All schools now follow a new Code of Practice (2014) and this requires schools to publish their SEND School Information Report. You will find lots of information in this section relating to SEND and our school.
At The John Moore Primary School we passionately believe that all children should be able to reach their full potential. We are a fully inclusive school and our school team work hard to support all children to reduce barriers to learning.
We carefully plan support and interventions for all groups of children, including our gifted and talented (known as ‘Creative Minds’) as well as pupils with specific educational needs.
If you need any further information please contact the school’s Inclusion Manager, Mrs Heather Philcox. Please either phone the school on 01684 291661 or email: firstname.lastname@example.org
Annual Report to Parents on the Implementation of the Special Educational Needs and/or Disabilities (SEND) Policy 2016/17
At The John Moore Primary School we work hard with families, children and a range of outside agencies to ensure that the needs of children with SEND are fully met and that they reach their full potential.
- Inclusion Manager- Mrs Heather Philcox
- Special Educational Needs and/or Disabilities (SEND) Governor – Mr Steve Watts
- Head Teacher- Miss Sally King
The SEND Policy was updated and re-written in January 2015 to bring it into line with the new Special Educational Needs and Disabilities (SEND) Code of Practice (August 2014), as a direct result of changes in the Law (i.e. Section 3 of the new Children and Families Act March 2014). This was completed in consultation with staff, parents and Governors. The Send policy is reviewed every 3 years and was reviewed in February 2018. The school also updated its School Local Offer which forms part of Gloucestershire’s Local Offer and is a document that highlights to parents the provision and procedures for children with Special Educational Needs and/or Disabilities at our school. This document was written in consultation with staff, Governors and a working party of parents.
Number of pupils with SEND (2016/17):
|Percentage of school population||7%|
All pupils with an EHCP have been allocated over 10 hours of support.
The Law requires that all pupils, without a Statement or EHCP, now be classified as ‘SEN Support’. We had two children on SEN Support that we put forward for an EHCP Assessment during 2016/17. One child received an EHCP and the school is still waiting to find out the result of the other request.
Numbers of children/young people with a Health Support Plan:
In 2016/17 we had two children in school with Health Support Plans. These plans are used when there is a medical need but no educational need as the children are working within year group expectations. These plans are reviewed annually with parents.
Children who took the SATs tests in summer 2017 (Year 2 and Year 6) were assessed against the new curriculum and were judged as being at the ‘expected’ level or not.
- End of Key Stage 2 (Year 6)
There was 1 pupil with SEND who was classified as SEN Support. The data for Key Stage 2 is:
- 0% achieved expected level for Maths
- 0% achieved expected level for GPS
- 0% achieved expected level for writing
- 0% achieved expected level for Reading
- 0% achieved the expected level for Reading, Writing and Maths
However, this data cannot be classified as a group as it only relates to 1 child.
• End of Key Stage 1 (Year 2
6 pupils were on the SEND Register at SEN Support. The data for Key Stage 1 is:
- 16% achieved expected level in Writing
- 16% achieved expected level or higher in Reading
- 16% achieved expected level or higher in Maths
- 16% achieved expected level in Science
- Most pupils with SEND demonstrate very good attitudes to learning and typically respond positively to improving their work.
.Ofsted (January 2015) stated:
Disabled pupils and those with special educational needs make good progress. This is as a result of effective guidance in class from additional adults and other support, all of which is carefully monitored by the special educational needs leader.
Transition for Pupils with SEND:
The School liaises closely regarding assessment information of pupils to ensure that transfer from Pre-school to KS1, and KS2-3 is made as easy as possible for pupils with Special Educational Needs and/or Disabilities.
In 2016/17 we had 1 child with SEND and 1 child with a Health Support Plan transferring to Secondary School. The school set up a meeting for children with SEND transferring to Tewkesbury School. This was attended by a member of the Tewkesbury School staff, who was representing the Senco, and the pupil on the SEND Register/child with Health Support Plan and their parents were invited too. This opportunity was also offered to our children on the AFA programme and their parents. This was an informal meeting to discuss any concerns and to find out the procedures and routines at the new school.
All pupil records were handed over in advance of pupils commencing KS3.
Attendance and exclusion:
Attendance and exclusion of pupils with SEND is monitored by the Head Teacher. Data for 2016/17 shows that attendance of the SEND pupil group was 95.51% . This is slightly below the whole-school attendance figure for the same period (96.8%).
There have been 5 fixed-term exclusions in the past year. These relate to one child. This child is receiving support from a number of outside agencies, including the Educational Psychology Service, the Advisory Teaching Service, CYPS and Families First Plus. There have been no internal exclusions in the past year.
The School is part of Tewkesbury District Partnership of schools (TDP), and, as such, has links to a designated Vulnerabilities, Inclusion and Attendance Officer who is able to support the school in dealing with any attendance issues, including any persistent lateness.
Please click here to view the School’s Local Offer which states the school’s systems for identifying pupils with SEND, provision for pupils with SEND and the procedures for children with SEND.
Please click here to view the School’s Special Educational Needs and/or Disabilities Policy.