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Annual SEN Report for Governors

Gilded Hollins Primary School

 

Annual SEN Report- September 2020

 

The information and data in this report relates to the academic year 2019/20

 

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 2019/20 PUPILS

 

Level of Need

Number of pupils

Statement / EHCP

3

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

9

6

5

1

1

1

0

 

 

SEND Attainment and Progress 2019-2020

 

KS1 (3)

Reading

Writing

Maths

 

 

Attainment

 

Meeting expectations

Meeting expectations

Meeting expectations

 

No attainment data available due to COVID 

 

 

 

 

KS2

Reading

Writing / GPS

Maths

 

Attainment

 

Progress

     

 

No progress data available due to COVID 

 

 

 

 

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

  • Throughout the academic year 2019/20, until Covid struck, each KS1 class had both a teacher and an LSA to be deployed as appropriate. Interventions, based on the need of the cohort, have been delivered by both adults as appropriate. 1-1 reading has taken place for all SEND children who are scoring below 100.
  • Parental engagement has remained a key focus. IPPs have been shared with all parents. Class teachers have discussed their child's needs, targets and ways in which school is providing support and ways in which parents can provide support.
  •  During lockdown, those with EHCPs and our vulnerable children have been closely monitored by the SENCo (who is also the deputy DSL) and the headteacher. Staff working in school and from home have provided differentiated tasks for children with needs to ensure that their EHCP and recommendations are being fulfilled.
  • Reading has remained a firm priority in school for all children, including those with SEND, and  extra adults have been welcomed into school to provide additional opportunities for
    1-1 reading.
  • Interventions have been revised and improved (longer morning sessions / short focussed afternoon interventions for target children) This will need to continue into 20/21.

 

Annual Reviews / EHC Plans

  • One child had their EHCP plan reviewed and the funding continues.
  • Two referrals were made for EHCPs and both of these were successful and funding was allocated.
  • Two reviews were held remotely in the summer term
  • Following Early Help meetings and discussion with external agencies, one child has been allocated a place in specialist provision. This will begin from September 2021.

 

External Agencies

  • 2 referrals to SALT
  • 3  referrals to the TESS (Targeted Education Support Service)
  • 3 referrals to the Educational Psychologist
  • 1 child has Personal Support Plan which has a positive impact on engagement with school and improved behaviour. The child was removed from this in the autumn term as it was deemed that it was no longer required.
  • 2 children have an Early Help open and various agencies including BASE, SALT and StartWell are involved.

 

Resources Purchased  / Accessed

  • Seesaw to ensure ongoing communication with parents and to record steps of progress
  • Stabilo pens, pencils and grips to support correct handwriting grip
  •  

 

 Interventions for 2019-2020

  • Soundswrite phonics programme for small groups
  • Group comprehension activities
  • Group reading to increase a love of reading
  • Read,Write Inc for small, focus group
  • ‘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

  • Termly Pupil progress meeting to discuss interventions, impact and progress of pupils and set next steps (Autumn, Spring)
  • Termly Individual Progress Plan reviews for pupils and their families (Autumn, Spring)
  • SENCO attended termly SEND cluster meetings, prior to lockdown
  • SENCO attended training: New to SENCo and Mental First Aid
  • SEND governor attended SEND governor training
  • SENCO, Headteacher and SEND Governor, Beth Thornley, have met to review SEND practice across the school
  • Training for all staff (delivered by the SENCo) had to be postponed due to COVID. This has been scheduled for 20/21 and will include: QFT, Maths intervention and Soundswrite catch up training.

 

 C Malley

SENCO                                                                                                                              

 September 2020

 

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