Governors Visit Report – SEND

Governor’s Visit SEND

GOVERNOR: Ellen Zapiec

DATE: 1st May 2019

TEACHER: Mrs. Kate Bladon, Mrs Clare Parkinson

Governor’s comments & observations:

I met with Kate and Clare to discuss the progress of SEND pupils in school during the Spring Term 2019. I was told that there are currently 121/593 pupils on the SEND register. This is 20% of our school population and is above the national average of 14.6%.

There are currently 8/593 pupils with an Educational and Health Care Plan (EHCP) in school, with 9/593 further requests for EHCPs submitted to the LA. If these applications are successful it would move the current 1.3% of pupils with an EHCP to 2.9%, which is in line with the national average. Kate is currently preparing several more applications. 4 pupils whose progress in school is causing concern are being assessed by our in-house educational psychologist to determine what their additional needs might be and how school may best provide for them. Clare is working with 15 pupils to identify dyslexia/specific learning difficulties and to advise staff on effective approaches to their learning.

Kate presented Spring Term data showing the impact of support and interventions over the term. Overall there were learning gains made in Mathematics, a decrease between SEND and non SEND pupils of 10% but the gap increased in Reading by 4% and in Writing by 3%. These are by comparison with the Autumn Term data. The priority groups for attention are to be found in in years 1, 5 and 6. We then scrutinised the data for each year group to identify emerging priorities for support.

Year 1

The gap between SEND and non SEND peers had widened in Reading by 10%, Writing by 11% but had decreased in Maths by 19%. There has been some pupil mobility here but the main factor is considered to be the need for some additional evidence supporting final Teacher Assessment judgements. Staff expect scores to be boosted in the Summer Term when this additional evidence will be established.

Year 2

In Year 2 the gap between SEND and non SEND peers has been reduced in Reading by 6%, in Writing by 9% and in Maths by 2%.

Year 3

SEND non SEND gaps have been decreased in Reading by 8%, Writing by 20% and Maths by 7%.

Year 4

Gaps in Reading had reduced by 9% and in Maths by 11%. There was a slight increase of 1% in Writing. Year 4 has an emerging cohort of pupils in need of further assessments which is being undertaken by CP.

Year 5

Gaps in Reading and Writing increased by 4% and 2% respectively, Maths saw a small decrease of 1%. 1 non SEND child had left the school. The SEND team have already begun redirecting TAs to boost pupil scores.

Year 6

Although the gap in Reading increased by 3%, Writing and Maths registered decreases of 4% and 17%. Work continues to be well differentiated for this cohort.

These Teacher Assessments are being correlated by SEND/Non SEND book scrutiny, observations of interventions and their impact on learning and observations of individual needs and classroom adaptations to ensure that professional recommendations are followed. Kate is currently working with MW head of EYFS to ensure accuracy and consistency in terms of teacher based judgements across all three classes in this year group. We then discussed Children who are Looked After (CLA), of whom there are currently 3 in school. We have 9 pupils who are adopted or in special guardianship and 3 families have made informal home arrangements whereby a child may regularly reside with a person other than their birth parents. All such arrangements benefit from extra supervision in school. CLA, in particular, are carefully monitored to ensure that their wellbeing and educational needs are being met. Every child has an individual plan which is carefully monitored by a multi professional group of colleagues. HTP makes an annual report on the progress and learning outcomes for this particularly vulnerable group, usually around February/March.

A big thank you to Kate and Clare for their time and welcome.

 

 

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