Hunslet Moor Primary SchoolSENCo Annual Report to Governors

Academic Year 2018-2019 SENCo: Mrs Jane Griffiths

1. Summary2. mw

Hunslet Moor continues to have high levels of need in relation to deprivation and SEND. The number of pupils receiving SEND support is currently 15% (64/429 pupils) this is a drop on recent years, but in line with the national percentage (data taken from internal SIMS and Target Tracker).

School continues to have a high level of mobility, which impacts the stability of the SEND register.

The increase of pupil numbers in bulge cohorts this academic year (Reception and Years 3 and 4) has also impacted on the stability of the SEND register.

The highest category of need for HMPS continues to be SEMH, followed by Cognition and Learning, with new pupils being added to the register most likely to be identified with a Communication and Language need, particularly in EYFS. It is for this reason that we have invested significantly in the provision for Communication and Language, through a Traded SaLT in school and through the Communication Friendly Schools Status accreditation.

The school FFI budget has increased on last year by £41,913 and is the highest it has been since 2012, with the current Year 2 bringing the highest level of funding.

Thrive and BSquared have seen high impact for pupils.

SEND provision at Hunslet Moor Primary school is generally good and areas for improvement have been identified within this report.

Key areas for school development are Communication and Language, securing good practice across all staff and ensuring that all strategies from the Communication and Language training are fully embedded.

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Contents Page

1. Summary ………………………………………………..………………………………………….……………………… 1

2. School Context and analysis………………………………………………………………………………………. 3

3. Funding arrangements ……………………………………………………………………………………………… 5

4. Current SEND staffing structure ………………………………………………………………………………… 6

5. Staff Training and Qualifications ……………………………………………………………………………….. 6

6. Cohort Attainment and progress Data …………………………………………………….…………..…… 8

7. Current Waved school offer and interventions in place ……………………………………………. 14

8. Exclusions …………………………………………………………………………………………………..……………… 17

9. Description of current quality assurance, monitoring and evaluation ………….……………. 17

10. Compliance with Statutory duties……………………………………………………………………….…… 18

11. Priorities 2019-2020 ………………………………………………………………………………………………… 19

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2. School Context and analysis

SEND Register – Updated 11.7.19 – 64 Pupils

Overview of pupil needs:

Communication and interaction

17 pupils

Learning and cognition

20 pupilsSocial, emotional and mental health

21 pupils

Physical and/or sensory difficulties

6 pupils

Current Overview of SEND

Year group Number of SEND

% of year group

Total SENDIF/FFI

fundingEHCPs SSP

PM and on SEND

register

PM and NOT on SEND

registerN1 1 4.5 1,800 0 1 0 1N2 4 8.9 663 0 4 0 5R 4 6.7 9,100 0 3 1 21 3 6.7 7,800 1 3 0 12 10 22.2 14,300 1 10 0 13 10 16.7 9,100 1 9 1 14 7 11.7 0 0 5 1 15 10 22.2 5,200 0 6 4 26 15 31.9 4,333 1 EHC1 in an

assessment period 8 7 0TOTAL 64 14.9 52,296 3 49 14 14

Boys Girls

Gender Split 41 23

The number of pupils on the SEND register has risen from the autumn term, with 64 pupils now identified with an SEND need in comparison to 50 pupils identified in the January 2019 report. This is reflective of the school expansion and pupil numbers increasing. The number of boys identified with an SEND need is significantly higher than girls and this is not reflective of the number of boys compared to girls in school, as there are a higher number of girls on roll.

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Although SEMH continues to be a significant need in the setting, Communication and Interaction is a growing need for the school, with pupils in the youngest year groups more likely to have an identified communication and language need. This is in line with the context of the school, with pupils entering the setting with starting points significantly below average. Support from the traded SaLT service in school this year, has enabled pupils to be quickly assessed and, where appropriate, plans put in place.

With growing needs in Speech and Language, the school has chosen to fund traded services with the Speech and Language Therapy Service for the academic years 2018-2019 and 2019-2020. 20 SaLT referrals have been made to our traded service this academic year, with 11 plans completed and in place, and 3 plans awaiting completion.

The traded SaLT has also provided training for two EYFS teachers in how to use the EYFS Screening Tool and has provided resources and support for EYFS, KS1 & KS2 teachers and support staff leading on SaLT plans. There are a further 7 pupils within school who are supported by Speech and Language through the NHS service and have received an ‘Episode of Care’ this academic year.

Years 6 continues to have the highest number of SEND pupils and Year 2 and Year 6 have the highest numbers of our most complex SEND needs. Year 2 attracts the majority of the school’s FFI funding allocation.

In spring term, there was 1 new caseload taken up by the SENIT learning team (Year 4), and 1 new caseload taken up by the EY SENIT learning team (N1) in summer term, focusing on communication and interaction. 1 further referral has been made to SENIT for a Nursery 2 pupil transferring to a different setting in September 2019. 1 referral has also been made to STARS and the pupil is now on the waiting list for the service.

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3. Funding arrangements

- Total additional top up FFI budget: £64,133- Total Inclusion funding: £247,963

Number of funded pupils over time

2015 2016 2017 2018 2019Number of Funded Pupils 7 12 11 11 14

Total FFI top up funding 16,131 57,741 36,138 43,400 64,133

Total Inclusion Funding 180,616 208,004 192, 274 207, 950 247,963

Allocated funding per unit £702 £684 £684 £600 £650

The value of each unit of funding from 1/4/19 has increased to £650, this is an increase of £50 when compared to the previous financial year however, it remains lower than the value of each unit from 2015, 2016 and 2017. Consequently, we have a considerably higher number of pupils who are accessing SEND provision above and beyond the £6000 notional budget but have not secured top up funding. This has a significant impact on resources and budget across school.

2 Year 6 pupils who carry funding will be leaving the school in July and therefore funding is only in place until the end of the academic year. 3 pupils who will be joining the Reception cohort, but are currently attending other Nurseries, also carry funding.

1 pupil in Nursery has been granted SENDIF funding from September 2019 (£1,800) and 1 pupil was granted summer term 2019 funding for medical needs (£663).

Summer term funding applications:

Nursery 1 – 1 application made

Year 2 – 7 applications made

Year 4 – 1 application made

Autumn term 2019 funding applications:

Nursery 1 – 1 application to be made

Reception – 4 applications to be made

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4. Current SEND staffing structure

FTE Cost from Inclusion budget

Special Educational Needs Co-ordinator 1 N/A – SLT

Behaviour Support Worker 1 24,9401-1 SEND support workers 2 25,844SEND support small groups and intervention 3 48,309Additional support staff in low ratio classrooms to support SEND need

0.5 4,836

Total 139,373

Although there have been some changes to SEND support workers this year, both 1:1 key workers and SEND support for small groups, the structure of SEND support staffing has remained the same. To provide a more stable staffing structure, two SEND support workers have been appointed for September 2019, to reduce the number of SEND support staff on supply contracts.

5. Staff training and qualifications 2017 – 2018

SENCo BA Hons, QTS, Speech and Language Support for 5 to 11s – Level 3, Creating Communication Friendly Settings, Primary – Level 4

BSW Level 3 Thrive practitioner, Level 2 autism training

1-1 Support staff 1 x Level 2 1 x Level 2

SEND support staff 2x NVQ Level 11 x BA Hons

Additional training held - Speech and Language support (led by traded SaLT, for all teachers and support staff

working with pupils with Speech and Language plans- Creating Communication Friendly Settings, Primary – Level 4

The main focus of whole school training for this academic year has been building on the Elklan Speech and Language Support for 5-11s training, provided for a core group of staff in summer 2018. Following this training, the school have worked this academic year to achieve the Communication Friendly Schools Status (to be verified by September 2019). The training was focused around developing strategies to support pupils with a speech, language or communication need.

SENCo new to role in spring 2019, attended a number of courses to support in the transition to the SENCo role. These included the Local Authority run new Early Years SENCo training course and core FFI briefings which reflected the need of school.

SENCo qualified in safer recruitment training to support with recruitment of staff to support SEND learners.

SENCo and BSW attended Individual Pupil Risk Assessment training. Academic year 2019-2020 IPRAs will be transferred to the updated document, incorporating Positive Handling Plans within the document.

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23 members of staff have received Medical Conditions training led by the School Nursing Team – focusing on asthma and allergies. SLT, SMT, pastoral, all first aiders (including lunchtime first aiders) and at least 1 member of teaching staff from every year group attended to raise awareness of these medical conditions and measures to have in place to ensure all pupils’ needs are met.

All staff, teachers and support staff, have had introduction to Thrive training, monitoring and conducting assessments, delivering action plans in the classrooms.

All teachers have been supported in writing SSPs and these went through a process of evaluation and feedback.

Targeted staff received briefings, training and 1-1 support with writing a number of FFI applications and staff reported having a much more confident understanding of the process.

EYFS staff training - support with identifying and alerting SEND concerns and early identification of SEND needs.

SENCo linked with BSquared teaching team to support with planning and resourcing of these materials.

Additional support around planning, resourcing, and delivery of BSquared in Year 1 & 2, including development of medium term plans for Maths.

Communication and language development has been a priority of all staff and this has been reflected in each teacher and support staff appraisal. Whole school raining has focused on supporting this target.

The Key Stage 1 & 2 have received focused support on Thrive strategies for key pupils with significant SEMH needs.

The specialist Speech and Language Therapist supported the Reception teacher and SEND support worker on the use of the PECS communication system.

Phase leaders were supported in looking at intervention spaces and how best to use these to support a positive learning environment for pupils accessing these spaces.

6. Cohort attainment and progress data

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Attainment

EYFS

% of pupils Achieving GLD ATPSWhole Cohort (58) 64% 32.8

Non- SEND (54) 67% 21.8SEND (4) 24% 33.6

The GLD and ATPS for the SEND cohort is significantly below that of their peers. This is due both to the small SEND cohort size and the make-up of SEND in EYFS.

Pupil 1: has significant communication and cognitive delay, and has a diagnosis of ASD. This pupils has an ATPS of 17 – this pupil is working with a number of specialists including STARS, OT and SaLT. They have 1-1 support at all times and an application for EHCP will be made in September 2019.

Pupil 2: has a significant communication and cognition need and has an ATPS of 17. This pupil has had small group and 1-1 support throughout Reception and has made good progress against their individual SEND targets. A Band FFI funding application will be made by July 2019.

Pupil 4: Has achieved GLD and has a ATPS of 34. Following a review with the parent, this pupil will be taken off the SEND register for September 2019.

Statutory Phonics Data

Year 1

Pupils achieving the phonics pass rate whole cohort (44)

30/44 68%

achieving the phonics pass rate non SEND cohort (41)

29/41 71%

Pupils achieving the phonics pass rate SEND cohort (3 )

1/3 33%

Pupils without a SEND need were significantly more likely to pass the Year 1 Phonics Screening Check.

Out of the 3 SEND pupils, 2 have significant and complex cognitive needs and access a bespoke curriculum, one pupil with Global Delay, supported throughout the day by a 1-1 key worker and 1 pupil with a personalised timetable, accessing twice daily sessions of BSquared. The third pupil has a language and communication need, however they achieved 40/40 in the Screening Check.

Year 2 Statutory Assessment –Age Related Expectations

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Reading Writing MathsWhole Cohort (45) 51% 42% 60%

Non- SEND (35) 46% 40% 51%SEND (10) 20% 10% 30%

SEMH need

- 2 pupils with an SEMH need were working at 2w+ or above in Reading, Writing and Maths.- 1 pupil with an SEMH need who is working below ARE in Reading, Writing and Maths now has an

EHCP in place focusing on SEMH and has been educated in an alternative provision since September 2018.

- 1 pupil working significantly below ARE with an SEMH need, joined the setting in Year 2 in January 2019 and had not previously been educated at a school setting. The pupil is now making good progress against identified targets and is working on BSquared curriculum.

- 1 pupil working significant below ARE with a significant SEMH is also being supported with an EHP to support the wider needs of the family.

Cognition and Learning

- 1 pupil with cognition and learning escalated from a provision map to an SSP in the spring term, and has been working on specially differentiated activities in class. However, summer term SEND and progress review has seen limited progress against identified targets and the pupil will be moving to BSquared curriculum in the autumn term.

Communication and Language

- 3 pupils have a Communication and Language need which impacts significantly on Cognition and Learning.

- All 3 pupils are currently accessing daily BSquared curriculum for English and Maths.- 1 pupil who is on the SEND register for Communication and Language needs is working at ARE in

Reading and Maths.

Year 6 Statutory Assessment

% of pupils working at the expected standard

Reading Writing Maths CombinedWhole Cohort (46) 64% 66% 60% 55%

SEND (15) 33% 33% 33% 33%

% of pupils working at Greater Depth

Reading Writing Maths CombinedWhole Cohort (46) 15% 28% 19% 6%

SEND (15) 13% 13% 20% 0%

Although there is a significant gap between the percentage of SEND pupils achieving ARE when compared to the cohort, the gap is less significant in Reading and Maths for Greater Depth.

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2 pupils on the SEND register are identified for medical needs and have achieved ARE or beyond in all subjects.

SEMH need

- Out of the 7 pupils with SEMH needs, 1 pupil has achieved Greater Depth in Reading and Maths and Expected in Writing, 1 pupil has achieved Greater Depth in Reading and Writing and just below Expected in Maths. Although the 5 remaining pupils have not reached age related expectations, 3 of the pupils have positive scores in terms of progress measures in Reading, Writing and Maths.

Cognition and Learning

- Of the 4 pupils who are on the SEND with cognition as their primary need, 3 are working significantly below ARE and are accessing a daily curriculum for BSquared in English and Maths.

- The forth pupil with a cognition and learning need achieved ARE in Maths and was just below in Reading. The pupil’s primary need is spelling and sentence structure and therefore did not achieve ARE in writing.

Communication and Language

- There is currently 2 pupils on the Year 6 SEND register with communication and language as their primary need. 1 pupil currently has daily BSquared for Maths and English, and are working on targets identified on their Speech and Language plan. School have requested an EHC1 that is currently in the assessment period.

- The second pupil has an ASD diagnosis and is working at ARE beyond in all areas of the curriculum.

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Other Year groups

Year 1 Year 3 Year 4 Year 5

Reading

Cohort27/4560%

27/6045%

30/6050%

17/4538%

Non-SEND26/4262%

25/5050%

28/5353%

14/3540%

SEND1/333%

2/1020%

2/729%

3/1030%

Writing

Cohort22/4549%

22/6037%

18/6030%

11/4524%

Non-SEND21/4250%

22/5044%

18/5334%

11/3531%

SEND1/333%

0 0 0

Maths

Cohort29/4564%

28/6047%

30/6050%

17/4538%

Non-SEND28/4267%

26/5052%

29/5355%

16/3546%

SEND1/333%

2/1020%

1/714%

1/1010%

SEND pupils continue to attain below their peers across the core curriculum. Where pupils are keeping pace these are generally pupils with and SEMH need. This is not surprising for a SEND cohort as the complexity of need and gap from ARE will often have signalled their transition to the SEND register initially. Pupil progress, attainment and any concerns are discussed during termly pupil progress meetings and pupil progress action plans are swiftly put in place. Many of our pupils on the SEND register for cognition and learning needs access the daily BSquared curriculum, with learning objectives broken down into small steps to meet their learning needs.

Progress Data

Year 1

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- SEND progress is in line with peers.- The 1 pupil who have made 1 step progress has moved from ARE at the end of Reception to ARE at

the end of Year 1.

Year 2

- SEND learners progress is significantly less than peers. This data is particularly low for Reading and Writing and needs to be something we consider next year.

- There is a combination primary SEND needs in the group making less than 4 steps progress, including SEMH, Cognition and Learning and Communication and Language.

Year 3

- 3 SEND learners identified as ‘Missing Data’ joined the cohort in the spring term and are now accessing BSquared curriculum, making progress against identified objectives set.

- 1 pupil who has been with the school since Reception whose progress is slower than peers, has a primary need of Cognition and Learning. He currently accesses specifically differentiated activities in all Reading and Spelling Activities, Social Skills Group daily and Maths and English BSquared groups daily.

Year 4

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- The 2 pupils who are identified as ‘Missing Data’ joined the cohort in the autumn term and the data on the table is measure from summer 2 to summer 2.

- Of the 2 pupils who have joined the cohort since September 2019, 1 pupil who’s primary need is SEMH has made 6 steps progress in Writing and Maths and just below in Reading. The other pupils has a significant SEMH need and is currently working on a bespoke timetable, with daily support from key workers and the BSW, to be part of daily learning in the classroom environment. The slowest progress for this pupil has been in Reading and Writing as they presented with significant gaps in these areas and are working on a personalised curriculum to support them in making more rapid progress.

Year 5

- 4 out of the 10 SEND learners in this cohort access daily BSquared curriculum for writing and maths and although progress steps on tracker is slow, all pupils have made progress against identified BSquared targets.

- 2 pupils have significant SEMH needs and have had daily check-ins, Thrive, pastoral support, support from the BSW and daily report cards to support their needs and this has had a positive impact on their access to daily learning in class. 1 pupil has made a minimum of 5 steps progress in Reading, Writing and Maths and 1 pupil has made 3 steps in Reading, 2 in Writing and 4 in Maths.

- 1 pupil identified as ‘Missing Data’ joined the cohort in January 2019 and has made 2 steps progress in Reading, 3 in Writing and 6 in Maths. Their primary need is Speech and Language and they are currently under an episode of care with the traded SaLT therapist.

BSquared Progress

Currently 21 pupils are learning significantly outside their year groups (Y1-6) and access a bespoke BSquared curriculum. This is an increase of 8 pupils when compared to the autumn term.

- Reviewing the BSquared trackers, there are some inconsistencies with the measures between BSquared steps and how the number of steps progress have been calculated across the academic year between year groups.

- Although it is clear that all pupils have increased the number of objectives they’ve achieved throughout the year, we are unable to make comparisons between the progress of different pupils through the summative end of year assessment. Progress for individual pupils can be reviewed through their highlighted objectives in their BSquared assessment folders.

- This is a key area of development for next academic year, ensuring that BSquared assessments are consistent across year groups and teachers within year groups.

- Moderation of these assessments needs to form part of the assessment cycle next academic year.

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7. Current waved Provision and interventions in place

School offer – Waved provision for SEND

Best Practice/ Resources/ Strategies offered by HMPS

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Quality First Curriculum/Teaching and the availability of a range of suitable curriculum pathways. Curriculum planning by teachers that considers the needs of children/ young people with Cognition and Learning difficulties. Meaningful lessons with relevant and clear outcomes e.g. life skills/ relevant curriculum/ age and stage Planning takes in to account any hindrance with recording/ writing and different opportunities to capture ideas and learning are available Evidence of effective differentiation for CYP with Cognition and Learning needs. Pupils have an opportunity to sit with a variety of peers Liaison between teachers and support staff – Differentiated tasks / activities are facilitated by appropriately trained staff. There is a flexible approach throughout the school which includes differentiation and reasonable adjustments of school systems. Marking and feedback is differentiated and takes in to account how and when a child will be able to access this Systems to record participation and progress. Where necessary this should be done creatively in all curriculum areas. Small step targets in all subject areas based on stage Teaching problem solving skills as part of a quality first curriculum. Access to PSHE and / or emotional literacy development within the mainstream school curriculum Ensuring CYP has opportunity to contribute to lessons and valuing his/her input Use of visual, auditory and kinaesthetic approaches Clear routines e.g. transitions Consideration to classroom organisation, seating and group dynamics Nurturing classroom approaches offering CYP opportunities to take on responsibilities e.g. class monitors, prefects, school council reps

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An enabling environment to including access to paired learning, mentoring, friendship groups, social groups, peer awareness. Placement in appropriate groups/ seating positions including small groups and access to a variety of learners within the classroom A range of multi-sensory approaches, widely available and used consistently to support learning. A variety of recording media e.g. photographs/ ipads/ quote captures/ EYFS style observations Access to resources including appropriate ICT software and trained staff. Word mats/ memory joggers/ personal timetables/ Reminder cards for key systems and processes Use of a range of alternative methods for children / young people to show and record their knowledge e.g. photo boards. A range of approaches that remove barriers to learning and facilitate inclusion. Reasonable adjustments to the environment and resources available e.g. resource baskets, busy boxes, breaks appropriate to cognitive age. Access to alternative ways of recording. An enriched language and communication environment and all the resources that support with this

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A qualified teacher who is a SENCO working with clear leadership for liaison with school staff and share good practice. All school staff have opportunities to receive training in Cognition and Learning needs and approaches to support. There are a range of supports in place for break/ lunch e.g. supervised areas. Parents are provided with opportunities to develop their own knowledge and understanding in order to support their child’s learning and development. The school employs additional adults to support the needs of all pupils e.g. mid-day supervisory assistants, family support worker All staff have received training in managing SEMH needs and understand how to support CYP effectively e.g. AIPs offer training Access to existing pastoral services Modelling of behaviour and relationships Higher staff ratios Cluster provision Rich and varied curriculum Social and Emotional Learning through Circle Time curriculum

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A curriculum that provides rich opportunities for learning, engagement, motivation, increased self-esteem, communication, interaction with adults and peers and task completion. All staff working with CYP with identified Cognition and Learning Difficulties have access to advice and support from external professionals e.g. SENIT, EP, SALT etc Suitably differentiated curriculum based on detailed, individual assessment following small step progression e.g. SENIT development Journal/ B Squared materials. Pupil Passport and SEND plan is in place Individual learning targets/outcomes are set and reviewed termly by trained and/or experienced teachers in collaboration with the CYP, parents and SENCo. All classroom staff are working towards specific Cognition and Learning targets which are incorporated into curriculum planning and form the targeted curriculum for this pupil. All are aware of targets and

can talk about progress towards them Pupil needs are taken in to consideration in all sessions and all staff are aware of targeted and specific planning for the pupil Trained and experienced staff support children / young people in class to apply Cognition and Learning targets so they generalise new skills. A range of evidence based interventions are in place to support learning, delivered and reviewed to specifically target the needs of CYP with Cognition and Learning needs. Trained/experienced staff available to support peer interactions through indoor/ outdoor games at break and/or lunch time. . Pre and post teaching of vocabulary and lesson concepts. Additional teaching of reading and writing, maths booster or close the gap interventions Opportunities for ‘Catch-up’ time following missed learning Small Group interventions – Social and friendship skills e.g. narrative groups, social use of language groups, speech sound groups, “Lego therapy” is evidence based and highly motivating for Autistic pupils

at all ages A range of evidence based intervention groups to develop communication and social skills and individual interventions e.g. intensive interaction Behaviour records analysed to consider triggers and patterns Sharing of advice on successful strategies and set targets e.g. use of visual supports, developing organisational skills Behaviour report card Careful consideration to preferred learning style and motivational levers for the CYP with differentiating Personalised timetable introduced in negotiation with the CYP, parents and staff Opportunities for CYP to speak on a one-to-one or small-group basis with a member of school staff (learning mentor) with regard to feelings Small-group social skills work or individual coaching in social skills from school staff Assess / Plan / Do / Review cycle of behavioural change is used to give context to behaviour Individualised support to implement recommendations from support services Additional space and rooms set up for CYP with Social and Emotional problems Support from outside agencies such as Cluster, Family Support workers etc, both through training and development to build capacity of staff in settings to support these needs and by working with

individuals. Thrive sessions 1-1 / small group / in class action plan

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A flexible approach to ensure that accommodation and trained/experienced staff are available to provide a range of interventions as required. Sustained targeted support for part of the day by either teacher or suitably qualified/ experienced support staff. Availability and use of appropriate resources, equipment and assistive technologies in order to implement individualised programmes of work. Suitability of resources is bespoke to the child. Word mats/ vocabulary resources/ Checklists etc specifically target the need of the pupil Access to suitably qualified or experienced adult for individual or targeted support for short periods Trained staff are available to provide support for pre teaching and/or consolidation of learning. Pupil has access to cameras/ suitable grip pencils etc required If pupils have motor or delayed skills which may require access to more EYFS provision time is built in for pupil to access this A low-arousal work space e.g. personalised work-station with motivation charts, timers, visual timetables etc. Use of Emotional regulation strategies e.g. 5 point scales to rate emotions Alternative communication systems are used as appropriate e.g. symbols, cue cards, PECS, Objects of Reference

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Trained and/or experienced staff use a model of assess, plan, do, review to support children / young people in class. They focus on outcomes so that new skills and strategies can be generalised in a range of contexts.

Mentoring if required. External agency involvement as appropriate. Trained and/or experienced staff deliver individual and group interventions as directed, modelled and coached by the SENCo or lead practitioner. Staff are pro-active in home-school liaison. TeamTeach trained staff / De-escalation techniques Specialist mentoring – Emotional regulation / Counselling Trained and experienced staff deliver the SLT programme/advice as directed, modelled and coached by the SLT where appropriate

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Child/ young person has an SEND support plan or EHCP plan in place, which is reviewed regularly and specifies the level of individual support and intervention they require. The pupil will have a pupil passport written in partnership with CYP, parents and external agencies. This will be disseminated to all staff and regularly updated. This includes: a profile of their learning,

communication, personal, social and emotional needs and the strategies to be used to support them in school. The level of support required from learning support staff will be specified in the plan and shared with all staff.

Individualised curriculum planning that is supported by information from the SENCo and or external agencies and professional reports and takes account of the individual child / young person’s strengths and difficulties. This means that a differentiated curriculum can be delivered across all subjects e.g. literacy teaching through key word readers. This may be a bespoke and different curriculum to the majority of their peers and is highly focussed on their small step targets and needs

Pedagogical approaches and staff deployment place a strong focus on developing independent learning. Independence is promoted and supported in all areas of school and some curriculum time may be dedicated to developing independence in personal interaction/hygiene/ nutrition based on level of need Individual learning targets are set and reviewed at least termly by the SENCo or by trained and/or experienced teachers in collaboration with the SENCo but are regularly reviewed and updated by class

teachers Alongside pedagogy and practice, interventions for Cognition and Learning targets should be delivered to the CYP a minimum of three times per week with a member of staff trained and/or experienced in

delivering interventions to children and young people with Complex Learning difficulties. The CYP may require more sessions depending on their needs however efforts are made to ensure inclusion within their year group and peers

A ‘total communication’ school environment e.g. objects of reference, symbols/photographs to support understand and facilitate communication, visual interactive timetables Availability of quiet/calm space for teaching and ‘chill-out’ time e.g. ‘Rainbow Room’ or pop-up tent Visual supports resources – “Boardmaker” (possibly has a time and cost implications)

Envi

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Personalised resources are purchased or created to support the child or young person as specified by professionals and assessments. Appropriate time is made available for guidance/planning/quality assurance with the SENCo. A high level of pastoral support is available from a range of staff throughout the setting and school day ensures that individual needs are met on a daily basis. Time is made available for support from specialists such as SENIT and EP which may include: screening assessment, detailed assessment, training on individual interventions, group interventions or class

based support/teaching. Parents/carers are aware of when and how to contact the key professionals around the child or young person and can meet them personally. The team around the CYP should work closely with him/her to enable them to make choices regarding their education.

Expe

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School staff have undertaken bespoke training/coaching around an individual child’s needs and will access external training when required. Trained and experienced staff deliver programmes and interventions as directed, modelled and coached by the SENCo/Lead Practitioner . Trained and experienced staff are pro-active in home-school liaison. Good communication and links between with parents/ carers, settings and professionals must be developed and maintained to ensure smooth transition Lead Practitioner for social communication difficulties and/or Autism e.g. AET training level 2 and 3 Autism awareness of key staff including Headteacher and senior management e.g. AET Level 1 training made to KS1 staff Awareness of sensory needs and impact on learning – e.g. over and under sensitivity to light, sound touch etc. Increased awareness of the underlying difficulties related to pragmatic/social communication difficulties to enable improved pre-emptive action and de-escalation strategies

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8. Exclusions Academic Year 2018-2019

Exclusion data for all pupils has reduced to 0. This has been supported by the introduction of a new behaviour policy, supporting more CPD for key adults, vigorous SEMH provision and clear risk assessments and PHPs. Thrive has also supported a reduction in the longevity and severity of the most significant behaviour incidents so that they can be managed within school. 1 pupil is currently being education at an alternative provision, however this support was put in place prior to an exclusion occurring.

9. Description of current quality assurance, monitoring and evaluation procedures

Quality assurance and performance management of teaching assistants

Quality assurance and performance management of other staff

CPD EP, Speech and Language, DAHIT, SENIT, Thrive practitioners, Stars team Learning walks – focus on SEND spaces and the SEMH support in classrooms and shared areas Learning walks – application of professional reports / DAHIT guidance Learning walks and staff 1-1s based on EHCP Monitoring of intervention planning Monitoring of core session planning for differentiation and reasonable adjustments Book/planning scrutiny- specific focus on SEND learners Book scrutiny focussed on BSquared learners Data sense checks for SEND learners / Phase reports Teaching and Learning observations SEND support plan monitoring

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CPD SENIT support Speech and Language support Thrive practitioner training and/or support Teaching and learning observations SEND intervention drop ins SEND review contributions SEND book scrutiny (specific focus of SEND support contributions) Phase pupil progress action plans Performance management/Appraisal cycle

Total number of permanent exclusions (all pupils) 0Total number of fixed-term exclusions (all pupils) 0Total number of permanent exclusions (SEN cohort) 0Total number of fixed-term exclusions (SEN cohort) 0Total number of pupils receiving fixed-term exclusions (all pupils) 0Total number of pupils receiving fixed-term exclusions (SEN cohort) 0Total number of school days lost to fixed-term exclusions (all pupils) 0Total number of school days lost to fixed-term exclusions (SEN cohort) 0

SEND reviews Assess- plan do review monitoring SEND cohort data analysis Phase Pupil Progress Action Plans

Quality assurance of interventions

Phase leaders monitor impact of interventions through pupil progress action plans SENCo reviews intervention by SEND pupil data analysis, action plan analysis, drop ins, planning scrutiny and

analysis of SEND annotations SLT and SENCo teaching and learning observations, work scrutiny, planning monitoring

10. Compliance with statutory duties

All statutory duties regarding EHCP and SEND provision have been completed this term. EHCP reviews are due for 1 pupil in December 2019 and 2 pupils in the spring term 2020.

1 additional EHCP is expected to be applied for in September and 1 in the spring term.

1 pupil with an EHCP in the assessment period is transitioning to high school in September, a member of staff from Hunslet Moor will also be attending the Next Steps meeting in September.

/ All provision is in place for students with EHCPs Annual reviews / ISARS have been conducted on time The school’s SEN policy reflects reality within the school The school has responded to all professional recommendations made in this period Students with disabilities have accessed all relevant school activities

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11. Priorities for the year 2019-2020

- To ensure a smooth transition between SENCos as a new appointment is in place from September 2019.- Continuing to work with the traded SaLT service to secure good and outstanding provision and intervention

for pupils with a speech, language and communication need.- To ensure sustained progress is made against the Communication Friendly School Status training from this

academic year, including providing training for staff who are new to school.- In order to meet the needs of pupils in the new Reception cohort, secure Autism Awareness Level 1 and

Intensive Interaction training for key staff.- Internal tracking – to ensure that there is consistency with approaches to BSquared tracking and these

assessments are moderated as part of the moderation cycle.- To secure EHCPs for pupils with the most significant need.- To continue to refer to and engage with a range of professionals, e.g. SENIT, STARS, EP to support pupils with

more complex needs and to implement actions identified.- To secure funding for pupils with SEND needs in Nursery through SENDIF and funding for pupils with

significant needs through EYFFI and FFI.

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