SEND Report July 2015.
Year
F/S
One
Two
Three
Four
Five
Six
Total
SA/SA+
0
1
0
1
0
0
2
4
Statement
1
2
0
1
1
1
0
6
Total
1
3
0
2
1
1
2
10
Identification of Special Educational Needs:
One area that we have worked hard on this year is related to accurate identification of
special education needs, whether it be social, emotional, behavioural or a specific learning
difficulty, is crucial to the wellbeing of all our children. It is really important that we don’t
over identify and our statistics are a true reflection. We continually assess our pupils
throughout their time at St Martin’s as needs may show themselves at any time due to
many differing circumstances.
We do this by:
1. Analysing assessment data to identify children who are not meeting age related
expectations.
2. Class teachers continually monitoring the children in their class.
3. Giving all adults in school the opportunity to discuss concerns reference a child at any
time
4. Liaising with parents
On-going discussions take place with the relevant staff and if appropriate, the child will be
added to the SEND register. If at any time any child presents any areas of concern then the
child is discussed with the SENCo. Any children identified on the SEND register receive
additional support. This is outlined on the whole school provision map which is written in
conjunction with the class teachers and outlines any support in addition to quality first
teaching which is needed for pupils within the class. Children who are at SA+ may also be
referred to an outside agency or other service for additional support and advice which can
be used by the school to enable the child to make progress.
Provision
High quality, inclusive teaching is about meeting the needs of ALL pupils and having high
expectations for ALL pupils, including those with SEND.
Each pupil at St. Martin’s has individual and unique needs. At the start of the academic year
new IPP (Individual Provision Plans) formats were introduced to enable specific target
setting and tracking for SEND pupils. There is a wide range of ability in each class and staff
have received guidance on teaching the curriculum at a variety of levels within each lesson
so that all pupils can learn. Work is differentiated according to pupils’ needs and teachers
provide opportunities for challenge and value achievement for all pupils. Quality First
Teaching (Wave 1) is offered and targeted to support children’s specific needs.
If external agencies are involved then the SENCo and the class teacher will have regular
meetings to ensure that targets are being supported accurately.
Interventions
Once children have been identified as requiring more support there are a range of
interventions which we provide, these include:
1. Freshstart – a literacy based intervention which supports reading, writing and
comprehension skills.
2. SALT – specific programmes are delivered to children who have been assessed by the
Speech and Language Therapist. This is delivered by the SEN TA.
3. Auditory Memory games – which serves two purposes; to build up auditory memory and
to enhance turn taking and building verbal confidence.
4. Change for Life – a PE based intervention which encourages those reluctant to partake in
PE and to strengthen those children who struggle with co-ordination.
5. Turnabout – this builds up children’s visual memory skills.
6. Morning Circuits – for a range of emotional, behavioural, social and physical needs.
7. ELSA support groups – to build confidence, to address emotional issues both in and out
of school.
The support is specific to the needs of the children and runs for an initial six week block
where the outcomes and progress are assessed. There is a strong emphasis on what
happens during the interventions are translated into the child’s classroom learning,
therefore dialogue between the SEN TA, SENCo and Class teacher is fundamental.
Transitions
Transition is a key part of a SEND child’s educational journey; at St Martin’s we work hard to
ensure this transition is a smooth and efficient as possible. Children moving into a new year
group will receive a transition social story which they take home for the summer and
includes information about their new class, teacher and the things which will be the same
and those that will be different. Year Six children with SEND have additional transition days
to their new school accompanied by the SENCo and parents, as well as transition meetings
with the new school SENCo. This year we have put together transition packs for the SEND
children moving to secondary school which includes strategies that have been successful
and effective methods both in and outside of the classroom.
Improving outcomes
Assessment data indicates that the majority of SEND pupils are currently on track to make
expected progress in all year groups with some pupils making good progress. Any pupils not
currently making expected progress will be supported through guided learning and
interventions.
Since September early and effective interventions have been put in place in blocks of 6
weeks. Provision is coordinated daily. All interventions are monitored and tracked. Pupil
voice is an integral part of all interventions; this allows children to express their views on
entry and exit of all block sessions. By talking to children and assessing their knowledge we
can measure the impact of interventions and address any further needs.
Provision mapping takes into account the full scope of provision, including high quality
whole class teaching, guided and group work and individual interventions in order to
identify and overcome barriers to learning and meet the needs of all pupils within the
school setting. As a tool this provides an at-a-glance overview of the responses planned to
meet the needs of pupils with SEND or other vulnerable groups. The map is focused on
intervention or provision which is seen as additional to the normal curriculum.
External Agencies:
There are close and effective links with a wide variety of agencies to support parents and
the school in addressing children’s needs. We purchase support from the EP directly, rather
than through the Local Authority. From September 2014 we have received free support
from the SALT
Agencies include:
Educational Psychology (EP)
Occupational Therapist (OT)
Speech and Language Therapist (SALT)
Physiotherapist
Behaviour Support Service (Cranbury College)
CAMHS (Child and Adolescent Mental Health Services)
School Health Nurse
ASD (Autism Support Teacher)
Budget
The school‘s budget funds the additional support provided for SEND pupils. The majority of
this budget is spent on funding additional staff to support pupils but it also pays for staff
training and for resources. There is also a Pupil Premium budget, which is allocated to
vulnerable children which includes some children with SEND (see Pupil Premium Report).
Policies:
The SEND policy was reviewed in January 2015, and is now in line with the new Code of
Practice. Practice is very firmly geared towards early identification and intervention, and this
is reflected in the downward trend of learning needs into Upper KS2.
Further Action
For the next Academic Year we will:
• Send out Children/Parent Questionnaires for parents of SEND children
• Audit resources currently available in school and develop a folder where staff can share
good practice and helpful intervention resources
• Continue to support transition of SEND children moving year groups, within the school
• Continue to meet with parents and staff for review meetings
• Continue to monitor progress of all children on the SEND register.