Supporting Educational Needs – Information Report Academic Year 2018/19
These pages set out information about our provision for those pupils who need school support for their educational needs and disabilities which impact on their academic, emotional or social development and learning. This report is updated annually. Our SEND policy, Equality Scheme, Accessibility Plan and other related policies can be found on our website.
About our school
John Hampden Primary School is a mainstream, 2 form entry school with 402 pupils on roll from Nursery to Year 6. JHS provides for children and young people with a wide range of more specific educational needs and disabilities including those with:
- Communication and interaction needs (C&I): This includes pupils who have speech, language and communication difficulties and pupils who have A-typical neurological development such as ASD (autistic spectrum) or ADD/ADHD (attention deficit/hyperactivity).
- Cognition and Learning needs (C&L): This includes pupils who have moderate, complex and or specific learning difficulties ranging from delayed learning, eg global delay, to specific learning difficulties such as dyslexia, dyspraxia, dysgraphia or dyscalculia.
- Social, Emotional and Mental Health needs (SEMH): including pupils with emotional or behavioural difficulties such as OCD, anxiety or attachment disorders.
- Sensory and/or Physical needs; (PD&S): This includes children who have visual, hearing or specific sensory processing needs or a physical or medical disability that impacts on their learning
Our SENCO (Special Educational Needs Co-ordinator) is Katherine Rose. Her working days are Wed-Friday. Contact details:
John Hampden Primary School, Park Street, Thame, OX9 3HU Tel. 01844 212291 extn. 3.
Our governor with responsibility for SEN is: Mrs K Horrocks
How do we identify and give extra help to pupils with SEN?
The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’. This guidance follows the revised SEN Code of Practice for 2014.
The guidance sets out clear practice for identification, early intervention and provision:
- How we identify if a child or young person has a special educational need.
- How we assess children and plan for their special educational needs, and how we adapt our teaching.
- Ways in which we can adapt our school environment to meet each child’s needs
- How we review progress and agree outcomes and involve our pupils in this.
For further information please see details of OCC guidance and the SEN Local Plan https://www.oxfordshire.gov.uk/cms/sites/default/files/folders/documents/childreneducationandfamilies/educationandlearning/specialeducationalneeds/SEND/CompilationFoundationYearsandPrimary.pdf
How do we work with parents/guardians and pupils?
We will always contact parents/guardians if we have a concern that a pupil may be presenting with any difficulty impacting on their learning, academically, socially or emotionally. We work hard to handle any issues that may be sensitive and voicing concerns may initially come from a teacher or from the SENCO. We work closely as a school team with pupils and parents/guardians to unpick difficulties, explain assessments, agree outcomes, plan provision for school and home and then review progress regularly. Pupil and parent views are always central to this process. We incorporate the pupil’s voice about their strengths, difficulties and targets on their IEP, All about Me profile or a Pupil Passport. Parents are asked for their own views and contributions about their child’s needs and progress in good time for any meeting.
Following a range of assessments, pupil progress is reviewed termly and new outcomes set. Targets need to be simple for pupils to understand and take ownership of and should be their key learning targets within class. Dependent on the level of support needed there may be termly review meetings with the teacher or with the SENCO and any other external agencies involved with the pupil’s provision. Please see the information provided below about our register and review procedures. We will also review progress and provision for any transition to secondary school. We may also review progress during A Team around the Child or Family for appropriate pupils. Teachers and the SENCO are of course available to meet at any point by appointment.
Parents who would like impartial advice about SEN needs are able to contact the Oxfordshire Parent Partnership Service (SENDIASS) at: https://www.oxfordshire.gov.uk/cms/public-site/sendiass-oxfordshire-formerly-parent-partnership
Identifying Pupil Needs, Assessing and Providing Appropriate Provision
The SENCO and teaching staff are experienced in identifying and assessing learning difficulties so that pupils can be supported effectively. Most importantly at an early stage of identification is observation, discussion and assessment with the pupil’s whole team – pupil themselves, parents, teacher, TAs and SENCO.
Informal monitoring of pupil development and progress is always ongoing through observation and discussion. More formally, there are 3 whole school academic assessment weeks per year. In the Early Years Foundation Stage progress is tracked towards the Early Learning Goals. From Year 1-6 Maths is assessed using PUMA assessments, English assessments are through PERA/PIRA assessments and teacher assessment. As statutory tests, Year 1 have a phonics test at end of the year, Year 2 have KS1 SATS tests and Year 6 have KS2 SATS tests.
Our whole school assessment tool, Target Tracker, helps to ascertain progress and achievement, either individually or within a group but is also used in conjunction with external agency reports and where appropriate a range of specific SEN diagnostic assessment. Examples of diagnostic are such assessments as a Diagnostic Reading Assessment, Youngs Spelling, S&L Vocabulary assessment, Phab processing. Alongside these we have specific assessments to measure emotional, behavioural or co-ordination/motor difficulties. More in-depth cognitive assessments, language assessments or specific learning difficulty assessments eg autism, ADHD, dyslexia/dyscalculia are provided by our Educational Psychologist, Speech & Language Therapist or external professionals.
Once we have identified a learning need a pupil will be tracked on our register and provision planned to support them. Provision is planned on Year Group Provision maps and assessed regularly between pupils, teaching team, parents and SENCO.
Supporting Educational Needs Register (SEN Register)
Our register tracks and monitors those pupils for whom we need to provide specific provision to ensure that they make appropriate progress to meeting their relevant age related expectations. Pupil’s support needs falls across 4 stages to ensure effective provision that links into our Provision Maps. Pupils can move to different stages on the register and indeed come off it completely. This will always be discussed with parents.
Level 1: EHCP: Pupils with more complex needs are supported through an Educational Health Care Plan. There are termly and Annual reviews with all the team involved in the pupil’s provision. Pupils are supported in an educational setting until they are 25 and usually have a high level of adult support.
Level 2: SEN SUPPORT: Pupils who academically are scoring at around 30% below their peers or need a higher level of emotional/social provision. Their provision is supported with an Individual Educational Plan and they will have an appropriate element of 1:1 or small group support. Parents, teachers and SENCO meet termly to review progress.
Level 3: SEN SUPPORT: Pupils who academically are scoring at around 15% below their peers or have continuing provision for emotional/social issues and need some additional support in small groups or interventions. They will be supported with an Individual Pupil Profile and teachers will review progress with parents/guardians termly in conjunction with SENCO advice.
Level 4: Pupils who may be meeting their age related expectations or just falling below but have specific learning needs, eg dyslexia, for which there needs to be provision made through first quality teaching and specific interventions. They will be supported either through a Group IEP or on the Year group Provision Map.
REGISTER DATA NOVEMBER 2018 PUPILS WITH EHCP: 11; PUPILS WITH SEN SCHOOL SUPPORT: 54
TOTAL: 65 PUPILS
16.6% of total roll (432)
|PD & SENSORY|
|Year Group Totals:|
Year 1 09
Year 2 10
Year 3 8
Year 4 10
Year 5 10
Year 6 09
|Pupils with SEN|
& Pupil Premium
REGISTER DATA SEPTEMBER 2018 UPDATED – PUPILS WITH EHCP: 5; PUPILS WITH SEN SCHOOL SUPPORT: 68
TOTAL: 73 PUPILS
|PD & SENSORY|
|Year Group Totals:|
Year 1 07
Year 2 14
Year 3 14
Year 4 12
Year 5 15
Year 6 08
|Pupils with SEN|
& Pupil Premium
How do we adapt the curriculum to ensure it is broad, balanced and inclusive?
We offer a broad, balanced and inclusive curriculum for all of our pupils, whatever their need. The way in which we adapt this provision for pupils with SEN and/or disabilities is set out on our website in the School Accessibility Plan. Adaptations to the curriculum are dependent on individual pupil need and provide a holistic approach to their needs. Examples of current adaptations for individual or groups of pupils are below:
- Ensuring ongoing training to ensure strategies and provision is embedded throughout the school for inclusive teaching, eg from supporting emotional behaviour management, environment issues and awareness of sensory difficulties to provision of individualized, alternative curricula where necessary.
- Signing is used to support pupils with complex needs and is used routinely across EFYS and incorporated into school assemblies and productions.
- Incorporating braille and provision for visual impairment through modification of all learning resources and physical activities with highest level of expert TA support.
- Supporting emotional and behavioural needs through careful emotional management, high level TA support and training to ensure inclusion and pupil confidence.
- Supporting specific learning difficulties with handwriting and structuring written work with range of recording methods and an emphasis on teaching touch typing to support writing skills.
- Specific intervention programmes such as Project X (reading bolstering), Precision Monitoring and Tracking (for spelling, number work, reading), Read Write Inc (reading and writing programme); shared reading interventions; paired peers; Spirals programme for social language; social stories to support Communication & Interaction difficulties, Arch reading programme.
- Whole school approaches eg Kagen groupings to encourage confidence in thinking, discussion.
- We have ensured intensive maths provision for lower ability groups with additional teacher for Year 6 and smaller groups where feasible across the rest of the school.
- We encourage pre-learning and over-learning for pupils and offer resources for home-school learning to ensure continuity of support. EYFS have a stay and play session every Friday to encourage parental involvement.
- We run 1:1 and group intervention work across the school to target difficulties pupils may be experiencing in developing their learning and/or social skills in line with age related expectations. We have a strong cohort of experienced TAs who work both 1:1 and with small groups. Provision of all interventions is monitored termly by the team of teachers, TAs and SENCO.
- All pupils are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We communicate with parents and pupils when planning trips so that everyone is clear about what will happen. We will do a full risk assessment for individuals for whom we feel this is necessary.
- We ensure that we provide parents/guardians with relevant information about any activities and events for those pupils with SEND issues eg family support at Thomley Hall.
- For further information please refer to the Family Information Directory: http://fisd.oxfordshire.gov.uk/kb5/oxfordshire/fsd/disabilities.page
What expertise can we offer?
SENCO: Our SENCO has many years of teaching experience (18 years at JHS) and in SEN teaching across primary years and lower secondary school. She holds the post-grad National SENCO award and has been SENCO at JHS since 2010. She is a member of the Senior Leadership Team and is a designated lead for safeguarding and Looked after Children and has a Mental Health First Aid award. She works in conjunction with Alison Charlton and Luci Watson to support SEN provision at Tetsworth. Katherine attends regular SEN meetings, training and conferences and is responsible for ensuring the JHS community are kept abreast with training and developments.
Teachers are responsible for the learning and progress of all the pupils in their class and we have a highly dedicated and hard working team who strive to help each child fulfil their potential. Teachers receive ongoing training across a range of special educational needs from cognitive learning to social/emotional difficulties and work hard to embed up to date, well researched strategies in their classrooms. There are regular meetings with the SENCO to share ideas, advice, resources and guidance. EYFS teachers are adept at recognizing early difficulties and working with the head of EYFS, Amy Begley, and the SENCO to address early intervention.
Teaching assistants are trained to support the particular needs of the children they work with as well as having in depth training in a range of learning difficulties. Over this past year, for example, training has taken place for TAs to support visual impairment, Downs Syndrome, Makaton signing, complex needs, ADHD, ASD, dyslexia, attachment and emotional disorders as well as a range of specific medical issues. TAs are encouraged to attend termly whole school training, in addition to the specific TA training during the term and monthly meetings. We currently have 24 TAs, all experienced and with a range of expertise.
Home School Link Worker
Our Home School Link Worker, Sarah Weston, works in conjunction with the SENCO to provide support and signposting for families and individual pupils with a range of difficulties. Sarah is a teacher and qualified family therapist with many years of experience. She works at JHS 2 days a week.
Katharine Horrockas has a wide ranging expertise in Downs Syndrome and meets with the SENCO to discuss SEN issues and developments.
Specialist Support Services.
We work with a range of specialist support services to ensure that we provide the most effective and appropriate support and provision. Parental discussion and consent is always sought prior to any referral. Examples of specialist support services currently used are below:
- SEN Officer at County level to advise on support and placements
- Educational Psychology
- SENSS team who support children with communication and language, sensory needs and physical needs
- Communication and interaction specialist teachers working to support ASD, OCD and ADHD pupils within school and at transition to Year 7
- Child and Adolescent Mental Health Services (Pcamhs and CAMHS)
- Therapy services including private speech and language, physiotherapy and play therapy
- Home school link worker – Sarah Weston.
- Children’s social care services LCSS
- Attachment team
- Behaviour support and outreach service
- Parent Partnership
- We also liaise with other agencies when necessary to support any need, eg adult education
Information and details about the services above can be found on the Oxfordshire County Council SEN web pages about the Local Offer. https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-local-offer
Oxfordshire’s accessibility strategy can be read at:
What do we do to support the wellbeing of pupils with SEN provision?
Developing a pupil’s self-esteem, confidence, sense of achievement and progress is key and underpins all of our inclusive provision. We have a strong holistic ethos and our teams work hard to build positive relationships with children and parents so that wellbeing concerns can be addressed easily and sensitively. All children have the opportunity to share thoughts with teachers 1:1, in circle times, classroom worry boxes, PSHCE, assemblies, class or school council. Teachers are encouraged to promote both a growth mindset and mindfulness approach to help to foster resilience and positivity. TAs supporting pupils with any level of emotional/social difficulties run talk time sessions, positive diaries, friendship groups and we have a specific art therapy series of sessions. Classroom activities are often offered for children for whom the playground causes difficulties. Additionally, several pupils work 1:1 or in a small group with Ms Rose, our Home School Link Worker, Sarah Weston or our C&I advisor teachers. TA support and external agency support provide play and friendship goups.
Pupil voice is crucial for all pupil learning – discovering how they learn best, what they enjoy, what they find tricky, what worries or excites them. Pupils contribute to their IEPs and pupil profiles.
We take bullying and any form of discrimination very seriously through anti-bullying week, class discussion, PSHCE lessons and effective school rules. We have run power point presentations by pupils with ASD to help to explain their feelings and how tricky life can be to ensure there is a broader understanding amongst their peers. We work with Young Carers and their parents to foster a sense of calmness and wellbeing within school.
Team Around the Child or Around the Family are ongoing multi-agency support meetings to support families with pupils who also have SEN needs and provide a forum for bolstering wellbeing for both pupil and family.
Transition for Pupils with SEN needs
We encourage new pupils to visit the school before starting and arrange a meeting with parents to find out about the pupil, their needs and past experiences. Current or past teachers are contacted so there is a complete picture. Pupils coming from different nurseries are visited in situ by the EYFS team and the SENCO where there are more complex needs. EYSENIT liaison and documentation for any more complex pupils are used to address provision and planning.
From February Year 6 transition is planned so that all pupils with SEN needs are able to have either more visits to their chosen secondary school, parents and pupils meet appropriate staff and that there is timely liaising between SENCO, Year 6 and Year 7 staff. Additional transition over the last year involved our SENCO and C&I teachers working with small groups, as well as Pioneers Plus visits and extra visits for individual pupils with the HSLW. Transfer meetings for pupils with an EHCP take place in September of Year 6 and a final review meeting with Year6/7 staff takes place in June. Ongoing liaison between SENCO and Year 7 Head continues during the first term of Year 7 and sometimes beyond.
From May transition is planned carefully throughout the school, particularly in transition phases from EYFS to Year 1, Year 2 to Year 3 and Year 5 to Year 6. All teachers and TAs contribute to detailed profiles and IEPs for the pupils on the register. Several transition meetings are held for TAs and teachers to liaise re individual pupils and groups of pupils with any necessary training delivered or planned.
Planned Developments for 2018 – 19
- Writing focus for SEN pupils to be developed to close the gap. Best inclusive practice in classrooms for varied recording methods, speaking for writing frameworks, structured mind mapping and writing frameworks, task management boards, visuals and aid-memoires, use of ICT including laptops, ipads and touch typing skills, vocabulary extension.
- Reading focus for SEN pupils to continue to be developed to close the gap. Paired shared reading intervention, use of reading diaries, clear comprehension focus (listening, 3 key areas of understanding text – context, inferential, explicitly), teaching skill of comprehension answering, tracking/precision monitoring focus, vocabulary extension. Continued use of key interventions to include Project X, Read, Write Inc, Reading for Meaning.
- The embedding of the new 2014 SEN Code of Practice has encouraged a rather more medically diagnostic approach to a fuller understanding of special educational needs. There has been an increase in parental assessments for dyslexia, dyscalculia, dyspraxia. One of our experienced TAs has completed her post-graduate literacy difficulties course and is using her knowledge and research to support pupils in upper KS2. Group IEPs for dyslexia or dyspraxia will aid provision in a more effective way.
- TAs are working across year groups to provide tighter interventions for either individual or groups of pupils. TA Teams are supporting more complex pupil needs.
- Pupil Profiles and IEPs and provision mapping is carried out by all teams. Key Stage teams meet regularly to discuss pupil needs and SEN strategies to ensure consistency of practice.
- Tracking of pupil needs is settling down with new assessment data. 2 members of staff are trained to deliver diagnostic assessments to inform provision.
- Revising our School Register of Support for Educational Needs allows more a more flexible staged provision which ensures no pupils slip through the net, particularly if they are pupils who may be meeting academic age related expectation.
- There continues to be an increase in the number of pupils referred to either pediatrician or Pcamhs for ASD or ADHD. Waiting times for appointments can be anything up to 9 months. We have also worked this year with the ADHD Clinic in Oxford for 2 referrals.
- Parental involvement in their learning has been fostered in a number of open evenings as well as Stay and Play in EYFS and Reading Workshops run by our Reading Specialist TA.
- The school has access to Mental First Aid through SENCO. HSLW is to also acquire the qualification.
Next steps planned for 2018-19:
- Continued focus on closing the gap across language skills, reading, writing and maths, particularly pupils who have SEND needs and are also in receipt of Pupil Premium.
- Signing School focus with weekly assemblies and signing to be used across the school.
- Sensory training whole school to ensure knowledge and understanding with focus on incorporation of appropriate sensory provision for pupils during learning and break times.
- Additional dyslexia best practice training to be delivered and practice embedded across SEN needs
- Training to support SEMH Emotional Behaviour Management, particularly around attachment and adoption with best practice from ‘Becoming an Adoption Friendly School’ as standard for supporting pupils with trauma and emotional needs.
- Revision of Individual Educational Plans, Pupil Profiles and Provision Map to make more user friendly and less time consuming to write.
- Revision training for SEN code, descriptors and strategies for good practice for all staff.
- IT provision for SEN – consistent and regular use of touch typing, voice recognition, alternative recording.
End of Year 2017-18 Data: Achievement and Progress
The SEN Register for 2017-18 in July 2018 included 11 pupils with an EHCP and 54 pupils with SEN School Support . In achievement terms our SEN pupils are continuing to fall behind their peers across each area of the curriculum (thus 3.9% of SEN pupils achieving age related expectations or above in comparison to pupils without SEN achieving 54.8%). Writing remains the most significant deficit. 7.8% of pupils with SEN needs achieved age related expectations in comparison to those 63.3% without SEN needs. Of those 7.8%, 5.9% were pupils who were also Pupil Premium. In progress terms for our SEN pupils is a positive picture (see tables 2 below) with progress levels running just under pupils without any additional SEN needs.
SEN Impact 2017/2018 PROGRESSAt John Hampden School we assess whether or not children are working at the age-related expectation. If a child is working at the age-related expectation in one year group we expect that they will then be working at at least the age-related expectation in subsequent year groups. Expected progress is measured as a score of 6. The following table compares the average progress made by our SEN children and our Non-SEN (other) children. The progress of our SEN children is broadly in line our Non-SEN children and better in some cases.