Cale Green Primary School Presentation to Governors October 2015 SEN Impact Review Carole Harding - SENDOC

Four broad areas of need for children with SEN 1.Communication and Interaction 2.Cognition and Learning 3.Social, emotional and mental health difficulties 4.Sensory and/or physical needs Carole Harding SENDCo - October 2015

SEN Position statement at Cale Green October children have statements (one child due to move to Specialist Provision) 1 child has an EHC plan 23 children are at the stage ‘SEN Support’ (reduced from 34 at this time last year) In total 28 children identified as having SEN down from 43 in 2012 Still the intention that children with existing statements will have a phased transfer to EHC Plans at transition points Carole Harding SENDCo - October 2015

Early Identification, Provision and Tracking Termly scrutiny of data showing where children are at compared to their peers and national year group expectations Good relationships with parents and colleagues to identify and discuss concerns Use of RAISEonline and other data services Very small classes in Early Years and Year 1 to support early identification and intervention thus impacting on progress Multi-agency approach (Meeting Sep 2015) to map and review provision Carole Harding SENDCo - October 2015

Impact of monitoring Following target setting and termly reviews – SENDCO works with teachers to: Identify children who need additional support Ask what has been put in place? Measure success of existing interventions Successful strategies currently in place are Reading Recovery, TELL Phonics, Leicester Inference Project, Toe by Toe, Motor Skills United, additional Learning Support Service teaching, Behaviour Support Service teaching, Occupational Speech and Language Therapy Carole Harding SENDCo - October 2015

New tracking software system will allow us to continue to monitor attainment and is beginning to be able to help us track progress Post target setting scrutiny highlights those who are SEND and within that context also highlights where progress has been good or where it needs to improve Current Year 6 – there are no children on SEN register (for learning) Year 6 children continue to benefit from a range of interventions to boost progress and attainment Carole Harding SENDCo - October 2015

Impact Historically (old National Curriculum) we expected children to make 2 levels progress by the end of Year 6 from the end of Year 2. This equates to 6 sub levels The last Year 6 cohort were the last cohort operating under the ‘old’ system. Carole Harding SENDCo - October 2015

Impact From last year’s Year 6 cohort – at some point during their time at Cale Green, 11 children had been (or remained) on the SEN register. Carole Harding SENDCo - October 2015 ReadingWritingMathsOther Less than 6 sublevels 019 One child had moved into CG and had no KS1 data – Achieved Level 4b (National Average) 6 sublevels 019 One child had moved into CG and had no KS1 data – Achieved Level 4c (Just below National Average) More than 6 sublevels 217 One child had moved into CG and had no KS1 data – Achieved Level 3a (Below National Average)

Impact Of the 7 children who did not meet National Average (4b), 6 children were EAL, 7 were disadvantaged and 3 were EAL and disadvantaged The children who did not make expected progress in maths had been in receipt of a range of interventions throughout KS2 including LSS Specialist Teaching Carole Harding SENDCo - October 2015

The attainment of the 6 SEN Support children who took the SATs in 2015 was below that of SEN children nationally in all subjects apart from Grammar, Punctuation and Spelling The progress of the 6 SEN Support children who took the SATs in 2015 was above that of SEN Support children nationally from KS1 to KS2 in all subjects with 100% making expected progress in Reading and writing Impact

Issues for the future Growing number of children presenting with complex needs (from nursery age) Some common causes: Premature births Foetal Alcohol Syndrome Attachment disorder Appointment and training of staff who can meet these needs Liaising with and learning from colleagues from specialist provision Carole Harding SENDCo - October 2015

Issues for the future Life without levels Determining our own assessment and monitoring systems Tracking attainment back to Foundation Stage Being able to evidence progress Staff are committed to making the new assessment and monitoring systems work for our children and our school Carole Harding SENDCo - October 2015

Restorative Approaches Adopted by Stockport Family – borough wide approach Based on principles of building, maintaining and repairing relationships To be used with children, by children, with adults In class - grounded in circle times for delivering quality PSHE lessons Training on Friday 23 rd October in Effective Circle Times Joint training with Alexandra Park Primary on January 4 th Carole Harding SENDCo - October 2015

Autism In response to the increase in the numbers of children identified with Social Affect (communication and social interaction and reciprocal social interaction) and restricted and Repetitive Behaviours all the staff have completed 2 training sessions with Sarah Baggaley on Autism Awareness Training since September 2015 In response to the increased challenges facing children all staff will have taken part in ‘Team Teach’ training by December 2015 Carole Harding SENDCo - October 2015

Mental Health Teachers are now required to consider pupils’ mental health and well being and to actively seek support for children that they teach when required Need for increased awareness of how this might ‘look’ Training issues (staff working with children/parents) are being addressed and resources purchased The role of the Learning Mentor will be crucila in this area The SENDCO is attending a 10 week counselling course Carole Harding SENDCo - October 2015