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Annual SEN Report for Governors

Gilded Hollins Primary School

Annual SEN Report- September 2022


The information and data in this report relates to the academic year 2021/22




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.




Level of Need

Number of pupils

Statement / EHCP/EYAR


School Support





Areas of Need

(some children may have 2 areas of need)

General Learning


Specific Learning Difficulties

Speech and Language  and communication

Social, mental and emotional health


Hearing Impairment

Visual Impairment

Complex Physical Medical Issues

Number of Pupils











SEND Attainment and Progress 2021-2022

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

  • Throughout the academic year 2021/22, each 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 and Target 20% children.
  • 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. Staff have shared progress regularly with parents via Seesaw.
  •  Staff training has had a firm focus on inclusive quality first teaching and all staff have been equipped with strategies to use across the curriculum to ensure access, support and challenge for all.
  • 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. Reading Circles have begun once again in KS2 and Whole Class Reading has exposed all children to quality higher level texts. Choral reading has been implemented to improve reading fluency.
  • Interventions have been further revised and improved (longer morning sessions / short focussed afternoon interventions for target children) This will need to continue into 22/23.
  • A personalised learning  curriculum is in place for one child


Annual Reviews / EHC Plans

  • One child had an EHCP approved and we have been successful in increasing the funding we have received to support his needs with additional 1-1 support
  • EHCP review is planned for early in the autumn term to ensure transition has been successful


External Agencies

  • 6 referrals to SALT
  • 5  referrals to the TESS (Targeted Education Support Service)
  • 1 referral to Engagement Centre
  • 1 referral to TESS (SEMH)
  • Fortnightly support from visual impairment team.
  • 3 referrals to occupational therapy
  • 2 referrals to the Educational Psychologist – governors should be aware the educational psychologist waiting times for assessment and report writing has been increased
  • 2 children have an Early Help open and various agencies including SALT, Embrace 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
  • NW Maths Hub – Mastery Readiness, Mastery in Number
  • Carol Gray Social Stories
  • WRI Phonics scheme
  • Additional Reading Books KS1



 Interventions for 2021-2022

  • Soundswrite phonics programme for small groups – this changed to Read Write Inc. from Easter 2022
  • ‘Join-it’ rescue cursive handwriting programme.
  • Maths intervention based on basic skills and recall
  • Daily 1-1 reading with staff for all SEND and Target 20% children
  • Pre-learning teach
  • Post learning response
  • SALT programmes
  • Booster provision (Before and after school)
  • Sensory diet circuits
  • Nurture provision
  • National Tutoring



Staff Skills

  • Termly Pupil progress meeting to discuss interventions, impact and progress of pupils and set next steps
  • Termly Individual Progress Plan reviews for pupils and their families
  • SENCO attended termly SEND cluster meetings virtually and RDP meetings
  • SENCO completed national SEND award at Edge Hill University (NASENCo)
  • New SEND Governor appointed, Mrs Williamson Pires
  • Training for all staff (delivered by the SENCo): QFT and Maths intervention


 C Malley


 August 2022