Annual SEN Information Report
Park Junior School
ANNUAL SPECIAL EDUCATION NEEDS (SEN) REPORT 2016-2017
Welcome to our SEN information report which serves as our contribution to the Gloucestershire County Council Local Offer for learners with Special Educational Needs (SEN) All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEN. The information published must be updated annually. Our SEN Policy details our mission, values, vision, aims, principles, policies and procedures and this report explains how we implement the Policy on a day to day basis.
- The kinds of SEN for which we make provision:
We currently make provision for children experiencing difficulties in all of the four broad areas of need described in the second edition SEN Code of Practice (2016). These are:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
Many children need extra support in one or more of these areas however of the 52 children on our SEN register this year the main reason for their additional support is as follows:
- Communication and interaction: 9 (5%)
- Cognition and learning: 31 (16%)
- Social, emotional and mental health difficulties: 9 (5%)
- Sensory and/or physical needs: 3 (2%)
It is important to realise that although these are the primary needs (main reasons) for additional support most of the children will require additional support in other areas too. For example a child with autistic spectrum disorder may need support in all four areas.
2.Identifying and assessing children with SEN and assessing their needs
When we receive a child with identified SEN from a different setting including Stonehouse Park Infant School, staff (the class teacher, teaching assistant(s), SENCo) will meet with the relevant adults, parents and child to ensure a smooth transition. For the fourth year this year the Year 3 class teachers and SENCo have attended the Park Infant’s summer term structured conversations (extended parent meetings focussing on the whole child not just their academic progress) to ensure that our school staff have a complete picture of the child before they start with us. Where a meeting is not possible the SENCo will have an extended telephone conversation with the class teacher(s) and/or SENCo from the previous school.
Many pupils, at some time in their school career, may experience difficulties which affect their learning; these difficulties are often short-term but may be long-term and necessitate on-going support. We aim to identify and meet these needs as they arise and provide teaching and learning contexts which enable every child to achieve his or her full potential.
A child may be identified as having additional needs usually through one or more of the following:
- The school’s system for regularly observing, assessing and recording the progress of all children
- Child’s concern
- Teacher' concern
- Parents' concern
- Outside agencies' concern
Identification includes the use of high quality assessment and, where necessary, may include more specialised assessments from external agencies and professionals.
3. Involving parent/carers and their child(ren)
We have an “open door” policy of always welcoming parental input: Parents/carers know their children best and we listen and understand when they express concerns about their child’s development. Equally as important is listening to and addressing any concerns raised by children themselves.
The most important relationship in the school’s educational partnership is between the parent/carer and the class teacher and any discussions about any aspect of a child’s progress or development should always be with the class teacher. Should a parent feel concerned about the provision being made for their child they should always first discuss it with their child’s teacher. Every effort will be made to address the concern at this stage with the involvement of other staff if appropriate however in the very unlikely event of this being unsuccessful we have a complaints procedure that is detailed in our complaints policy.
Parents of all children are invited to parents’ evenings twice annually and receive a written report of their child’s progress in Term 6. We have an established system of My Plan, My Plan Plus and Statement/Educational Health Care Plan meetings for children with additional needs. These are extended meetings with the parent/carer, child, class teacher, SENCo and other professionals and involve a discussion centred around the child’s needs (academic and other) targets are identified and discussed and an action plan agreed. This year 108 meetings were held with 96% of the parents/carers with children with additional needs.
Children are actively engaged in their education. All children are routinely involved in pupil conferencing about Reading, Writing and Maths and have regular discussions with staff about their targets. Children learn from each other by peer marking and paired and group discussions. They are an equal voice in the meetings and every child completes (or is assisted to complete) a My Profile document. The My Profile details what is important to him/her, his/her hopes and goals, what people like and admire about him/her and what helps/does not help them. This information is used for reviewing the child’s views about his/her progress and to help the child’s next class teacher plan for his/her smooth move “up” and to understand what helps and does not help them to learn. For the second year the “new” class teachers helped the children to complete them during their transition mornings. The children’s views will be used by the teachers to plan to meet individual’s needs in terms of class organisation and individual goals/targets. Clubs and interventions are also planned to meet the needs of children if they express a desire for something additional.
4. Teaching children with SEN
In order to make progress a child may require the adaptation or differentiation of the lesson and activities of the class lesson. The differentiation may involve modifying learning objectives, teaching styles, materials and access strategies and the learning environment. This year for example routine adaptations have included:
- Individual work stations
- Proximity arrangements
- Coloured overlays
- Coloured reading rulers
- Ear protectors
- Stress toys
- Writing guides
- Writing slopes
- Specific pencils and grips
- Ridged rulers
- Individual visual timetables
- Individual social stories
- Relaxation/nurture tent and toys
- Weighted blankets
Staff expertise, experience and or qualifications include:
- Specific learning difficulties (including autistic spectrum disorder, dyslexia, dyspraxia and attention deficit disorders)
- Speech, language and communication
- Physical intervention programmes for gross and fine motor skills
- Diabetes management
- Cerebral palsy physical management.
- Mental Health first aid
Training of all staff is on-going and flexible in order to meet the current needs of our SEN pupils. Training has been delivered either by the SENCos or specialists in the subject area. The SENCos regularly attend county courses and briefings and report back via weekly staff meetings. This year the SENCos have attended:
- 3 SENCo cluster (local schools) meetings
- ASD training
- Attachment disorder training
- Developing resilience training
- Nurture group training
- Team Teach safe handling training
- Catch Up Literacy training
In addition, this year the SENCos completed the National SENCo Award at the University of Gloucestershire. The course has included updates on: dyslexia, autism, medical needs, communication and interaction difficulties, applying for an EHC Plan and nurture groups. Also as part of this qualification, the SENCos researched and completed assignments on social, emotional and mental health difficulties and the use of nurture groups, autistic spectrum disorder in mainstream education, the identification, assessment and intervention of maths learning difficulties and the effectiveness of structured conversations and the involvement of outside agencies.
Staff meetings have been delivered by either the SENCos or visiting experts on:
- Catch up Numeracy
- Structured Conversations
- My Plan and My Plan+ smart targets
- Presentation to the Governors on Send in the school
As required specialist expertise is secured through referrals to:
- General Practitioner
- Speech and language therapist
- Occupational therapist
- Advisory teachers (Communication and Interaction, Physical Needs)
- Educational psychologist
- Community family support worker
- Social services
- School nurse
- Young Carers
This year referrals have included all of the above.
As needed, children receive additional support through intervention within or outside the classroom. The support may be individual or in a small group and will usually occur for a minimum of six weeks but may be for a shorter or longer time. Interventions that have helped children this year include:
- One to one and small group Reading, Writing, Spelling, Maths and Grammar support.
- Before school Maths group
- Phonics boosting
- Language for Thinking (comprehension and expressive language)
- Communication and Interaction support tailored to address gaps identified by Speech and Language therapists (individual and small group)
- Individual behaviour systems
- Fizzy (a fine and gross motor skills programme)
- Social skills group (Apples and Pears)
- Social Use of Language group (an emotional literacy programme)
- Games Club (aimed at encouraging inclusivity and social skills)
- Dancing Bears and Apples and Pears literacy interventions
5. Assessing and reviewing progress
The SEN Code of Practice Second Edition, 2016 and the Gloucestershire Intervention Guidelines 2016 describe how to manage a graduated response and process which allows a picture of need and support to be built up for each child with SEN. This “Assess, Plan, Do, Review” cyclical identification and intervention process puts parents and children at the heart of every stage so that needs are identified early and appropriate support, help and interventions are put in place to enable all pupils to achieve their full potential ensuring that the gap between them and their peers is closed. This approach is used at Park Junior School and is detailed in our SEN Policy.
The effectiveness of the learning of children with SEN is assessed through our whole school systems of individual targets, teacher assessments (daily, weekly and termly) including termly pupil progress meetings with the Senior Management Team.
End of Key Stage 2 SATs results are reported as ‘at’ or ‘below’ the statutory age related standard. A “pass” was a standardised score of 100. There were 10 Year 6 children on the SEN register. Their results are detailed below:
|At age related standard|
|Spelling, Punctuation and Grammar||
6. Transitions and preparation for adulthood
This year the Year 2 pupils’ smooth transition from the Infant school to our Year 3 has been enabled by: Year 3 teachers and SENCo attending My Plan meetings with parents, a Year 2 parents information meeting, extra parent visits if requested, Year 2 / Year 3 teacher meetings, extra visits to us for Year 2 SEN children, a whole class transition morning, shared play times, shared games and visits between Year 2 and their Year 5 reading buddies who become their Year 6 mentors.
Transition to secondary school (this year all our SEN pupils are attending Maidenhill) has been enabled by: extra visits in a small group for a fun morning, a SENCo and Year 6 teachers meeting with the Maidenhill SENCo, T.A. participation in a transition conference to share information with the child’s new key worker,
Year 6 teachers meeting with the Head of Year 7 and attendance of Maidenhill staff at a My Plan Plus meeting.
Preparation for adulthood is an integral part of many aspects of our school life. In lessons children learn vital skills and awareness including about money and financial awareness, current affairs and religious and environmental issues. In addition this year the children have experienced: social skills group across all year groups, circle time within each class, the Life Education bus (including issues such as drug education), a motivational / life planning coach (Year 6), exploration of our school values (respect, perseverance, kindness and co-operation), responsibilities associated with School, Eco and Sports Council posts (including raising money for charity including Sport Relief), a talk from an aid worker who had worked in schools in Nepal (this raised awareness of the impact of the earthquake there in 2015) and the highs and lows of representing the school in competitive events (District Sports, netball, football and rounders tournaments).
Inclusion is at the heart of everything we do. Wherever possible every child is included in every activity within the school unless to do so would cause the child distress or discomfort. Through this involvement most of our children make significant progress in their social skills, confidence/self-esteem and physical development. We achieve this through: encouragement, adult support (on a 1:1 basis if necessary), parental engagement and targeted invitations to clubs aimed at developing the whole child. This year highlights have included:, the total inclusion of all SEN children in school productions, sports day and our Year 6 residential, SEN children elected to our School, Eco and Sports councils and successful inclusion of SEN children in extra-curricular clubs including games club, cross country club, country dance, basketball, Lego, colouring club, library, football, archery, frisbee and art club.
8. Additional emotional, social and pastoral Support
In addition to the social and emotional interventions and activities detailed above, we also employ a school counsellor for one day per week. Parental consent is always requested before children see our counsellor. This year she has worked with thirty children using play therapy. Having discussed their needs, we also support parents through signposting them to outside agencies such as Families First and Children and Young People’s Services. In addition this year, we have part-financed two community family support workers who have worked with children in Years 4 and 6 at school and in their homes. Also an educational psychologist has continued 1:1 sand therapy with two Year 4 children.
9. Working with other organisations
In order to meet the needs of our SEN children and their families we have extensive contact with other organisations. This year this has included:
- Social Services core meeting and conferences including extensive involvement in Child Protection and Child in Need plans
- Team around the child meetings for children where extra family support is needed; this typically includes the health visitor, the teacher, the parent, the school nurse, the family support worker, the social worker and a member of the early help team.
- Shared working with the Community Family Support Worker
- Social Services organised counselling
- Counselling for children with a parent in prison
- Police, police community support workers and neighbourhood wardens involved in awareness and education for example Internet safety.
For further information about this report or our SEN Policy please contact our SENCo:
Mrs Ruth McSweeney – Tel: 01453 823108
Mrs Katy Riglar has now left the school in order to take up a new role in the county.
Our SEN Governor is Mrs Shelley Sanders who may be contacted via the school office.
For more information about SEN you may wish to refer to:
- Park Junior School’s SEN Policy
- Gloucestershire County Council Local Offer
- Parent Guide on Additional Needs at:http://www.gloucestershire.gov.uk/schoolsnet/CHttpHandler.ashx?id=63459&p=0
- Gloucestershire Special Educational Needs and Disability Information, Advice and Support Service
Park Junior School’s Complaints Policy can be accessed at: