Hagbourne Primary School 2018

School & 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.

Hagbourne Primary School Provides for children with a wide range of Special Education Needs including those with:

Responsibility

The school’s SEN provision is outlined in the Special Educational Needs Policy which reflects the SEN Code of Practice (2015) 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 Rosie Jackson-Kilham. 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.

Identifying and Helping Pupils with SEND

Hagbourne School uses the Oxfordshire Council’s guidance on identifying and supporting SEND in Oxfordshire schools and settings which can be found here: https://www2.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/educationandlearning/specialeducationalneeds/SEND/CompilationFoundationYearsandPrimary.pdf

This sets out:

Working with Parents and Pupils

We will always contact parents if we have a concern that a pupil may have a special educational need. We will initially have informal discussions to share our concerns and, if a child continues to struggle to make progress after being provided with additional support, will hold further meetings to discuss next steps.

We work closely with children and young people with SEND and their parents to agree outcomes and how we will all work towards these, and then to review progress. We do this in meetings held 3 times a year in October, February and June where we complete Pupil Profiles and Reviews. These meetings are held at times which best suit parents, to make them as convenient as possible.

Parents are encouraged to meet the SENCo if they have any concerns. All information from assessments including outside agencies is discussed at specially arranged meetings.

Pupils are encouraged to attend any meetings and give input on what works well and what next steps could be. Pupils also meet with the SENCo to complete assessments, have tailored interventions or to have a catch up on progress.

SEN Register

As of September 2018, there were 17 children on the SEN register, 3 with an EHCP. 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. SEN provision is assessed as follows:

Assessment of provision

Outcome

Monitoring of classroom practice by

SENCo, Headteacher and subject coordinators.

Learning walks, observations and planning and book scrutiny are carried out. Good practice and next steps fed back to teachers.

Analysis of pupil tracking data and test results.

Pupils are assessed three times a year in literacy and maths.

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

Termly SEN reviews

Termly reviews take place involving pupils, parents, teachers, teaching assistants and the SENCo. Progress is discussed and new measurable targets set.

Termly monitoring of procedures and practice by the SEN Governor.

Feedback and reports during Progress and Standards Committee meetings, visits to school and meetings with SENCo and Headteacher.

The SEN Improvement Plan / Action Plan.

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

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

Class Improvement plans are used as part of the identification process.

Interventions are tracked and monitored.

Peer Reviews with partner schools carried out with next steps identified.

Our Expertise

At Hagbourne we have an experienced SENCo and SEN Governor. The SENCo works with teachers, teaching assistants and outside agencies to organise and oversee provision for for children with SEND. We aim to ensure that our teachers are able to make adjustments to meet the needs of individual children and that in the first instance children receive quality first teaching. Our teaching assistants are experienced and experts in different areas of SEND. We have a Dyslexia intervention expert, two ELSA’s and a Maths intervention expert.

We use a range of specialist support services including:

Please find further information on the Oxfordshire County Council SEN web pages: : https://www.oxfordshire.gov.uk/residents/children-education-and-families/education-and-learning/special-educational-needs-and-disability-local-offer

The interventions we use at Hagbourne are:

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Recent Staff Training Relating to SEND

Supporting the Wellbeing of Children with SEND

All children and young people are included in trips and activities, following risk assessments where needed. Parents and children are invited to discuss future trips so that everyone is clear about what will happen.

All children, including those with SEND  have the opportunity to share their views through their school council representatives, SEN pupil focus group with SENCo, informal and more structured discussions with the headteacher and Provision Review meetings.

We take bullying very seriously. Please see our anti-bullying policy here: https://docs.google.com/document/d/1pVwyWwxwEoTXw2yIG-_wDA4xE3hwxKHllzsP6FkxDKw/edit

We encourage all new children to visit the school before starting. If there are any specific SEND needs, meetings and extra visits can be arranged with the Headteacher or SENCo before joining the school. Children new to Reception are visited at home by their class teacher and invited into school several times for induction days. At the other end of school, transition to secondary is overseen by the Year 6 teacher in consultation with the SENCo for any pupils with additional needs. Relevant and detailed information is passed on about all children, including those with SEND or those are anxious about the transition and would benefit from extra visits/transition program. Where a statement or Education Health and Care Plan is in place, the Annual Review process ensures that all parties involved have an input and agree any necessary action, which is then put into being to facilitate a smooth transition.

Please contact the school office via the website if you would like any further information.