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 Co-ordinator, Mrs Heather Philcox.

Annual Report to Parents on the Implementation of the Special Educational Needs and/or Disabilities (SEND) Policy   2015/16

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 Co-ordinator- 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. 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 (2015/16):

SEN Support 22
Statement/EHCP 2
Percentage of school population 10%


All pupils with a Statement/EHCP have been allocated over 10 hours of support. Transferral of Statements to Education Health Care Plans over the next 2-3 years is led by the Local Authority. Our Statement is due to be transferred to an EHCP this year.

One child with an EHCP left the school in March 2016 due to relocating to a different area.

The Law requires that all pupils, without a Statement or EHCP, now be classified as ‘SEN Support’. We had no children at SEN Support during the academic year 2015/16 that were being considered for an Education, Health and Care Plan as the school managed to successfully meet all their needs and the children made progress at their level.

Numbers of children/young people with a Health Support Plan:

In 2015/16 we had four 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 2015/16:

Children who took the SATs tests in summer 2016 (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 were 5 children with SEND; all five pupils were at SEN Support.

40%achieved expected level for Maths

40% achieved expected level for SPaG

20% achieved expected level for Writing

40% achieved expected level for Maths

20% achieved expected level for Reading, Writing and Maths

  • End of Key Stage 1 (Year 2)

2 pupils were on the SEND Register at SEN Support. 1 child did not take the Year 2 SATs as they were not working at the level required to access them. The remaining child met the expected level in Maths and Science but did not meet the expected level in Writing or Reading. Therefore, the data for Key Stage 1 is:

50% achieved expected level in Maths

50% achieved expected level in Science

0% achieved expected level in Reading

0% achieved expected level in Writing

  • 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 2015-16 we had 5 children with SEND transferring to Secondary School.

The school set up a meeting for children with SEND (4) transferring to Tewkesbury School. This was attended by the Senco from Tewkesbury school and pupils on the SEND register and their parents were invited too. This was also offered to our pupils on the ‘Achievement for All’ programme and their parents. This was an informal opportunity 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 2015-16 shows that attendance of the SEND pupil group was 95.91% . This is below the whole-school attendance figure for the same period (96.8%). This difference was mainly related to the low attendance of one child.

There have been no fixed-term exclusions in the past year. 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.