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Annual SEN Report for Governors

Gilded Hollins Primary School

 

Annual SEN Report- September 2017

 

The information and data in this report relates to the academic year 2016/17

Provision

Gilded Hollins Primary School is a one-form entry mainstream school.

Pupils are aged 4-11 years. We have an SEND Database which at June 2017 contained 27 pupils.

For more information about specialist resources and provision please see our SEN Information report on our website.

 

PROFILE OF PUPILS 2016/17 PUPILS

Level of Need

Number of pupils

%

Statement / EHCP

1

4%

School Support

22

81%

Monitor

4

15%

 

Areas of Need

General Learning

Difficulties

Specific Learning Difficulties

Speech and Language

ASD

Social, mental and emotional health

Hearing Impairment

Visual Impairment

Complex Physical Medical Issues

Number of Pupils

15

0

4

1

4

1

1

1

 

SEND Progress 2016-2017

 

 

Reading

Writing

Maths

KS1

1 child – 10%

-

EXP

+

-

EXP

+

-

EXP

+

30%

60%

0%

40%

40%

10%

50%

30%

10%

 

60%

 

50%

 

40%

 

 

Reading

Writing

Maths

KS2

1child – 6%

-

EXP

+

-

EXP

+

-

EXP

+

34%

44%

18%

18%

53%

30%

18%

35%

40%

 

62%

 

83%

 

75%

 

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

  • Most vulnerable to have intensive teaching in literacy.

  • Singapore maths approach introduced to promote numerical understanding and improved reasoning skills

  • Continue to increase parental engagement for most vulnerable through regular contact with learning mentor, SENCo and class teachers.

  • Extra reading taking place through additional adults and increased home reading.

  • Teaching of reading improved across the school (the use of CLIMBS, reading response sessions, group reading)

  • Interventions to be revised and improved (longer morning sessions / short focussed afternoon interventions for target children)

     

    Annual Reviews / EHC Plans

  • One statemented pupil had their annual review meeting at which their Statement or plan was reviewed and converted into an EHC plan.

  • We had no Y5 pupils with a statement this year, therefore no children transferred to an EHC.

  • We have no children allocated any top-up funding

  • We have applied for an EHCP assessment for one pupil (July 2017)

     

    External Agencies

  • 5 referrals to SALT

  • 5 referrals to the TESS (Targeted Education Support Service)

  • 3 referrals to the Educational Psychologist

  • 1 Early Help was opened in July 2017

     

    Resources Purchased

  • Stabilo pens, pencils and grips to support correct handwriting grip

  • Reading Comprehension Programme for lower KS23

  • RWinc resources – sets 2 – 10 for intensive literacy support programme

  • Additional Dandelion readers linked to Soundswrite scheme

 

Interventions for 2016-2017

  • Soundswrite phonics programme for small groups

  • Read,Write Inc for small, focus groups

  • Join-it cursive handwriting programme.

  • Rockstar tables

     

    Staff Skills

  • Termly Pupil progress meeting to discuss interventions, impact and progress of pupils and set next steps (Autumn, Spring and Summer)

  • Termly Individual Progress Plan reviews for pupils and their families (Autumn, Spring and Summer) These are now separate meetings and do not take place during parents evening. This is following on from parental feedback and allows greater time for parents to speak with the teacher and Learning Support Assistants

  • SENCO attended Inclusion Conference

  • SEND governor attended SEND governor training

  • SENCO and SEND Governor, Sheena Thompson, have met to review SEND practice across the school

     

    C A Burns

    SENCO

September 2017

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