1 Plumcroft Primary School SEND Information Report 2016-2017
2 Photo to go here At Plumcroft we believe that we are an educationally inclusive school as we are concerned about the teaching and learning, achievements, attitudes and well-being of all our pupils.
3 SEND Information ReportPlumcroft Primary School aim to provide a happy, healthy and safe school by providing high quality pastoral care, support and guidance by listening to the concerns of children and parents. We want all our pupils to feel valued, secure and to be given opportunities to learn by providing a differentiated curriculum that caters for the needs of all pupils. We believe we have a duty to bring together and include all groups within the school and the local community. Photos to go here.
4 Children learning about the world around them through practical experiences is good practice at Plumcroft Photo goes here Photo goes here
5 Who are the best people to talk to in Plumcroft about my child’s difficulties with learning/Special Educational Needs/Disability (SEND)? Class Teacher Maria Taylor – Assistant Head (Inclusion) Hetal Patel – SENCo - Teaching Assistant with 1:1 responsibility for a child Richard Slade – Headteacher – Annette Graney – Deputy Headteacher – Pauline Austin – SEND Governor
6 What do we offer for different types of need?
7 My child has difficulties with communication and interactionThis can include: Understanding language, vocabulary or instructions Using language to express themselves or talk about their learning Understanding how to communicate socially with other people (interactions with peers and adults) Stammering Poor speech sounds Conditions include: ASD (Autistic Spectrum Disorder), Specific Language Disorder, speech disorders or delay
8 What do we offer? Quality First Teaching, with appropriate differentiation and small group work Visual support to aid following instructions, key and topic related vocabulary, concepts and themes Social skills groups Language groups Referrals to a speech and language therapist for assessment and advice Sensory circuits Advice and support from external agencies including the ASD Outreach Service Lego therapy Barrier games
9 Children are supported in groups and individuallyPhoto goes here
10 My child has specific difficulties with their learningThis can include difficulties with: Reading and Writing Maths Working Memory, Auditory or Visual Memory Attention and Concentration Understanding and learning new information and concepts Students may have conditions such as a Specific Learning Difficulty, including Dyslexia or they may present with difficulties that do not have a specific title
11 What do we offer? Quality First Teaching, with appropriate differentiation including small group work Visual support to aid following instructions, key or topic related vocabulary, concepts and themes A referral process to specialist services including, the Speech and Language Therapy Service, the Educational Psychology Service, or STEPS Outreach Service Either 1:1 or small group interventions outside of class to support specific reading, writing, number or language difficulties Pupil passports and termly workplans with targets for children with complex learning needs EHC plans for children with life long learning needs
12 Sensory experiences are essential to some childrenPhoto goes here
13 My child has sensory and/or physical needsThis can include additional needs related to: Gross and/or fine motor co-ordination Vision Hearing Self-help for daily living and organisation Conditions such as cerebral palsy, physical injury and motor co-ordination difficulties e.g. dyspraxia
14 What do we offer? Quality First Teaching, with appropriate differentiation Medical Care Plans, including support from the school nurse Handwriting/fine motor interventions External referrals to Occupational Therapists or Physiotherapists for advice Sensory circuits Support from the Greenwich Visually Impairment Team, including braille services and mobility officers where needed Termly workplans where needed
15 Visual support is often provided to support different curriculum areas including mathematical concepts and themes Photo goes here
16 My child has social, emotional and mental health needsThis includes short-term and long-term needs, that can be related to: Controlling or challenging behaviours High levels of anxiety or stress Issues around self-esteem Forming and maintaining relationships, including attachment difficulties Bereavement or trauma
17 What do we offer? Quality First Teaching, with appropriate differentiation Whole school policy for behaviour management Anti-bullying policy GCAMHS outreach service In-class support, where appropriate Individual behaviour plans, where needed Short term flexible timetables Counselling Referrals for support to outside agencies, including Waterside Outreach and Educational Psychologists Pastoral Support Plans, for children at high risk of exclusion Personal Education Plans for Looked After Children
18 Additional adults are deployed to deliver specific interventions in order to support individuals or groups of children with additional needs. Plumcroft is a dyslexia Friendly School. The Chartermark was achieved in July 2016. Photo goes here Photo goes here
19 Frequently Asked Questions
20 How will you identify if my child has additional needs?At Plumcroft Primary School, children are identified as having SEND through a variety of ways including the following: Data and Tracking information SEN meetings with class teacher and SEN team Further school based assessments carried out by the SENCo or an external agency Concerns raised by you, as the parent Concerns raised by school staff Concerns raised by the pupil themselves Liaison with or referrals to external agencies or information from previous settings
21 Who should I talk to about any SEND concerns I have?We would always recommend that you speak to your child’s class teacher if you have any concerns regarding your child’s behaviour, learning or progress. They will know the interventions your child is receiving, the additional support they have in class and they will be able to talk to you more about what we can offer. If you think your child may need more specialist support or you have additional worries, you can speak to the SEN team which are Ms Patel (SENCo) and/or Ms Taylor (Inclusion Manager).
22 How are the school’s resources used to support children?There is a programme of Continuing Professional Development in place, to help staff in adapting lessons to maximise the opportunities of learning for all children Teachers collaborate with specialist staff to help plan activities to meet the range of needs in their class, especially for those children with a high incidence of need All classes have an additional adult (teaching assistant) in class every morning who can spot difficulties and help to give instant support where needed. Additional adults are deployed to deliver specific support or interventions in the afternoon, to support individuals or groups of children with additional needs If your child has an EHC plan, meetings with the Inclusion Manager will include discussion and agreement about how that funding is used and monitored School employ 2 Reading Recovery teachers to help support the progress of children with literacy difficulties
23 Children are given practical and sensory experiences to support their progressPhoto goes here
24 How are teachers helped to work with my child?The SEN Team, as part of their role, is required to support the class teacher in planning for children with SEN The school provides training and support to enable all staff to improve the teaching and learning of children, including whole school training and on- line training on SEN issues, such as Specific Learning Difficulties, Autism Spectrum Disorder (ASD) and speech and language difficulties Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class SEN TA’s receive a range of training to respond to the needs of the individual children they are working with, including making and using symbolled resources, systems to encourage independent learning, social stories, supporting transition and social skills
25 How will you check the progress my child is making?Pupil Progress meetings are held to highlight any children needing extra support THE SEN team hold bi-annually meetings with teachers to share progression Some children have individualised targets, that are set with you, your child and the class teacher and reviewed at least twice a year If your child is working well below age expected level, their progress is tracked on an adapted SEN system by their teacher, so that we can celebrate the small steps of progress they make each term Where appropriate, using the Interim Pre-Key Stage Standards in Reading, Writing and Maths to track progress at the end of each Key Stage
26 How will you support my class through class/school changes?We recognise that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is as smooth as possible, using: Social stories Transition visits Meetings to share information about your child Photo books Focused group work around upcoming changes
27 Visual support to aid following instructions, key or topic related vocabulary, concepts and themes are planned carefully for children with additional needs. Photo goes here
28 SEN Cohort Information
29 EYFS OVERVIEW 2015/16 Non SEN SEN Reading 84.00% 20.00%On Track for good level of development 33.00% 8.00% Writing 86.00% 27.00% Achieved good level of development 84.30% 13.00% Number 89.00% 40.00% Made typical progress 21.50% 48.60% Shape 92.00% Made rapid progress 60.50% 46.00% Made accelerated progress 18.00% 5.00% Made rapid or better progress 78.50% 51.00%
30 Year 2 Overview – SEN 2015/16 NRSS 96+ = At Benchmark & Above 4 25.0%Reading Autumn 1 Au1% Autumn 2 Au2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 2 NRSS 116+ = Above Benchmark 0.0% 1 6.3% 2 12.5% NRSS = At Benchmark 3 18.8% NRSS 96+ = At Benchmark & Above 4 25.0% NRSS = On Watch 6 37.5% NRSS 85+ = Average Range & Above 5 31.3% 7 43.8% NRSS = Intervention NRSS 76 & Below = Urgent Intervention Not Tested 10 62.5% Cohort Number 16 Maths Autumn 1 A1% Autumn 2 A2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 2 NRSS 116+ = Above Benchmark 0.0% NRSS = At Benchmark 1 6.3% 4 25.0% 3 18.8% NRSS 96+ = At Benchmark & Above NRSS = On Watch 7 43.8% 6 37.5% NRSS 85+ = Average Range & Above 2 12.5% 5 31.3% 8 50.0% 10 62.5% NRSS = Intervention NRSS 76 & Below = Urgent Intervention Not Tested Cohort Number 16
31 Year 3 Overview – SEN 2015/16 NRSS 96+ = At Benchmark & Above 7 50.0%Reading Autumn 1 Au1% Autumn 2 Au2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 3 NRSS 116+ = Above Benchmark 0.0% 2 14.3% NRSS = At Benchmark 5 35.7% 3 21.4% 6 42.9% NRSS 96+ = At Benchmark & Above 7 50.0% NRSS = On Watch 4 28.6% NRSS 85+ = Average Range & Above 11 78.6% 8 57.1% 10 71.4% NRSS = Intervention 1 7.1% NRSS 76 & Below = Urgent Intervention Not Tested Cohort Number 14 Maths Autumn 1 A1% Autumn 2 A2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 3 NRSS 116+ = Above Benchmark 0.0% 1 7.1% 2 14.3% 3 21.4% NRSS = At Benchmark 4 28.6% 5 35.7% 7 50.0% 8 57.1% NRSS 96+ = At Benchmark & Above 6 42.9% 9 64.3% NRSS = On Watch NRSS 85+ = Average Range & Above 10 71.4% 13 92.9% NRSS = Intervention NRSS 76 & Below = Urgent Intervention Not Tested Cohort Number 14
32 Year 4 Overview – SEN 2015/16 NRSS 96+ = At Benchmark & Above 5 26.3%Reading Autumn 1 Au1% Autumn 2 Au2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 4 NRSS 116+ = Above Benchmark 2 10.5% 1 5.3% NRSS = At Benchmark 3 15.8% 6 31.6% 7 36.8% 8 42.1% NRSS 96+ = At Benchmark & Above 5 26.3% 9 47.4% 10 52.6% NRSS = On Watch 4 21.1% NRSS 85+ = Average Range & Above 11 57.9% 14 73.7% 13 68.4% 16 84.2% NRSS = Intervention NRSS 76 & Below = Urgent Intervention 0.0% Not Tested Cohort Number 19 Maths Autumn 1 A1% Autumn 2 A2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 4 NRSS 116+ = Above Benchmark 1 5.3% 3 15.8% 4 21.1% NRSS = At Benchmark 9 47.4% 8 42.1% 6 31.6% 7 36.8% NRSS 96+ = At Benchmark & Above 5 26.3% 10 52.6% 11 57.9% NRSS = On Watch 2 10.5% NRSS 85+ = Average Range & Above 12 63.2% 14 73.7% 16 84.2% 17 89.5% NRSS = Intervention NRSS 76 & Below = Urgent Intervention 0.0% Not Tested Cohort Number 19
33 Year 5 Overview – SEN 2015/16 NRSS 96+ = At Benchmark & Above 6 30.0%Reading Autumn 1 Au1% Autumn 2 Au2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 5 NRSS 116+ = Above Benchmark 1 5.0% NRSS = At Benchmark 3 15.0% 4 20.0% 5 25.0% NRSS 96+ = At Benchmark & Above 6 30.0% NRSS = On Watch 8 40.0% NRSS 85+ = Average Range & Above 7 35.0% 9 45.0% 12 60.0% 10 50.0% NRSS = Intervention NRSS 76 & Below = Urgent Intervention 2 10.0% Not Tested 0.0% Cohort Number 20 Maths Autumn 1 A1% Autumn 2 A2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 5 NRSS 116+ = Above Benchmark 0.0% 2 10.0% 4 20.0% NRSS = At Benchmark 5 25.0% 3 15.0% 8 40.0% 6 30.0% NRSS 96+ = At Benchmark & Above 7 35.0% 9 45.0% 10 50.0% NRSS = On Watch 1 5.0% NRSS 85+ = Average Range & Above 14 70.0% 15 75.0% 17 85.0% NRSS = Intervention NRSS 76 & Below = Urgent Intervention Not Tested Cohort Number 20
34 Year 6 Overview – SEN 2015/16 NRSS 96+ = At Benchmark & Above 4 18.2%Reading Autumn 1 Au1% Autumn 2 Au2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 6 NRSS 116+ = Above Benchmark 1 4.5% 2 9.1% NRSS = At Benchmark 3 13.6% 5 22.7% 6 27.3% NRSS 96+ = At Benchmark & Above 4 18.2% 7 31.8% NRSS = On Watch 8 36.4% 9 40.9% NRSS 85+ = Average Range & Above 12 54.5% 13 59.1% 14 63.6% 16 72.7% 11 50.0% NRSS = Intervention NRSS 76 & Below = Urgent Intervention Not Tested Cohort Number 22 Maths Autumn 1 A1% Autumn 2 A2% Spring 1 Sp1% Spring 2 Sp2% Summer 1 Su1% Summer 2 Su2% Year 6 NRSS 116+ = Above Benchmark 1 4.5% 2 9.1% 3 13.6% NRSS = At Benchmark 8 36.4% 7 31.8% 9 40.9% 10 45.5% 15 68.2% NRSS 96+ = At Benchmark & Above 13 59.1% 16 72.7% 11 50.0% NRSS = On Watch 6 27.3% 4 18.2% NRSS 85+ = Average Range & Above 17 77.3% 19 86.4% 20 90.9% NRSS = Intervention NRSS 76 & Below = Urgent Intervention 0.0% Not Tested Cohort Number 22
35 % of children at benchmark or aboveSEN Data – The charts below show the difference between SEN and Non SEN children’s attainment. Reading Maths % of children at benchmark or above Non SEN SEN Year 2 61.10% 18.80% 81.90% 25.00% Year 3 78.40% 42.90% 82.40% Year 4 78.90% 52.60% 76.10% 47.40% Year 5 73.40% 30.00% 93.80% 50.00% Year 6 85.50% 18.20% 95.20%
36 Royal Borough of Greenwich Local OffferThe Royal borough of Greenwich Local Offer is full of information and resources for children with SEND and their families, and can be accessed via the following link: http://familiesinformation.royalgreenwich.gov.uk/kb5/greenwich/fsd/l ocaloffer.page