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Hagbourne Primary School SEND Report 2019/2020
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Hagbourne Primary School 2019/2020

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.  This is particularly pertinent following the Covid-19 school closures of 2020.

Responsibility

The school’s SEND provision is outlined in the Special Educational Needs Policy which reflects the SEND Code of Practice (2015) and Local Authority guidance. The SEND 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 SEND is Mrs Joanna Passey. Arrangements for the admission of pupils with SEND are outlined in the school’s Admission Policy, available from the school office and on the school website.

SEND Register

For the academic year 2019/2020, there were 20 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 SEND policy

The success of the school's SEND policy and provision is evaluated in a number of different ways. Impact of provision is difficult to measure in 2019-20 due to Covid-19 school closures and no attainment data.  In the academic year 2019 - 2020 SEND 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 three times a year in literacy and maths. Schools closed in March 2020 during assessment point 2.  Results available were tracked and analysed, and used to inform teaching and intervention programmes.  All actions and impact noted on Class Improvement Plans up until school closures. Final impact not able to be assessed.

Termly SEND reviews

Termly reviews took place up until school closures involving pupils, parents, teachers, teaching assistants and the SENCo. Progress was discussed and new measurable targets set. The SENCo phoned or emailed all children on the register several times during Lockdown.  End of year impact not measured due to no attainment data.

Termly monitoring of procedures and practice by the SEND Governor.

Feedback and reports during Quality of Education sub-committee meetings, visits to school and meetings with SENCo and Headteacher.  Again, this was halted due to school closures.  New Q of E committee members and new SEN governor also spent start of year understanding new roles.

The SEND 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 up until school closures. No end of year attainment data available.

SEND peer review

Peer learning walk with local school.  Good practice shared and observed and fed back to staff.  

Y6 SEND PROGRESS 

Progress and attainment data for SEND pupils cannot be shared due to General Data Protection Regulations as individual children could be identified due to small numbers of SEN pupils per class.  There is no end of year test attainment data, only teacher assessed levels.

ECHP children

Three

Interventions this year (2019/2020) included:

Project X

Direct Phonics

Additional catch up phonics

Nurture Groups using ELSA

Spiral and Seal Programmes

Informal Black Sheep talking groups

Numskills

Precision teaching using Sandwell Maths targets

Draw and Talk

Lego Therapy

Spirals

1:1 and small group tuition for writing and maths

Teacher directed interventions

See, Match, Learn

Colourful Semantics