Hagbourne Primary School 2016/2017

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 (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 Sally Shearman. 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 September, 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 2016-2017 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 three times a year in literacy and maths.

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

Termly SEN reviews

Termly reviews took place involving pupils, parents, teachers, teaching assistants and the SENCo. Progress was 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 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.

Y6 SEN PROGRESS

Progress and attainment data for SEN pupils cannot be shared due to General Data Protection Regulations as individual children could identified due to small numbers of SEN pupils per class.

ECHP children

One

Interventions this year (2016/2017) included:

Project X

Acceleread, Accelerwrite

Direct Phonics

Nurture Groups using ELSA, Spiral and Seal Programmes

Black Sheep talking groups

Precision teaching using Sandwell Maths targets

Draw and Talk

Lego Therapy

Spirals

Outreach work with Den Centre

Art Room

1:1 and small group tuition for writing and maths

Teacher directed interventions

Staff Training

Team Teach Training - KS1

Kagan Structures

Growth Mindset

TAs - Precision Teaching

Tier 1 Autism Training