SCHOOL BASED DATA/INFORMATION: 2019/20

SCHOOL BASED DATA/INFORMATION: 2019/20

 

How many students did we have at our school with statements or EHC plans at the end of July 2020?

 

 

2 EHCPs

 

 

 

How many students did we have at SEN Support at the end of July 2020?

 

 

56 pupils

What were the outcomes for children within our school with SEND for 2019/20?

 

 

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 latest available data was in 2019 where the outcomes within our school for children with SEND 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 Six (the end of Key Stage 2) the overall progress across the year, for children identified with SEND was plus 5.3 points.

In Year 1 it was plus 3.1 points, in Year 2 plus 2.9, in Year 3 it was plus 2.7points, Year 4 was plus 3 and Year 5 it was plus 3.

 

What training did staff at our school have in SEND over the year 2019/20?

  • Teachers received training from the AHT Inclusion about all strategies to support children with additional needs.
  • Additionally, during the period of school closure, the Teaching Assistants, the HLTA and Learning Mentor, as well as the AHT Inclusion undertook the NASEN ‘Focus on SEND’ Training about supporting children with all Special Educational Needs, which is a nine-hour online course, thus further developing good practice to ensure that these children are supported to achieve their full potential.
  • The HLTA, who implements many Dyslexia interventions, received training from STEPs, our LA Dyslexia specialists. The HLTA has been able to support parents to deliver an intervention at home since 23rd March, so that the children who either need additional learning as a result of a Dyslexia diagnosis, or because they have dyslexia type traits have additional learning.
  • Many Teaching Assistants received training from the Speech and Language Therapist to support children with speech and language needs.
  •  To further support the children in school the AHT Inclusion undertook ‘Child Bereavement Training’ on a virtual platform in May 2020.

 

What was in the Headteacher’s report to the Governors about SEND in 2019/20?

 Special Educational Needs and Inclusion – Report for Governors

Janice Lewis, AHT Inclusion

 

Ofsted July 2015: ‘Sensitive support, matched closely to the needs of disabled pupils and those who have special educational needs, helps them to learn exceptionally quickly’.

 

As a result of the 2014 SEND Code of Practice for 0 to 25, effective from 1st September 2014, the children with Statements of Special Educational Needs had their statements changed into Education and Health Care Plans (EHCPs) by April 2018.

 

The children with EHCPs and those who have SEN Support make up the SEND Register and there are 58 children

SEN categories September 2014 onwards

March 2020

% of the school population

SEN Support

56

10.5%

EHCP

2

1%

Total Number with SEN

58

11.5%

 

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

 

23

8

Cognition and Learning

With Dyslexia Diagnosis

 

21

14

Social, Emotional and Mental Health difficulties

 

9

Sensory and Physical Needs

 

5

 

Compared to other schools nationally, Deansfield now has a lower proportion of pupils with an EHC plan. Nationally, the percentage of pupils with EHCPs is 1.3%. At Deansfield, one EHCP is for a Social Emotional and Mental Health need, and for the other, the primary need is ASD/ADHD - Communication and Interaction.

As regards SEN Support, in Deansfield 12% of pupils have SEN Support, which is in line with other schools nationally, (the national percentage is 12.1%), although below Greenwich, which is 15%.

Boys dominate the SEN Register, accounting for 66% compared to 34% girls.

Interventions are carefully monitored, and Individual Learning Plans written for pupils who have an EHCP and pupils where a statutory assessment may be being considered.

Whilst Communication and Interaction continues to be 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 in Greenwich and nationally. To help children with these types of needs to feel ready to access the curriculum, we employ a Counsellor who helps children each week for half a day, and we are having some teacher drop-ins and AHT Inclusion consultations with  CAMHS (The Child and Adolescent Mental Health Service). Additionally, the Inclusion Leader and the Learning Mentor attended a Mental Health First Aid course this year. This year we have been developing strategies to ensure that we are an Emotionally Healthy School, thus building on Staff Meetings last year. We are also liaising with CAMHS to reinforce effective strategies to support anxious pupils, or those with insecure attachment needs.

We continue to have a group of children whom we are carefully monitoring. The majority of these children are in FS and KS1 because, at this early stage in children’s education, it is often unclear if there is an underlying additional Educational need. The Class Teacher or parent may have raised concerns regarding learning or unusual behaviours, so their response to high quality first teaching is carefully monitored, as they may possibly have additional needs that need focused interventions.  

Our Speech and Language Therapist has visited school every week for half a day and liaises with the Inclusion Leader, to prioritise the school caseload and provide training as appropriate. The Therapist provides support to the Teaching Assistants, Higher Level Teaching Assistant and our Learning Mentor to resource and deliver highly effective Speech and Language programmes, including Lego Therapy, Speech sound interventions, Zones of Regulation and Social communications.

The Speech and Language Therapist, together with the Speech and Language Therapist in Alderwood, delivered training about ‘Active Listening’, including follow-up meetings with individual teachers to support them to help children to overcome the learning barriers within normal high quality first teaching. The Therapists followed up with further meetings supporting teachers, which have been very helpful to ensure all children can access the curriculum.

At Deansfield, we know that strong language and communication skills are linked to better outcomes for children in school and beyond, which is one of the reasons why we are involved in the ‘Communication Commitment’.

During Lockdown, when the Speech and Language Therapist was not able to visit school in person, she delivered most sessions remotely to the children at home in liaison with school. For a small number, where it was not possible to deliver video sessions, the Speech and Language Therapist supported the family through paper resources or telephone calls. This was possible because the Therapist and school have always been keen to develop and maintain good relationships with parents and carers of pupils.

Deansfield has now achieved Level 2, which is the Developing Level of the Communication Commitment, effectively building on the Focusing Level of the Communication Commitment which Deansfield achieved in the 2016/17 academic year. 

 

Staff Development

Deansfield has a highly skilled group of Teaching Assistants and Early Years Practitioners, who are a wonderful asset to the school and they are always keen to further develop their practice to improve children’s learning.  All support staff continue to attend the Training Days at the beginning of each term, which has had a positive impact on developing their good practice, and the support staff appreciate attending the training.

This academic year’s cycle of Professional Development Conversations has taken place, and as a result, a number of staff members have been able to attend training.

Learning Mentoring and Counselling

The Counsellor works in Deansfield every Thursday morning and remains highly effective, supporting pupils with emotional difficulties. The counsellor feeds back to our Inclusion Leader weekly. The Learning Mentor supports children with emotional/mental health needs too, and she is efficiently employed full time in Deansfield. The Learning Mentor also continues to deliver the Tiger Road Safety programme for a few children in Key Stage 2, and this next half term she will be very busy supporting children to transition happily into secondary school, as well as supporting the internal transitions to the next year group.

ASD Outreach and Willow Dene Outreach

The ASD Outreach service regularly visits pupils who have an ASD diagnosis. The Willow Dene Outreach service is due to resume in the summer term and the visits will provide valuable support, particularly for the children in the lower part of the school whose profile could fit an ASD diagnosis.

Educational Psychology Service

Our Educational Psychologist (EP) meets our AHT Inclusion each term to plan the support. She visits several times each term. During these visits, the EP observes children, meets parents and teachers to discuss the children and appropriate actions, including staff training and developing EHCPs. The EP, who has been with Deansfield 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.

 Waterside Outreach

Waterside Behavioural Support Teachers and workers have visited the school regularly, assisting with some behavioural issues, which are now much improved. 

STEPS

We continue to make referrals to the Dyslexia support group in the Borough (STEPS). As a result, we do have some more children with a diagnosis of Dyslexia, so there are now fifteen children with a diagnosis of Dyslexia (six girls and nine boys). So, within the Cognition and Learning Section of the SEND Register, fifteen of the twenty one children have a Dyslexia diagnosis.

The school is using the computer program recommended by STEPS, called ‘Wordshark’, which supports children with Dyslexia, or children who simply need help with phonics and spelling. We have been providing short 20 minute, highly structured interventions, adapted as appropriate to meet need and indicators of success, which, so far, have been very positive.

We are continuing to provide further training for staff in the next academic year to ensure that High Quality First Teaching strategies continue to be employed across school, to enable children with Dyslexia to access the curriculum.

Provision Mapping

Provision Mapping remains an effective way to measure intervention success rates and individual pupil progress. Individual Learning Plans are written for pupils who have an EHCP and pupils where a statutory assessment may be being considered.

 

Transition

Children who might struggle at times of transition, either into Secondary school, or as they move up through the classes, are supported by having additional visits where possible to Secondary school, or, if not, a virtual tour has been provided, and they have extra input from our support staff. Our Learning Mentor is already using transition materials.

This term the Inclusion Leader has been remotely meeting with the SENCOs in Secondary schools to discuss the children who have additional needs, providing the new school with a clear picture of the children’s needs, so that they can continue to be met at secondary school as they have been in primary school.

Within school, children are given Transition books to look at over the summer holidays, as well as virtually meeting the new teacher and classroom.