1. Cale Green Primary School
Presentation to Governors October 2015
SEN Impact Review.
Carole Harding SENDCo - November 2014

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

3. SEN at Cale Green @ October 2015
4 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)
Still the intention that children with existing statements will transfer to EHC Plans at transition points. (phased)
Carole Harding SENDCo - October 2015

4. Early Identification, Provision and Tracking.
Termly scrutiny of data showing where children are at compared to their peers ands national year group expectations
Good relationships with parents and colleagues to identify and discuss concerns
Use of Raise Online and other data services
Very small classes in nursery, reception and Year 1 to support early identification and boost attainment
Multi-agency approach (Meeting Sep 2015) to map provision
Carole Harding SENDCo - October 2015

5. The effects of monitoring etc.
Following on from target setting – SENDCo to work with teachers to identify children who need additional teaching
Ask what has been put in place?
Measure success of interventions
Successful strategies currently in use for these children are Reading Recovery, TELL Phonics, LSS teaching, Leicester Inference Project
Carole Harding SENDCo - October 2015

6. Current year 6 – there are no children on SEN register (for learning)
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

7. Proof of the Pudding!
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

8. Proof of the Pudding!
From last year’s Y6 cohort – at some point during their time at Cale Green, 11 children had been (or remained) on the SEN register.
Reading
Writing
Maths
Other
Less than 6 sublevels 1 9
One child had moved into CG and had no KS1 data – Achieved Level 4b (National Average)
6 sublevels
One child had moved into CG and had no KS1 data – Achieved Level 4c (Just below National Average)
More than 6 sublevels 2 7
One child had moved into CG and had no KS1 data – Achieved Level 3a (Below National Average)
Carole Harding SENDCo - October 2015

9. Proof of the Pudding!
Of the 7 children who did not meet National Average (4b), 6 children were EAL, 7 were Pupil Premium and 3 were EAL and PP.
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

10. 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

11. 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

12. 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 23rd October in Effective Circle Times
Joint training in January in RA with Alexandra Park Primary
Carole Harding SENDCo - October 2015

13. 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)
Role of Learning Mentors
Carole Harding SENDCo - October 2015