SEND Information Report 2017-2018

How many students did we have at our school with statements or EHC plans at the end of July 2018?

  • 9 children


How many students did we have at SEN Support at the end of July 2018?
  • 98 children

What were the outcomes for children within our school with SEND for 2017/18?

  • This data has been taken from the DfE report ‘Special Educational needs: any analysis of summary of data sources May 2018’. This report includes data from 2016/assessment period.
    Foundation Stage
    25% of children with SEN support reaching a Good Level of Development compared with 23% nationally
    Year One Phonics Check
    63% of children with SEN support reached expected standard for the year 1 phonics check compared with 43% nationally
  • Key Stage One
    We are closing the attainment gap in Reading for children with SEN Support. The attainment gap between SEN and non-SEN achieving the expected levels in Reading is 53% nationally. The gap at South Rise is significantly smaller at 44%
    We are closing the attainment gap in Writing for children with SEN support. The attainment gap is 56% nationally. The gap at South Rise is significantly smaller at 39%
    We are closing the attainment gap in Mathematics for children with SEN support. The attainment gap is 51% nationally. The gap at South Rise is significantly smaller at 38%
    Key Stage Two
    33% of children with SEN support achieved the expected level of progress (combined Reading, Writing & Mathematics) compared with 18% nationally.
    There has been a significant improvement in the progress of children with Social, Mental and Emotional Health and Cognitive and Learning difficulties this year, following the introduction of a range of interventions including a new Nurture Provision.

What training did staff at our school have in SEND over the year 2017/2018?

Our whole school training has focused on developing understanding of mental health and well-being through a series of PDMs covering emotionally healthy schools, attachment theory and emotion coaching.  
We introduced a training programme for support staff focusing on sharing practical skills and knowledge to enable our staff to support children’s learning most effectively. The content was led by needs that staff had identified and the school’s development programme. Sessions have included, effective questioning, scaffolding for greater learner independence, greater depth maths, phonics, restorative approaches and emotion coaching. ASD Outreach also delivered sessions on supporting children with ASD In mainstream settings. Feedback from our staff survey indicates that the training sessions were relevant and have had a really beneficial impact.
What the support staff say:
“It has made me more confident.” Kelly & Esther 
“It gave me the tools to help children achieve their goals.” Nina
“[I] learned new techniques to help keep children focused and enthusiastic about their learning.” Dawn 
“I can help children who find following our school values challenging.” Lena
Our Speech and Language therapists have provided training, advice and support to teachers and Teaching Assistants across the school to enable them to establish interventions such as Lego Therapy, ACI, Peer Supported Play and Box Clever.

What was in the Head teacher’s report to the Governors about SEND in 2017/18?

We continued to develop our procedures and in line with the SEND Code of Practice and have further embedded the graduated approach. This year we began to analyse SEN data through the four categories of need which enabled us to identify areas for development. 
Supporting children with social, emotional and mental health needs has been a priority this year. Our SEMH Offer (CAMHS, Behaviour Plans, 1:1 support, SRLC, Saplings Nurture Provision, Music Therapy, SALT & EP support) with a whole school approach focusing on Emotion Coaching. There have been three PDM’s delivered by our Educational Psychologist focusing on EC and Emotionally Healthy Schools. We are also introduced a programme of Emotional Literacy in SRLC.  The SEMH project is an ongoing priority across the Trust. 
We have identified areas to develop further as part of our School Development Plan next year including training for staff in identifying and supporting children with high incidence special needs such as communication difficulties and dyslexia. We also plan to introduce a range of evidence based interventions to support children with literacy difficulties and to maximize the potential for technology to support children.
We have re-deployed key members of our support staff towards evidence-based programmes of support. It is vital that interventions happen regularly and that the staff leading them have training, resources and ongoing support to make them successful. We now have support staff leading SEMH interventions (Saplings and SRLC), support programmes for dyslexia and literacy/maths difficulties (STEPS) and a varied programme of speech and language groups including Lego Therapy, Box Clever and Peer Supported Play. These interventions have had a significant impact. Children on the STEPS programme have made accelerated progress that has seen many reach expected levels of attainment, whilst others have begun to close the gap with their peers. We have seen children re-integrate into their classes from Saplings following successful programmes of intervention based on the principles of attachment and nurture. Their progress has been clearly evidenced on Boxall profile tracking. Similarly children have made great progress against their speech and language targets and have completed interventions successfully. 
We have also delivered training to support staff on the scaffolding framework developed by researchers at UCL. This training considers interactions between children and support staff and provides a framework to guide these interactions to ensure that children develop independence.
South Rise Learning Centre
SRLC has had a new timetable since January 2018, supporting 24 children who have a profile of Social Emotional and Mental Health needs, one of whom has an EHCP. Senior Learning Mentor, Michelle Warman assisted by Sally Leggatt delivered an anger management programme called Anger Alphabet. 
The children were asked to assess their skills in identifying when they were angry, what made them angry and the ability to deal with their anger safely. They were asked to reassess their skills 4 months later. 87% of children said they were able to identify when they were angry and what made them angry. 74% of children said they were more positive about being able to use ‘Stop, Think and Reflect,’ to manage their feelings and behaviour. 
What the children said:
“It’s (SRLC is fun. I learn about explosions and how to calm down. I have calmed down in class and used stop, think and reflect in my head.” (Tyler Year 4)
“Miss and Miss Warman are funny. I feel happy there. They tell me about calming down.” (Reece Year 3)
“SRLC is nice because sometimes I get angry and I can’t control it. After SRLC I can. I also love it when we play Junior Monopoly. It’s like a safe cloud land there.” (Suzie Year 5)
We re-launged our Nurture Provision Saplings this year as part of our wider drive to improve provision for children with social, emotional and mental health needs. Our Nurture Practitioner Kerry May has developed a programme including Peer-supported play, cookery, art, music, science, meditation and yoga to improve social, emotional and mental wellbeing and help the children develop positive attachments to adults and peers.  A hugely successful open afternoon was held last term attended by every parent.
Tigers Travel
South Rise has joined the Tigers Travel Programme. This is an intervention focused on developing independent travel and road safety - preparing vulnerable children for the transition to secondary school. It comes with a plan that our Teaching Assistants are delivering with children in a weekly small groups with lots of activities. The programme also covers practical life skills such as visiting a local shop to pay for an item and work out the change. Children are really enjoying the initial sessions and getting out and about in their local community.  
We have continued to develop the strong collaborative networks across the Compass Partnership to share SEND expertise, ensure consistency and improve the outcomes for our learners.  
We also continue to work in partnership with a number of outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils.
Speech and Language Therapy (SALT)
The majority of children with SEN at South Rise have a Communication and Interaction need and our successful partnership with the Speech and Language Therapy Service is vital in ensuring we met the needs of this group. We have worked with a highly effective team of therapists this year and implemented a new system of working with pupils at Universal, Targeted and Specialist levels to ensure that we maximise the impact of this agency. Becoming a Targeted pupil ensures that additional support continues, but does not require the Speech and Language Therapist to observe and write reports. We have invested in additional SALT support to meet the growing need for this service. 
We have begun the process of obtaining the Focusing Level of the Communication Commitment which is designed to ensure that the provision at South Rise Primary School is fully supporting all children, particularly those with Speech and Language needs. 
ASD Outreach
The partnership between South Rise and ASD Outreach continues to effectively support pupils. ASD Outreach regularly visits pupils who have an ASD diagnosis and this is an expanding group with two boys recently receiving this diagnosis. We have also started a new intervention called ‘Circle of Friends’ – this is a specialist intervention developed in partnership with the ASD Outreach service to support children with pronounced social communication difficulties. ASD Outreach has also delivered training to support staff around supporting children with ASD in mainstream settings and using visuals. We have also developed a new intervention, Attention Autism. These sessions have been developed to give children with autism an irresistible invitation to learn by creating fun, sensory and interactive activities that gradually enable children to develop their attention skills. Our children have made excellent progress on this programme and further training and support is planned for next year.
Educational Psychology Service
Our Educational Psychologist is Dr. Amy Phipps and she meets the Inclusion Leaders regularly. During her visits she observes children, meets parents and teachers to discuss the children and completes direct work and assessments with children to decide appropriate actions. This year we invested significantly in expanding the support we receive from the Educational Psychology Service to ensure that our most vulnerable children, several at risk of exclusion, were offered rapid support. The impact has been significant. We have also worked in a more strategic way with the Educational Psychology Service looking at training and support that they can offer to enhance our universal provision. This year the support has focused on social, emotional and mental health needs. Amy has delivered a number of PDM’s on creating emotionally healthy schools and emotion coaching.
There has been a significant rise in the number referrals to STEPS this year and we have seen a hugely beneficial impact to this closer working. We want to ensure that children have the specialist support and programmes that they need to make progress in both English and Maths. We now have dedicated STEPS Teaching Assistants who are attending regular training sessions. We plan to increase our STEPS programme significantly next year.
First Aid & Medical Conditions
This year we ensured that we are keeping children at our school even safer, by introducing two changes. Firstly we have purchased an AED (defibrillator) and developed and trained staff to follow a Resuscitation Action Plan. This will ensure we have a rapid response to any incidents of cardiac arrest that occur in the future. Secondly we have introduced emergency salbutamol inhalers to further safeguard our children with asthma.