Countess Gytha Governors Annual SEN report to Parents
As part of their statutory duties, governing bodies must publish information about and report on, the schools policy on special educational needs.
At Countess Gytha Primary School we believe in providing every possible opportunity to develop the full potential of all children. The Special Educational Needs (SEN policy) and School Offer of SEND, which can be found on the school’s website, identifies our aims and objectives for children with SEND and also describe the processes used within school to support these children. Both documents are reviewed annually.
The Special Educational Needs and Disabilities Coordinator (SENCo) is Mrs Alecia Spike and the named Governor for SEND is Mr Simon Peck.
The Number of Children with SEND in the academic year 2016/2017 is 24 this is approximately 15% of children on roll.
All of our SEND children are supported through “provision for all in main stream practise”. None of our SEND children are receiving High Needs Funding during this academic year and none of our children have an Education Health Care Plan. We have one child allocated a PEP. The children’s needs are met through Quality First Teaching, in-class support and some small group or individual planned intervention work within or sometimes outside of the classroom.
We have also supported a further number of children who have had a need in a specific area. Over this academic year we have supported these pupils through specific, individualised intervention programmes. Some pupils have taken part in two or three different interventions, such as a social skills programme, nurture groups and a literacy programme.
Progress of Pupils with SEN
All of the children who are currently receiving SEN support have made progress this year.
We know this through dialogue with the class teacher and from class data. We are aiming this year to have set up a three times per year meeting to monitor more closely the progress of children with SEND. We are also working towards every SEND child having an individual learning Pupil Passports, which will clearly highlight their learning needs, their preferred style of learning and their targets for each term. Parents are also informed of any intervention programmes their child is participating in and progress is reported.
Impact of interventions
All of the children who have participated in an intervention programme have made progress although some may still be below national expectation. Progress is continually monitored and interventions are amended and adapted as appropriate. More robust intervention programmes and assessing the impact of interventions is an area that will be developed in the forthcoming year.
The average attendance of the SEN pupils is 96.2%. This figure includes attendance figures for children with medical needs.
The whole school pupil attendance is 97.1%.
There has been 2 exclusions of child/children with SEND.
This academic year SEN budget has been spent on Staffing and one course for the SENCO
Deployment of Staff and Resources
We currently have 8 teaching assistants employed Countess Gytha Primary School some on a full time basis and others on a part time basis.
All teaching assistants work with individual pupils or a small group of pupils, following a variety of intervention programmes. Not all pupils receiving intervention are on the SEND Register but have been identified as needing additional support in specific areas.
All teaching assistants receive appropriate support and resources from the class teacher and the SENCo.
Some pupils are supported in class. Some pupils are withdrawn during class time. Intervention programmes are run at a variety of times throughout the school week.
We are aiming to have one teaching assistant who will work under the direction of the SENCO to deliver specific programmes to those children on the SEND register or who are identified as needing an intervention in a specific area
The SENCo is present in school on a Monday and has a teaching commitment in another school for the rest of the week. However, she does spend time on days, other than Mondays, working on SENCo tasks.
The SENCo’s main task is to oversee and coordinate SEND provision throughout the school. The SENCO meets with parents, liaises with outside agencies, works with children, assesses children and completes paperwork ensuring the children receive the best support and provision possible. She also attends meetings and training and keeps up to date with government requirements and changes regarding SEND. The SENCo meets regularly with all staff to discuss pupil progress and the impact of intervention programmes. The SENCo looks carefully at school data and uses this to help identify pupils who are vulnerable to underachieving and to monitor the impact and success of intervention programmes.
Intervention programmes completed this academic year.
This year, we have worked with 9 different agencies including the Learning Support Service, the Educational Psychologist, the Speech and Language Service, the Occupational Therapist, the Paediatrician, the Hearing Impaired Service, the School Nurse, the Children and Adolescent Mental Health Service (CAMHS) and our PFSA (Parent, Family Support Advisor).
We have also accessed support and advice through SENCo solutions meetings with other local SENCos. These support meetings take place in the Spring and Summer term and are attended by a member of the Learning Support Service and Educational Psychology Service.
Links to Secondary Schools
The SENCo coordinates transition to Secondary Schools. The SENCo attends transition meetings with the SENCo from the local secondary schools. This is usually Ansford Academy School or Bucklers Mead. There are sometimes others. The SENCO will liaise with a new school, if a child moves.
SENCO, teachers and teaching assistants meet regularly to discuss pupils, intervention programmes and resources.
Provision needs to be made for Teachers and Teaching Assistants to have the opportunity to attend SEN courses. The SENCo meets with teachers and teaching assistants on a regular basis
Training attended so far this year is listed below:
SENCo conference, SENCo and SEN Governor update sessions.
We have one child with a diagnosed medical condition.
Medical care plans are in place for children with any medical conditions.
Disability and Accessibility Duty
We do not currently have children in school with a registered disability.
Our Accessibility Policy can be viewed on our school website.
- Updated February 2017
- Review due February 2018