School-based data/information 2018/19

How many students did we have at our school with statements or EHC plans at the end of July 2019?

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 2018/19?

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 2018/19 showed that they had been well supported to progress well.

At the end of Key Stage Two, the overall progress for children identified with SEND was in line with that of all children in maths and the SEND children made accelerated progress in reading.

What training did staff at our school have in SEND over the year 2018/19?

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

Alderwood now has achieved Level 2 of the Communication Commitment.

What was in the Headteachers' report to the Governors about SEND in 2018/19?

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

 

26

16 (one of whom has a primary diagnosis of Dyslexia) (8 mainstream children)

Cognition and Learning

With Dyslexia Diagnosis

 

8

6

Social, Emotional and Mental Health difficulties

with an ADHD diagnosis

 

3

1 (ASD is the priamry diagnosis)

Sensory and Physical Needs

 

1

8 of the children have EHCPs – all for communication and interaction needs except for one SEMH

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 CAMHS delivered two sessions of training to all staff on managing children with attachment needs

Our Speech and Language Therapist Lauren visits the main school and the DSP each week liaising with Janice Lewis, the Inclusion Leader and Ildiko the DSP Lead.  Support staff deliver highly effective Speech and Language programmes including Lego Therapy, Attention Autism, Social communications and EAL.

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 KS1 and KS2 children. Additionally Sarah has been very proactive supporting positive mental health providing drop in ‘Tea and Talk’ sessions for all pupils and staff.                                                                                                                      

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.

The 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.

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 and delivered two training sessions this year.