SEND Report 2018/19

Colton SEND Report to Governors July 2019

 

1. Colton School profile

  • 212 children on roll plus a 52 place Nursery
  • There are 43 children (20%) on the SEN register 31 boys and 12 girls some of which have a wide range of severe and complex needs
  • Colton is in the highest quintile for children with an EHCP (School= 3.8%, national is 2.9%)
  • There are currently 8 pupils with EHCPs and 15 children receiving FFI top up funding

 

This table shows the number of pupils with particular need; please note some pupils have multiple needs.

 

Communication and interaction

 

Cognition and learning

Social, emotional and mental health difficulties

 

Sensory and/or physical needs

No. of pupils with this need

No. of pupils with an EHC plan

No. of pupils with this need

No. of pupils with an EHC plan

No. of pupils with this need

No. of pupils with an EHC plan

No. of pupils with this need

No. of pupils with an EHC plan

33

7

30

1

12

0

1

0

 

2. identifying pupils with send

  • Pupils with SEND are identified through a process of working in partnership with teachers, school staff, parents and other professionals
  • School follow an Assess, Plan, Do, Review process. We work closely with parents to set targets to support children with their learning, speech and well-being

 

3. Progress made by pupils with SEND

  • The progress of pupils with SEND is tracked and closely monitored by the SENCO. Pupils working way below ARE are tracked using B squared materials
  • Pupils attending ACE group have made accelerated progress this year

 

Attainment of pupils with SEND compared with pupils without SEND

 

Reading

Writing

Maths

Pupils with SEND

58% pupils at age related expectations

36% pupils at age related expectations

39% pupils at age related expectations

Pupils without SEND

82% pupils at age related expectations

78% pupils at age related expectations

82% pupils at age related expectations

Attainment gap

24%

42%

43%

 

4. Update on the school’s implementation of the SEND system

  • Some pupils working towards ARE and all pupils working below ARE have had at least 2 Assess, Plan, Do Review meetings this year
  • ACE group (alternative provision) has proven to be a very effective way of supporting pupils with SEND
  • Pupils with high care needs have had access to groups to support social skills, life skills, movement and physical development, this has been a successful way of meeting their needs
  • In July we applied for FFI funding for 7 pupils
  • One EHCP will be submitted to LA for consideration in Autumn term
  • The SENCO and SEN Governor have had two formal meetings this year
  • Two of our pupils with high needs are moving on to specialist provision, we are proud of their achievements at Colton

 

 

5. SEND funding

This section could tell governors:

  • From April – March 2020 Colton will receive a £57,769 Notional Budget to support pupils with SEN in 2019
  • The school Funding For Inclusion Top Up Funding from April 2019 – March 2020 is £78000
  • This funding is spent on staffing, speech and language support and funding alternative provision

 

 

 

 

 

 

6. Staff development

  • One teaching assistant has been trained by Autism Education Trust to support a child with autism
  • One member of staff has been trained by York University to deliver Lego therapy to a group of autistic pupils in school
  • Two members of staff are being trained over the summer on ABA which is a system used to teach some pupils with autism.
  • The staff development that has been offered on SEND, including continuing professional development (CPD)
  • Any issues relating to time and resources to enable the SENCO to carry out his or her duties

 

7. Work with external agencies

  • We employ a speech therapist in school once a week from The Talking House Speech and Language Therapy company. Laura Norman our therapist has set speech programs, delivered training to staff, written reports for EHCP reviews and FFI funding. She has also attended Assess, Plan, Do, Review meetings with the SENCO to discuss speech / language needs with parents.
  • There is limited support from the cluster for SEN now; Jan Ridsdale the inclusion leader in the cluster has been made redundant due to funding cuts.
  • The SENIT(special educational needs inclusion team) have supported two children with learning needs and one child with behavioral needs this year

 

 

 

 

 

 

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