SEND Impact Report 2016- 2017

 

Summary of Actions 2016-2017

  • Further development of the ILP format to include end of year parent meeting; parents are given the opportunity to comment on the provision for their child and give their opinions on what the best next steps would be.
  • Intervention record keeping procedures tightened and evaluations of interventions started.
  • Significant involvement with a wider range of outside agencies; related to the needs of significantly challenging children and family support.
  • Screening of all SEND children in order to track their progress more closely.

 

 

Impact of Interventions on Progress:

SEND pupils

Number of pupils on SEND Register

Expected Progress in reading

More than expected progress in reading

Expected Progress in writing

More than expected progress in writing

Expected Progress in maths

More than expected progress in maths

Yr 2 

3

0

 

0

 

2

 

Yr 3 

5

3

1

2

2

3

 

Yr 4 

4

1

1

1

2

1

 

Yr 5 

11

6

 

6

 

7

 

Yr 6  

7

3

 

3

 

4

 

Total %

 

43%

7%

40%

13%

56%

 


 

  • Targeted interventions are well planned
  • Overall the majority of SEN children are making good progress from their starting point, particularly in maths.
  • Some children in Years 3 and 4 are making strong (more than expected) progress
  • Vulnerable pupils with significant learning and emotional difficulties are well supported and this is confirmed by their progress, attendance and improved motivation.

 

 

Next steps

To:

 

  • Further refine SEND data analysis .
  • Monitor and ensure consistency in the delivery of interventions to ensure high quality practice across school.
  • Set up working groups – parents, staff, pupils and governors - to involve all parties in the further development of provision.
  • Investigate Dyslexia Aware Award.
  • Extend opportunities for LSAs to undertake the Autism Awareness Award.
  • Complete PGCIPP Accreditation at University (SENCO).
  • Undertake observations of LSA interventions to assess pace and use of strategies.

SEND Impact Report 2015-2016

Summary of Actions

  • Further development of the ILP format to include end of year parent meeting; parents are given the opportunity to comment on the provision for their child and give their opinion s on what the best next steps would be.
  • Intervention record keeping procedures tightened and evaluation of interventions started
  • Significant involvement with wider range of agencies; related to individual families needing additional support
  • Supporting new staff and completing ILPs and profiles and preparing interventions resources for two temporary members of staff.
  • SEN room refurbishment and resources audited.
  • LSA training audit
  • Screening of all SEND children in order to track their year on year progress more closely.

Impact of Interventions on progress

SEND Children

 

Year  Group

Number of children on SEND register

Expected progress in reading

Expected progress in writing

Expected progress in Maths

1

4

2

1

4

2

4

2

2

2

3

5

2

2

4

4

9

1

1

2

5

7

2

1

3

6

5

2

2

4

 

 

32%

26%

56%

Underachievers

 

Year  Group

Number of children on GAP plans

Expected progress in reading

Expected progress in writing

Expected progress in Maths

1

7

7

6

7

2

8

6

7

6

3

17

8

8

7

4

4

2

2

2

5

17

7

7

8

 

 

57%

57%

57%

  

Progress for the SEND children is better in Maths than in English.  English is the higher area of need and spelling is now part of the assessment criteria.  This is preventing some children from making further progress.    The expectation for Year 4, 5 and 6 includes many technical aspects of writing that are very complex.  The progress of the underachieving children is above 50% in all areas. The GAP planning system is effective, not labour intensive, and staff are correctly identifying the areas of need for the children.

Intervention Review

In KS2 a new spelling programme from Read Write Inc was put into place in Jan 2016. The children are enjoying the programme and the KS1 resources for the programme are going to be used from Sept 2016; this will reduce the need to have so many interventions on spelling, phonics, handwriting and sight words.  The RWi programme encompasses all of these skills and will be delivered in small groups.  The RWI programme will help target the SEND and underachievers more directly.  In KS2 some children in the Year 4 cohort (going into Year 5) will begin the RWi Freshstart programme aimed at boosting phonic knowledge, reading and writing skills at Year 5.  RWI is part of the school improvement plan.

In KS1 memory and attention, and listening interventions, have been effective in helping children to focus and concentrate.  These will be used again when relevant to a cohort.  Maths and counting interventions will continue alongside Maths Makes Sense.

In KS2 precision spelling has helped individuals. This will continue but be linked more closely to the Spelling Planet (RWi) words and the red and orange words (curriculum lists for each year group).

Memory interventions will also continue to be used to help children develop skills for learning.  Fluency in maths will continue to be a focus using CLIC or Maths booklets. Reading comprehension and stamina groups will continue as this has helped build confidence.  

The children are improving their self –editing skills and learning to look for punctuation, grammar and spelling mistakes.  This will continue but is a part of the School Improvement Plan for lessons across school.