School-based data/information 2016/17

How many students did we have at our school with statements or EHC plans at the end of July 2017?

Number of EHC Plans:  7

Number of Statements: 1

How many students did we have with SEN support?

On SEND register:  33

What were the outcomes for children within our school with SEND for 2016/17?

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 2016/17 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 Years One, Two, Four and Six the overall progress for children identified with SEND was plus 2.9 points or three points. The children with SEND for 2016/17 in all other Year groups are also making positive progress.  

What training did staff at our school have in SEND over the year 2016/17?

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. 

Attention Autism Phases 1, 2, 3 and 4

All support staff received three training sessions covering phonics, questioning and scaffolding learning to develop pupil independence.

What was in the Heads of School’s report to the Governors about SEND in 2016/17?

Special Educational Needs - July 2017

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 currently have Statements of Special Educational Needs will have their statements changed into Education and Health Care Plans (EHCPs) by April 2018. There is currently only one child in the DSP who has a Statement of Special Educational Needs which will need to be transferred to an EHCP by April 2018.

The SEN Support children together with those with EHCPs form the SEND Register.

SEN Categories

July 2017

Main School

July 2017

DSP based

Total

 

% Of the school Population

SEN Support

31

2

33

14.67%

EHCP

2

5

7

3.11%

Statement

0

1

1

0.44%

Total Number with SEN

33

8

41

18.22%

These children’s needs are divided into four categories 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

29

13

Cognition and Learning

With Dyslexia Diagnosis

7

3

Social, Emotional and Mental Health difficulties

4

Sensory and Physical Needs

 

1

Communication and Interaction difficulties continue to be the greatest areas of need within the school, with a rise in early diagnosis of Autism.

Boys dominate the SEN Register accounting for 73.4% compared to 26.8% girls.

The DSP is now at its full capacity of eight places: six boys and two girls. Three boys leave in the summer and there will be three new children starting in September.

Compared to other schools nationally Alderwood has a higher proportion of pupils with a Statement or EHC plan. Nationally the percentage of pupils with Statements or EHCPs is 1.3%. If you look at the school without the DSP: the percentage of pupils with statements or EHCPs is 0.89% so below other schools nationally.  As regards SEN Support: compared to other school nationally Alderwood has a higher proportion of pupils with SEN Support. Nationally the percentage of pupils with SEN Support is 12.1%. If you look at the school without the DSP: the percentage of pupils with SEN Support is 13.78%, so slightly above other schools nationally.

Additionally we have a group of children whom we are carefully monitoring through Progress Meetings. There are currently twenty seven children on the Monitoring List.

We continue to refer to 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. 

Staff Development: Janice Lewis continues as Assistant Head teacher for Inclusion and this term organised some staff training from Amy Phipps, our Educational Psychologist. On 21st June Amy delivered a very helpful Professional Development meeting entitled ‘Attachment Behaviour and Nurture’ and how to support children in school who have experienced disrupted early experiences. It was attended by teachers and support staff who found it most informative and supportive.

In Alderwood our highest category of need is Communication and Interaction (CI) so we have completed Level 1: Focusing, of The Communication Commitment.  The aim is to recognise and develop language and communication across the school. All staff continue to use a visual timetable and positive directives in class to support Behaviour for Learning.  Support Staff regularly use these to support group work. The use of the programme Communication in Print to help communication has been introduced.  Further training to support its’ use will be given to LSAs in September. Janice Lewis is discussing with the Speech and Language Therapists:  moving on to working towards the Level 2: Developing, of The Communication Commitment

The DSP successfully achieved the Autism Education Trust (AET) Standard thanks to the hard work of Ildiko Szabad, Pusha Samuels and the team.  Janice Lewis will be working on the AET standard for the mainstream in conjunction with the Educational Psychologist Gonul Hussein.

Several members of staff attended Attention Autism Training earlier in the year and Attention Autism is currently being used supporting some of our most vulnerable children.  Sharon Broadbent has now received additional training from Sinitta Lewis, ASD Outreach, to enable her to successfully deliver the next stage of Attention Autism. Sharon continues to deliver highly effective Speech and Language programmes following advice from the Speech and Language Therapist and Janice Lewis, including Lego Therapy, Attention Autism, Social communications and EAL. Additionally Sharon provides support to teachers with advice and valuable resources. The provision map continues to show good progression in this area.

All support staff are keen to develop their practice. One member of support staff, Sarah Cook, has completed the Learning Mentor programme and she has now been appointed as the school Learning Mentor, with effect from September 2017, to assist many children to overcome their barriers to learning and build their resilience.

SPEECH AND LANGUAGE: Alireza  Alidina is our Speech and Language Therapist. The Greenwich SALT support: is still being provided by Kath Pigott. Both therapists work together to meet the needs of our school.

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working very well. In addition to the caseload, Kath Pigott has been advising on good communication practices that are part of High Quality First Teaching and Alireza  Alidina has been really helpful by informally observing pupils to ascertain if a referral to SALT is appropriate and advising Janice Lewis  accordingly. Ali and Kath observe pupils on the caseload and advise the Class Teachers, Janice Lewis and Sharon Broadbent on the next steps to support the learning of these pupils.

Liz Turner, our family support worker, provides effective focused support to our most vulnerable families. She meets fortnightly with Janice to discuss the caseload ensuring that any changes are quickly implemented or acted upon. Liz continues to complete Early Help referrals, signposting parents to relevant supportive groups. She has also successfully run a Parenting for Parents programme in conjunction with Early Help. On 6th July Liz has organised a coffee morning at school where the Family Information Service will be providing information and support to parents. Janice and Liz will be there to help parents too.

Willow Dene Outreach and ASD Outreach: We continue to foster good links within the Compass Partnership with Willow Dene. Strong links continue with ASD Outreach who provides advice and support for those children with an ASD diagnosis who attend the mainstream.

Janice Lewis has met with Claire Bayfield from Willow Dene, John Hogan and Paula Parr from ASD Outreach to ensure that all children with an ASD diagnosis or who have ASD traits are suitably supported. This includes providing appropriate staff training.

Educational Psychology Service: Amy Phipps our EP has met with Janice Lewis to plan this term’s support and will continue to meet termly to plan the support. Amy observes children, undertakes direct work with the children, and meets parents and teachers to discuss the children and appropriate courses of action.

STEPs: We continue to use the STEPS service to diagnose those considered to have Dyslexia and we have used STEPs service to undertake in depth Literacy and maths assessments.

Waterside Outreach: We continue to receive effective behavioural support for two children from Leanne Bell and Rebecca Asker from Waterside Outreach.

Provision Mapping: The monitoring of interventions through development of the provision map 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.

Early Intervention Team: This is the second year that work has been successfully undertaken  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 Nurture Unit and DSP.