SEND Annual reports

 

Moorside Annual SEN and Disabilities Report 2016-17

 

Evaluating the effectiveness of Moorside Primary School’s provision for pupils with SEND

 

Key Staff/Governors:

Mrs Linda Hall - Head Teacher /SENDCO and Designated Teacher for Looked After Children

 

Mr Thomas Snell is the Governor for SEND                

 

At Moorside Primary School we pride ourselves in belonging to a caring school community where everyone is welcome. We strive to deliver an outstanding education for all our children and encourage everyone to thrive and achieve their full potential.

 

We believe we are a caring community where everyone is welcome and we all value, respect and support each other within a safe and inclusive community. 

 

The percentage of pupils on the SEND Register at Moorside from Nursery to Year 6 is 18.4% with a further three pupils in pre-school.

It is above the national average of 14.4% (Department for Education, July 2017).

 

The highest proportion of SEND needs at Moorside is Speech, Language or Communication

 

 

Number of pupils with SEN 2016-17

             88

SEN Support

             86

Education Health Care Plan

               2

Total % of pupils

             18.4%

Total % of pupils nationally

             14.4%

 

Types of SEN 2016-17

 

Cognition and Learning Difficulty including dyslexia

          35.2%

Communication and Interaction

          52.3%

Sensory/physical (Hearing/visual/physical need)

            3.4%

Social, Emotional and/or Mental Health needs

            8%

Under assessment

            1.1%

 

 

 

Attainment

 

Phonics screen at end of Y1

 

 

     All  School

   SEN Support

        EHCP

59 children in total.

24 boys and 35 girls.

          71%

       (42/59)

           60%

           (3/5)

         100%

         (1/1)

 

 

 

Key stage 1 assessments at end of Y2

Meeting the expected standard and above

 

57 children in total

30 boys and 27 girls

     All School

   SEN Support

      EHCP

Reading

         58%

       (33/57)

          20%

        (2/10)

        NA

Writing

         53%

       (30/57)

         20%

        (2/10)

        NA

Maths

         53%

       (30/57)

         20%

        (2/10)

        NA

RWM

         53%

       (30/57)

         20%

        (2/10)

        NA

 

 

Key stage 2 assessments at end of Y6

Meeting the expected standard and above

 

56 children

32 boys 24 girls

 All National

All School

 SEN Support     

 EHCP

Reading

       71%

     39%

  (22/56)

         0%

        (0/9)

    NA

Writing

      76%

    73%

  (41/56)

        33%

        (3/9)

   NA

Maths

      75%

    73%

 (41/56)

        44%

       (4/9)

   NA

RWM

      61%

   38%

 (21/56)

         0%

       (0/9)

   NA

 

 

Progress – data last year shows for SEND

 

Fischer Family Trust (FFT) aspire data identifies that pupils receiving SEN support in Year 6 are in the higher performance groups with regards to overall achievement, KS2 writing, KS2 mathematics  and KS2 Grammar, punctuation and spelling. They are not represented in any lower performing groups.     The nine pupils had a combined average scaled score of +5.1 for reading and mathematics with regards to progress across Key stage 2. 

 

Overview 2016 – 2017 for SEND

A broad and balanced curriculum has been provided.

Staff have benefited from training with LEAPs professionals.  This has enabled early identification of needs and specific programmes have been implemented to support language development in pupils. 

Timely reviews have been held to ensure information is shared between staff, external professionals and parents

Staff have continued to make links and work collaboratively with other professionals.  They have adapted their practise to match the needs of pupils.

Attachment training and CPD has been sought to ensure those pupils with Social and Emotional needs are being provided appropriately for.

Kalmer counselling sessions have been given to identified pupils.

A Year 4 Nurture group was set up to meet the needs of pupils who needed adaptions to their curriculum and resources.

                                              

 

 

Staff Training and Expertise

 

ATTACHMENT training

Mental Health First Aid training

Sensory training led by Occupational Therapist

Speech and Language therapist has supported staff in developing teaching strategies, the implementation of programmes and ideas for creating language rich environments.

 

Next steps

 

Co-ordinate time for LEAPs therapist to work with Early Years Professionals to set up Early Language Groups to be run across the week

Continue to work with outside agencies

Development of ARC and Sensory provision

Update parents on what is on offer for them through the Newcastle Local Offer.

Continue to attend Attachment Aware training and disseminate this training across 2017-2018 to develop staff awareness and skills in supporting children with SEMH.

Continue to effectively deploy staff and resources whilst measuring the impact these have.

Please refer to the SEN Information report which documents the SEN provision we have in school. The deployment of staff is reviewed continually to ensure the right provision and intervention is provided for pupils to make the greatest impact on progress. This will be changed when necessary to meet the needs of the pupils.

Use external agencies to support children with physical/gross motor difficulties.

Continue to identify pupils in need of Kalmer counselling.

OT training to continue with staff to support pupils with sensory and physical disabilities.