Governors Report

Annual Report to Governors June 2018

 

Opening Statement

At George Washington Primary School, we believe it is essential to provide a well-balanced, challenging curriculum for all pupils. We are committed to ensuring that all pupils, including those with special educational needs and disabilities (SEND), receive their right to a high quality, accessible and balanced curriculum.

Our aim is to provide all children with the best possible outcomes in preparation for lifelong learning. We believe it is important that children acquire skills, knowledge and confidence that can be applied to all future learning experiences, including social, physical and spiritual development. We endeavour to raise aspirations and expectations for all pupils, including those pupils with SEND by working in partnership with pupils, parents/carers and outside agencies. Communication and interaction continues to remain as the largest category of SEND which incorporates 20 children (27%) who currently have an Autism Spectrum Disorder diagnosis.

 

Key Staff

SENDco – Mrs S. Wilson

SEND Governor – Mr D Donnachie

 

Policies

 

Special Educational Needs and Disabilities Policy 2018

OLT Inclusion Policy 2018

Admissions policy 2018

Accessibility Policy and plan 2018

Single Equality Plan – The school is currently reviewing the Single Equality Action Plan.

 

SEND School Profile – last 3 years

 

 

May 16

May 17

May 18

SEND Support

18%

18%

19%

Statement/EHCP

3

3

3

There will be an additional EHCP in place before the end of the summer term.

Current Year Breakdown

 

75 children on the SEND register -19%   (57) 76% Boys   (18) 24% Girls

 

Area of Need

 

Total

Boys

Girls

Communication and Interaction

(35) 47%

(27) 77%

(8) 23%

Cognition and Learning

(19) 25%

(16) 84%

(3) 16%

Social Emotional and Mental Health

(19) 25%

(13) 68%

(6) 32%

Sensory and/or Physical

(2) 3%

(1) 50%

(1) 50%

 

 

 

SEND Year Group Profile

 

 

Rec

Y1

Y2

Y3

Y4

Y5

Y6

SEND Support

(9) 18%

(8) 13%

(12)

20%

(13)

22%

(7)

14%

(11)

15%

(13)

23%

Statement/EHCP

 

(1)

(1)

 

 

 

(1)

 

 

Area of Need

 

Rec

Y1

Y2

Y3

Y4

Y5

Y6

Communication and Interaction

(7) 78%

(4) 44.5%

(8)

61%

(5)

38%

(2)

29%

(4)

36.5%

(5)

36%

Cognition and Learning

 

0

(1)

11%

(4)

31%

(4)

31%

(4)

57%

(4)

36.5%

(3)

21%

Social Emotional and Mental Health

(2)

22%

(4)

44.5%

 

(1)

8%

(3)

23%

(1)

14%

(2)

18%

(6)

43%

Sensory and/or Physical

0

0

0

(1)

8%

0

(1)

9%

0

 

 

Summer Teacher Assessment of Pupils with SEND 2017-2018

 

EYFS - Reception

 

Number of Pupils

GLD Teacher Assessment

All SEN

9

13% (1)

EHCP/Statement

0

0

SEN Support

9

13% (1)

 

Year 1

 

Number of Pupils

Teacher Assessment

 

Reading

Writing

Maths

Phonics

All SEN

9

33%

33%

44%

33%

EHCP/Statement

1

0

0

0

0

SEN Support

8

38%

38%

50%

38%

 

Year 2

 

 

Number of Pupils

Teacher Assessment

Reading

Writing

Maths

All SEN

13

23% (3)

23% (3)

54% (7)

EHCP/Statement

1

0

0

0

SEN Support

12

25% (3)

25% (3)

58% (7)

 

 

Year 3

 

Number of Pupils

Teacher Assessment

Reading

Writing

Maths

All SEN

13

54% (7)

62 %(8)

77% (9)

EHCP/Statement

0

0

0

0

SEN Support

13

54% (7)

62 %(8)

77% (9)

 

 

Year 4

 

Number of Pupils

Teacher Assessment

Reading

Writing

Maths

All SEN

7

29% (2)

29%(2)

29% (2)

EHCP/Statement

0

 

 

 

SEN Support

7

29% (2)

29%(2)

29% (2)

 

 

Year 5

 

Number of Pupils

Teacher Assessment

Reading

Writing

Maths

All SEN

11

45% (5)

36% (4)

36% (4)

EHCP/Statement

0

0

0

0

SEN Support

11

45% (5)

36% (4)

36% (4)

 

 

 Year 6

 

Number of Pupils

Teacher Assessment

Reading

Writing

Maths

All SEN

14

50% (7)

36% (5)

43% (6)

EHCP/Statement

1

0

0

0

SEN Support

13

54% (7)

38% (5)

46% (6)

 

Progress Reception/KS1

87% of children have made at least good or better progress in all areas this academic year.

 

Progress KS2

95.5% of children have made at least good or better progress in all areas this academic year

 

To address children making slower than expected progress, the following measures have been put into place:

 

  • Targeted intervention small group and in class interventions
  • Reviews with parents, Teacher, SENDco
  • SENDco involvement, observation and screening, target setting.
  • Referrals to outside agencies including: Education Psychologist, CAHMS, CYPS, Behaviour Support Service, Speech and language therapy, Language and learning, Autism Outreach.
  • Applications for alternative provision, Behaviour Support Nurture group, Northern Saints Language provision.
  • Education Health Care Plan applications

 

Systems for identifying and tracking pupils with SEND

 

The reading, writing and maths progress of SEND children has been reviewed termly with the Senior Leadership Team.  Children have been assessed using the National Curriculum criteria if appropriate. For some children, a more sensitive assessment tool (P Scales/Pivats) has been used, which shows their attainment and progress in more detail. These assessments show smaller steps in attainment for some pupils with SEND.

All children’s progress has been continually monitored by his/her class teacher.

All Y1 pupils completed a Phonic Skills Check. Some pupils will complete this check for a second time in year 2. Children with SEND will have a support plan incorporating personal targets which have been reviewed on a termly basis.

The progress of children with EHC Plan has also been formally reviewed at an Annual Review, with all adults involved with the child’s education.

The SENDco and subject leader have monitored the provision for SEND children throughout the year looking at learning, planning and books as well as data, on regular basis. There has also been cross trust moderation and monitoring in the spring and summer term.

 

Early Identification

We believe that early identification of special educational needs, whatever the early need, is crucial to the wellbeing of all of our children. To support us in our early intervention we:

  1. SENDco and Teachers have visited children in their Nursery setting
  2. SENDco has attended transfer reviews for all pupils with SEND transferring to us in September
  3. The Teacher and SENDco have planned appropriate intervention, e.g. small group support provided by a Teacher or Teaching Assistant as appropriate.
  4. Parents have been invited into school to meet with the Teachers and Key workers. Stay and play sessions have been held in school.

The above meetings have allowed us to meet the parents and give us the opportunity to discuss the child’s strengths and needs. This allows for any additional resources, interventions or referrals to be made quickly

Identification

Assessment of our pupils continues throughout their time with us. We do this by:

  1. Analysing assessment data no less than termly to identify children who are not meeting age related expectations.
  2. Class teachers continually monitoring the children in their class through observations, discussions, marking and written feedback.
  3. Providing all adults with the opportunity to discuss concerns at any time.
  4. Liaising with Parents.

 

Provision

Any child identified on the SEND register receives additional support. This is outlined on the support plan, which is written in conjunction with the class teacher. This outlines any support in addition to quality first teaching, which is needed for pupils within the class. Teachers then write an intervention plan, clearly outlining the pupil’s current level and set targets linked to their next steps in learning. These plans are used to plan the daily intervention sessions. Parents/carers are invited to meet termly with the class teacher and where appropriate the SENDCO, to review their child’s learning and celebrate their successes.

We continue to commission a private speech and language therapist who works 1:1 or in a small group. She can also provide in-class support if necessary.

This year we have commissioned (from Child and Adolescent Mental Health Services - CAHMS) a school counsellor who ran 1:1 counselling sessions and small nurture groups in KS1 and KS2. She has completed transition work in Year 6

 

External Agencies

Children have required some extra specialist support in school from a professional outside the school.

This may be from the following agencies: Together for Children central services such as the ASD Outreach Team, Sensory Service (for students with a hearing or visual need), The Language and Learning team based at Sunningdale Special School and The Behaviour Support Service. The services may need to be engaged in order to support teaching of individual children.

Referrals to other outside agencies such as the Education Psychology (EP), Children and Young People Services (CYPS), Speech and language and CAHMS may be required to offer advice and support to school to children depending upon their individual need.

We have arranged staff development sessions from outside agencies including, CYPS, CAHMS, Autism Outreach and Behaviour Support Service.

 

 

 

Attendance

 

Attendance for pupils with SEND is currently 93.8%, which is slightly lower than this time last year 94.5%

 

Parent/Carer involvement – meetings/reviews/contact

 

Parent and carers have been invited to school to attend a termly review meeting. These may have been informally with the class teacher to report on progress and agreeing targets for a new support plan. Those children that have other agencies involved or require closer monitoring have a termly review with the SENDco, the class teacher and other professionals. Reviews are minuted. Parents and carers can make an appointment or ring up to speak to the SENDco as the need arises. If parents are unable to attend a review for whatever reason a new appointment will be arranged.

 

Transition for pupils with SEND

Some additional funding is allocated for those children in receipt of an EHCP, this is given as a ‘top up’ from the Local Authority assuming the school has committed £6000 out of the budget for each child. This additional funding is to ensure the statutory provision as identified in the plan are met.

This includes:

  • In class additional support
  • Specific 1:1 interventions
  • Small group TA interventions

 

This year we have employed a learning support teaching assistant (25 hours temporary contract) in order to meet the provision for these children.

 

The SEND budget has allocated resources this year in the following areas:

  • Up keep and maintenance of the sensory rom
  • Additional staffing for Forest School
  • Technology support, I pads, Lap tops, RM easy maths learning program,
  • Specialist resources; ear defenders, trampet, body board, sensory toys, Dyslexia aids,
  • Individual resources for children,
  • CPD for staff supporting individual needs,
  • Commissioned services such as Education Psychology, Ks1 and KS2 Behaviour Support Service, Speech and language therapy, School Counsellor.

 

Staff Skills/Staff development/training

 

All staff

  • ICAHMS – Introduction to Child and Adolescents Mental Health
  • SEND information/support plans and profiles – (S Wilson – staff meeting)
  • Neurological disorders awareness – (D McAbe – CYPS)
  • Promoting positive behaviour ( S.Wilson, K Martin, J Quinn)
  • De-escalation strategies – (Glenn Robson – Behaviour Support Service)

 

Attendance at cluster SENDco meetings- (1)

Lunchtime Supervisors – SEN support needs of children (S Wilson)

Managing Diabetes – 4 staff (nurses)

Dialysis awareness – first aiders (nurses)

Managing Medication (Online accreditation 2)

First Aid training (6)

Visual Strategies (1)

Social Stories      (1)

ASD awareness    (1)

Fun friends           (3)

Friends for Life    (3)

Webster Stratton training (2)

Informal discussions, support and advice with staff ongoing

 

Monitoring Provision

This year, monitoring was completed in partnership with the SENDCo at John F Kennedy Primary School. The following monitoring has been carried out:

 

Formal

  • Planning
  • Book scrutiny
  • Learning walk
  • Lesson observations
  • Reviews
  • Pupil progress meetings
  • Subject leaders monitoring

 

 

Outcomes of monitoring

Consistent expectations have been established between the two schools, planning expectations have been refined.

 

 

Key priorities 2017/18

 

Develop all staff awareness of SEND including diagnostic pathways, procedures within school and the requirements of the code of practice.

 

Progress

 

SENDco and outside agencies have led staff meetings. Review processes, support plans and one-page profiles are embedded.

 

Develop the profile and provision of Mental Health within the school.

Progress

The school is one of only nine schools in Sunderland to complete the Bronze Award, which we will be receiving in due course. Counselling, nurture groups and pupil drop-ins are established and effective in school. There is information for parents shared on the website and the wellbeing notice board.

Develop effective monitoring procedures for SEND across the Trust.

Progress

This has begun this year, to ensure rigorous procedures are in place SENDco’s from both schools will continue develop a close working relationship.

Develop the website to be compliant and enhance the profile of SEND within the Trust

Progress

Review of policies is now in place, these need to be updated yearly. The Governors report will be added to the website.

Improve procedures to evidence the attainment, progress and attendance of those children with SEND

 

Progress

 

Tracking systems are in place and pupil progress meetings. Half-termly reports by leaders will compliment this process.