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Perton First School

 

SEN Governor Report – October 2016

 

 

SEN profile of the School

There are currently 348 children (Nursery to Year 4) on roll at Perton First. 31 of these children are on the SEN Register, (representing 9% of the total number of children) 3 of whom have EHC Plans (Education, Health and Care Plans) and the remainder receive Special Educational Needs support.

There are a further 26 children throughout the school who are being monitored closely, and who receive specific class support/intervention.

 

Identification of SEN

How are SEN children identified?

  • We analyse data regularly to identify children who are not at age related expectations and are making slow or no progress.

  • Staff monitor children in the classroom

  • Liaison between home and school – parents may bring concerns to discuss with the class teacher or SENCo.

  • In the case of transition from another educational setting, information will be provided to Perton First from the previous setting.

Where concerns are identified, parents are invited to meet with the SENCo and class teacher to discuss the child’s specific needs. If appropriate a targeted programme will be planned by the class teacher, tailored to suit the child’s individual needs. Outside agencies will be involved if this is appropriate.

Provision

All children receive Quality First teaching from their class teacher. Children with special needs receive focused interventions which are tailored to their needs, and delivered in small groups or 1:1 sessions. Steps taken to meet the needs of SEN children are recorded through the use of provision mapping, showing all interventions a child has received and their progress as they move through the school. Where outside agencies are involved the class teacher and SENCo work closely with them to ensure that the child is receiving the most appropriate support.

Perton First provide a broad range of interventions to SEN children, covering English, Maths, social skills, emotional and physical support. Interventions include the Dyslexia Outreach Programme, Phyzzy club, Freddy Frog, Lego Therapy, Plus 1, Speech and Language interventions, fine motor skills, precision teaching and individually tailored curriculums.  All interventions are planned and monitored closely by the class teacher and are normally delivered by Teaching Assistants.

 

SEN Funding

Income

SEN budget allocated to PFS (2016/17):        £97,279
 

Expenditure

1:1 Support staff                                          £104,025

SENCo Role                                                   £  19,291

TA Support for SEN interventions               £  17,721

Specialist external SEN teaching                 £      250

SEN Training and resources                         £    2,000

Total Expenditure                                        £143,287

SEN overspend of £46,008 funded from main school budget.

Pupil Outcomes (academic year 15/16- Summer term data)

The following table demonstrates the percentage of our SEN children who made expected progress during the last academic year (September 15 to July 16):

 

Reading

Writing

Maths

Year 1

(5 children)

20%

0%

40%

Year 2

(11children)

82%

45%

64%

Year 3

(3 children)

100%

66%

100%

Year 4

(5 children)

100%

100%

100%

 

The progress of SEN children in Years 3 and 4 is good and in line with their peers. SEN progress in Years 1 and 2 was below that of their peers. This is partly due to the complex needs of some children in these year groups and these children will continue to be the focus of careful monitoring and targeted interventions next year.

 

Further Information for Parents

 

Information

Where Information can be Found

Admission arrangements for pupils with disabilities

School SEN Policy

LEA website

Details of steps taken to prevent pupils with disabilities being treated less favourably than other pupils

SEN Policy

Accessibility Plan

Details of facilities provided to assist access to the school by pupils with disabilities:

  • Environment
  • Curriculum
  • Information

School Accessibility Plan (showing outcomes) as an appendix

 

SEN Information Report

 

Governor Comment

Perton First School continues to provide high quality, focused and effective support for SEN children. The SENCo has been given an increased amount of protected time (from September 2016) to devote to the role, and is also a member of the Senior Leadership Team, ensuring strong stewardship of the SEN agenda throughout the school.

Teaching staff are experienced and have a proven record of differentiated teaching, complemented by a dedicated team of well-trained TAs delivering the range of targeted interventions. The progress made by so many SEN children demonstrates that provision of specialist interventions is highly effective and meets the needs of individual children well. Those who have slower progress are closely monitored to ensure they are fully supported to achieve their potential.

Robust systems are in place to track individual children’s attainment and progress and this information is shared with Governors on a regular basis.

The National Curriculum 2014 significantly raised expectations for children in Years 1 to 6, which has been particularly challenging for some SEN children. These children will continue to be supported with individual strategies and interventions and whilst they are well supported and making progress, that progress will be slower as retention of new learning takes a little longer.

I am satisfied that Perton First make every effort possible to deliver tailored educational support to meet the precise needs of each individual SEN child, thus giving them maximum opportunity to flourish and progress during their journey through the school.

 

 

Please note that we take issues regarding confidentiality very seriously and as some of the date involves small groups of children, we do not wish to publish information which may identify them. Therefore, although full data has been made available to the governing body, the version published on our website has been edited where it was appropriate to do so.

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