1. Jackie Oakley SEND Manager
SEND Parent Meeting
Gemma Mantell SENCO
Jackie Oakley SEND Manager
Ruth Crockett SEND Governor

2. Objectives To discuss the SEND Pupil Tracker and Standardised scores
Explanation of changes in reporting progress
Outreach support on offer in the local area
Dorset Max Card

3. Pupil Trackers
The Pupil Tracker is sent to you every term and this will identify the following:
Pupils current progress
Current needs
Interventions
Strategies to use in class to support progress and needs
The objectives of the tracker
Standardised scores

4. Standardised Scores
All pupils are tested at the beginning of their journey at the Grange so we can identify and needs that need to be supported.

5. Standardised Scores: CATS
The result will be given in SAS (Standardised Age Scores) so they take into account a pupil’s age. The average SAS is 100. The scores are used to calculate predicted levels and can also be used to predict the outcome of GCSEs. If there is a wide variation between the scores in different aspects of the test, this may flag up a child who is experiencing difficulties in one area and can lead to a diagnosis, such as dyslexia. Extra support can then be put in place to help the child.
CATS = Cognitive Ability Test is split into 3 sections
V= Verbal
Q= Quantative:
NV= Non Verbal:

6. Standardised Scores: CATS Verbal
Verbal reasoning is, in a nutshell, thinking with words. It’s a form of problem-solving based around words and language. It involves thinking about text, solving word problems, following written instructions to come up with a solution, spotting letter sequences and cracking letter- and number-based codes.
 Verbal reasoning exams are intended to test a child’s ability to understand and reason using words, and are a test of skill, rather than of learned knowledge. The theory is that they allow the examining body to build a picture of a child’s potential for critical thinking, problem-solving and ultimately, intelligence.
Example Question : Finding one letter that will complete two words, e.g. hoo (D) oor

7. Standardised Scores: CATS Quantitative
The quantitative test looks at number Analogies, number Series, equation. Next to verbal reasoning, the ability to reason with quantitative symbols is the one most frequently required in an educational setting. Subjects such as mathematics, science, geography and economics make heavy demands on quantitative abilities.

8. Standardised Scores: CATS Non- Verbal
‘Non-verbal reasoning is problem-solving based around pictures, diagrams and shapes, rather than words. Unlike verbal reasoning, it’s not as reliant on the English language; rather, the questions use drawings, shapes or codes, and your child will need to work out sequences, similarities and differences between these figures or break the code.
Non-verbal reasoning tests are designed to see how your child can use critical thinking and logic to solve problems, and are an indication of their mathematical capabilities and powers of deduction. From this, the theory is that the examining body can get a picture of your child’s potential and intelligence, rather than their learned ability.
Example Question:
Spotting the odd shape out (e.g. a four-sided shape in a group of three-sided shapes)

9. Reporting Progress
You may be aware of a number of changes to the way in which your child’s progress and achievement will be measured in school, in line with changes made for all schools in England. Students in Year 7 will embark upon a programme of study following the new National Curriculum this year.
In previous years we have used ‘levels’ to describe students’ progress through the National Curriculum programmes of study but these levels have been removed in the new National Curriculum.
In response to these changes, as well as part of our continuing work to ensure students and parents are well informed, we have devised a new tracking and reporting system that will be in place for the first time this year. It is our aim to ensure that all parents have timely, accurate information on the progress and achievement of their child so that we can work in partnership with parents and students to make sure students are on track to achieve outstanding outcomes and to inform conversations about next steps.

10. Reporting Progress
Throughout the year we will be tracking and reporting two measures. We believe these measures will give us the most useful information on how well your child is doing in school. All of your child’s subject teachers will be asked to provide information on your child’s Attitude to Learning and Progress.
Not making expected progress in line with prior attainment
Making progress in line with prior attainment
Exceeding progress in line with prior attainment

11. Support / Outside Agencies
SENDIASS Officers are trained in SEN. They will help you:
•to express your views for your assessment or for meetings
•if there's a disagreement
•find other support
•by listening to your concerns and talking about your choices/options

12. Support / Umbrella Group
We are a parent led support group, for parents of children and young adults with ASD. We are known as The Umbrella Group, with its connotations of protection and covering a wide spectrum of behaviours which all come under the same umbrella of autism. We normally meet once a month, but during school holidays, meetings may not take place or are rescheduled and so you should check first with Debbie or Natalie.
Venue The Pool room at Portfield School, Parley Lane, Hurn, Christchurch BH23 6BP
On 4th Saturday of the month (Occasionally changes due to school holidays)
Time  am
We often have speakers at our meetings
 We hope to see you for support, laughter, moaning and tears!
For more information please contact:-
Debbie Muldoon-Hall ( )
Natalie Chambers ( )

13. Dorset Max Card So what is the Max Card?
The Max Card is a discount card for foster families and families of children with additional needs. Families simply show their Max Card upon entry to a venue in order to obtain free or discounted admission.
The scheme is designed to help these families save money on great days out at castles, zoos, bowling alleys and more.
We aim to provide a sense of community through stimulating learning experiences and enjoyable days out for everyone.
We work with local authorities and selected charities, who administer the cards to eligible families in their areas.
Apply: