SEND School Information Report

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: admin@johnmoore.gloucs.sch.uk


Annual Report to Parents on the Implementation of the Special Educational Needs and/or Disabilities (SEND) Policy   2017/18

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.

 Key Staff:

  • Inclusion Manager- Mrs Heather Philcox
  • Special Educational Needs and/or Disabilities (SEND) Governor – Mr Steve Watts
  • Headteacher- Mrs Ruth Laing

 

Policies:

The SEND Policy was updated and reviewed in February 2018 and is in line with the Special Educational Needs and Disabilities (SEND) Code of Practice (August 2014), which was created as a direct result of changes in the Law (i.e. Section 3 of the Children and Families Act March 2014). The policy was completed in consultation with staff, parents and Governors. The Send policy is reviewed every 3 years. 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 (2017/18):

 

SEN Support 13
EHCP 7
Percentage of school population 8.3%

 

All pupils without an EHCP are classified as ‘SEN Support’. We had two children on SEN Support that were put forward for an EHCP Assessment during 2017/18. They both received an EHCP following the assessment procedure. All pupils with an EHCP were allocated over 10 hours of support.

Numbers of children/young people with a Health Support Plan

In 2017/18 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.

Standards 2017/18:

Children who took the SATs tests in summer 2017 (Year 2 and Year 6) were assessed against the curriculum objectives and were judged as being at the ‘expected’ level or not.

End of Key Stage 2 (Year 6):

There were 2 pupils with SEND who were classified as SEN Support and 1 pupil with an EHCP. The data for Key Stage 2 is:

67% achieved expected level for Maths

0% achieved expected level for GPS

67% achieved expected level for writing

33% achieved expected level for Reading

33% achieved the expected level for Reading, Writing and Maths

Progress data for these children is as follows:

Pupil Reading Writing Maths
Child 1 -9.5* -7.4* 3.7
Child 2 5.9 10.8 7.0
Child 3 8.0 14.6 2.1

* this child’s disability has progressively impacted their grasp of language so the English curriculum has been a struggle as the child has moved up the school because of the language used and difficulty in the understanding of vocabulary. They have also received support from SALT/ATS to work on this alongside the support given by school.

Whilst not all children achieved the expected level in all areas, the individual tracking sheets used by the school highlight the good progress made by the children.

End of Key Stage 1 (Year 2):

3 pupils were on the SEND Register; all of them had EHCP’s. The data for Key Stage 1 is:

0% achieved expected level in Maths

0% achieved expected level in Science

0% achieved expected level in Reading

0% achieved expected level in Writing

Whilst the children did not achieve the expected level in their Year 2 SATs, they have made progress from their starting points and this can be shown by the school’s individual SEND tracking sheets.

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 2017/18 we had 3 children with SEND transferring to Secondary School. These children attended additional transition days at Tewkesbury 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 Headteacher and Inclusion Manager. Data for 2017/18 shows that attendance of the SEND pupil group was 95.55% . This is slightly below the whole-school attendance figure for the same period (97.10%). Targeted intervention has been put in place for 5 pupils with attendance below 96% in this group.

There have been 7 fixed-term exclusions and one permanent exclusion in the past year. All but one exclusion related to one child. This child received support from a number of outside agencies, including the Educational Psychology Service, the Advisory Teaching Service, CYPS and Families First Plus.

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.