points + progress)

 

X
Y6 Exceeded 2015 national APS

 

X X

 

EXPECTED PROGRESS (Data from Raise on Line)

SEN children made the expected levels of progress from KS1-KS2 in Reading and Maths and were slightly below in Writing.

 

ECHP children

None for 2014/2015

 

Interventions this year (2014/2015) included:

Project X

Acceleread, Accelerwrite

Direct Phonics

Nurture Groups using Spiral and Seal Programmes

Black Sheep talking groups

Precision teaching using Sandwell Maths targets

Art Room

1:1 and small group tuition for writing and maths

Teacher directed interventions