School-based data/information 2017/18

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

Number of EHC Plans:  8

How many students did we have with SEN support?

On SEND register:  38

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

Pupils, who have special educational needs or disability have made good progress this year as a result of good, carefully targeted teaching to meet their needs.

The outcomes within our school for children with SEND for 2017/18 showed that they had been well supported to progress well.

The expectation is that all children will make three points of progress across a year. In Year Two, the end of Key Stage One, the children with SEND made the overall progress of plus 3.4 points.

In Year Six, the end of Key Stage Two, the overall progress for children identified with SEND was plus 3.8 points.

The children with SEND for 2017/18 in all other Year groups are also making positive progress.  

What training did staff at our school have in SEND over the year 2017/18?

Training took place this year for teachers and Teaching Assistants about recognising the needs and supporting the learning of children who do not form secure attachments from birth to aged five. Thus developing good practice to ensure that these children are supported to achieve their full potential.

All staff received training about maintaining and developing Alderwood as an Emotionally Healthy school.

All support staff received training covering questioning and scaffolding learning to develop pupil independence

What was in the Headteachers' report to the Governors about SEND in 2017/18?

As a result of the 2014 SEND Code of Practice for 0 to 25: which came into effect from 1st September 2014: the children who with Statements of Special Educational Needs should have had their Statements changed into Education and Health Care Plans (EHCPs) by April 2018. This has happened in Alderwood.

The children with EHCPs and those who have SEN Support make up the SEND Register and there are 38 children

These children’s needs are divided into four categories according to their primary need, as specified in the 2014 SEND Code of Practice and we continue to review these on a termly basis.

Category of Need

Number of Children

Communication and Interaction

With ASD Diagnosis

 

22

11

Cognition and Learning

With Dyslexia Diagnosis

 

7

3

Social, Emotional and Mental Health difficulties

 

8

Sensory and Physical Needs

 

1

7 of the children have EHCPs. Six of the seven EHCPs contain an ASD diagnosed need and one is for SEMH. Two of the EHCPs are in the main school with the remainder being in the DSP.

The monitoring of interventions through the provision map continues as it is an effective way to measure intervention success rates and individual pupil progress. We continue to write Individual Learning Plans for pupils who have an EHCP and pupils where a statutory assessment may be being considered.

Whilst Communication and Interaction remains the greatest area of need there has been a rise in the number of children with Social Emotional and Mental Health needs. This is also the picture nationally. With this in mind the training which took place on the INSET day in January for all staff was about supporting children with ‘Attachment’ difficulties. This training was delivered by Sally Kelly the Head of the Virtual School in Greenwich. It was very helpful and well received by all. Following on from this: later this term our Educational Psychologist (EP) delivered a Professional Development Meeting about ‘Emotionally Healthy Schools’ for teachers. On the Summer Term Training day, the EP delivered the same training to the LSAs.

Additionally, Janice Lewis, the AHT for Inclusion delivered training on 26th February for LSAs to develop their good practice including input on questioning skills and developing pupils as independent learners.

Our Speech and Language Therapists Ali and Lauren visit the main school and the DSP each week. Ali liaises with Janice Lewis, the Inclusion Leader, to prioritise the main school caseload plus training needs and Ali supports Sharon Broadbent, our specialist Speech and Language TA, to deliver highly effective Speech and Language programmes including Lego Therapy, Attention Autism, Social communications and EAL. Both Therapists liaise with Ildiko Szabad regarding the needs of the children in the DSP.

Ali who has been at Alderwood for almost two years, is now moving on to further his career. Whilst we were very sad to see him go but we are getting a new therapist in June and Oxleas NHS Trust has provided excellent interim support.

ASD Outreach visit the main school several times each term and support the children with an ASD diagnosis. Waterside Outreach have visited the school regularly assisting with some behavioural issues which are now much improved.  The school continues to use STEPS for Dyslexia assessments and support with some language and handwriting skills.

Sarah Cook our full time Learning Mentor is very busy supporting the needs of the children so that they are able to learn happily and effectively.  Sarah had some training about ‘Mindfulness’ and she now has been undertaking ‘Mindfulness’ sessions to support Year 6 and will be offering that Lunchtime Club to Year 5 later this term. At a staff meeting Sarah gave the teachers information about ‘Mindfulness’ and its’ benefits including a short ‘taster’ session.  Additionally Sarah has been very proactive during ‘Mental Health Awareness’ week providing drop in ‘Tea and Talk’ sessions for all pupils and staff.                                                                                                                       The actions of the Learning Mentor positively support the ‘Emotionally Healthy Schools’ training earlier this year.

Our Family Support Worker: Liz Turner continues to provide effective focused support to our most vulnerable families Early Help referrals, signposting parents to relevant supportive groups. She meets three times a term with Janice to discuss the caseload ensuring that any changes are quickly implemented or acted upon.

Amy Phipps our Educational Psychologist met with Janice again this term to prioritise the caseload and this term the input includes some new referrals as well as supporting with some of the children for whom a Statutory Assessment may be appropriate. The EP who has been with Alderwood for a couple of years and works across the Compass Partnership is now moving on to develop her career. The EP service together with the Executive Head Teacher responsible for Inclusion will be interviewing within the next few weeks to find a suitable replacement EP.

Work continues for the third year with the Early Intervention Team run by CAMHS. Philomena Francis has worked with Liz Turner with some of our most challenging and vulnerable families. She provides support and advice to the school with regards to the CAMHS service. Pippa continues to provide support to our DSP.