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Annual SEN Report for Governors

Gilded Hollins Primary School

 

Annual SEN Report- September 2019

 

The information and data in this report relates to the academic year 2018/19

Provision

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

Pupils are aged 4-11 years.

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

 

PROFILE OF PUPILS 2018/19 PUPILS

 

Level of Need

Number of pupils

Statement / EHCP

1

School Support

27

Monitor

4

 

Areas of Need

(some children may have 2 areas of need)

General Learning

Difficulties

Specific Learning Difficulties

Speech and Language  and communication

Social, mental and emotional health

ASC

Hearing Impairment

Visual Impairment

Complex Physical Medical Issues

Number of Pupils

10

10

6

6

1

1

1

0

 

 

SEND Attainment and Progress 2018-2019

 

KS1 (3)

Reading

Writing

Maths

 

 

Attainment

 

Meeting expectations

Meeting expectations

Meeting expectations

 

33%

33%

67%

 

 

 

 

KS2

Reading

Writing / GPS

Maths

 

Attainment

 

Progress

43%

57% / 86%

71%

 

-1.3

-2.7

-0.5

 

 

 

To address children making slower than expected progress, the following measures are to be put in place–

  • Throughout the academic year September 2019- July 2020,  each KS1 class has both a teacher and an LSA to be deployed as appropriate. Interventions are delivered by both adults as appropriate. 1-1 reading to take place for all SEND children who are scoring below 100.
  • Continue to increase parental engagement for most vulnerable through regular contact with SENCo and class teachers.
  • Extra reading taking place through additional adults and increased, closely monitored home reading.
  • Fluency of reading to be improved across the school.  
  • Interventions have been revised and improved (longer morning sessions / short focussed afternoon interventions for target children)

 

Annual Reviews / EHC Plans

  • One child had their EHCP plan reviewed and the funding was continued.
  • An application was made for another child with an EHCP but this was not successful. School will

re-apply for the EHC plan in the new academic year.

 

 

External Agencies

  • 4 referrals to SALT
  • 4  referrals to the TESS (Targeted Education Support Service)
  • 2 referrals to the Educational Psychologist
  • 1 child has Personal Support Plan which has a positive impact on engagement with school and improved behaviour
  • 4 children have an Early Help and are involved with the Startwell team.

 

Resources Purchased  / Accessed

  • ‘Black Sheep’ speech and language guide sheets to outline practice
  • Stabilo pens, pencils and grips to support correct handwriting grip
  • Additional reading books for KS1 and EYFS
  • Additional Dandelion readers linked to Soundswrite scheme

 

 Interventions for 2018-2019

  • Soundswrite phonics programme for small groups
  • Group comprehension activities
  • Group reading to increase a love of reading
  • Read,Write Inc for small, focus groups
  • ‘Join-it’ rescue cursive handwriting programme.
  • Maths intervention based on the Singapore maths approach to over-learn basic skills
  • 1-1 reading with staff for targeted, vulnerable children

 

Staff Skills

  • Staff Training – ASC in the primary classroom

- Teaching Inference

  • 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)
  • SENCO attended termly SEND cluster meetings
  • SEND governor attended SEND governor training
  • SENCO and SEND Governor, Sheena Thompson, have met to review SEND practice across the school

 

 

C A Burns  / C Malley

SENCO                                                                                                                               September 2019

 

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