Special Educational Needs


Hurst Knoll Primary School is committed to providing an appropriate and high quality education to all our pupils. We believe that all children, including those identified as having special educational needs, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.

Hurst Knoll is committed to inclusion. Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. Our inclusion lead is Mrs L Smith and Rev P Lodge is our SEN Governor. 

 Select the PDF icon to see the SEN Information Report which outlines our provision.

To see what Tameside can offer to young people with Special Educational Needs and Disabilities, use this weblink.

SEN report section 317(5)(a) of EA 1996

The Governors receive information each year from the SENCo about the number of children on the Special Needs Audit and their needs, information about 'provision mapping' and the training of members of staff, together with updates to the Special Educational Needs Policy. The Senior Leadership Team verify school data related to all vulnerable groups to see that needs are appropriately met.

SEN Report for Governors: 2014-15

Last year SEN pupils made up 14% of the school population with children on the SEN register receiving SEN support. There is 1 child with a statement which will be transferred to an Education Health Care Plan (EHCP) this year.

 

Nursery

Rec

Y1

Y2

Y3

Y4

Y5

Y6

Total

SEN support

1

5

5

6

3

3

2

5

30

Statement

 

 

 

 

 

 

1

 

 

Total

1

5

5

6

3

3

3

5

30

 

Identification of special educational needs

Early identification

We believe that early identification of special education needs, whether it is social, emotional, behavioural or a specific learning difficulty, is crucial to the wellbeing of all of our children. To support us in our early intervention we carry out:

1. Home visits for all of our nursery children

2. Welcome visits for all new pupils joining the school whatever the year.

This allows us to meet the parents and give us the opportunity to discuss the child’s strengths and needs. Any additional resources, interventions or referrals can then be organised quickly.

Identification

Assessment of our pupils continues throughout their time at Hurst Knoll St James’ as needs may show themselves at any time due to many differing circumstances.

We do this by:

1. Analysing assessment data every half term to identify children who are not meeting age related expectations.

2. Class teachers continually monitoring the children in their class.

3. Giving all adults in school the opportunity to discuss their concerns about a child at any time

4. Liaising with parents

A full discussion will then take place with the relevant staff and parents. If appropriate, the child will be added to the SEN register. If at any time any child presents any areas of concern then the child is discussed with the SENCO.

Any children identified on the SEN register receive additional support. This is outlined on the class provision map which is written in conjunction with the class teacher and TA and outlines any support in addition to quality first teaching which is needed for pupils within the class. Children who are on the SEN register will also have a support plan which outlines their specific targets and targeted support. Where appropriate, they will also be referred to an outside agency or other service for additional support and advice which can be used by the school to enable the child to make progress.

Parents/Carers are invited to meet termly with the class teacher and, where appropriate, SENCO to review their child’s support plan, celebrate their successes and set new targets.

Provision

As with all children at Hurst Knoll, it is essential that Quality First Teaching (QFT) is offered and targeted to support children’s specific needs. This includes detailed lesson plans with clear differentiation, and the identification of any children with additional needs highlighted. In most instances, this provision is carried out by the class teacher or a teaching assistant. If external agencies are involved then both the teaching assistant and the class teacher will have regular meetings to ensure that targets are being supported accurately.

Progress

Across the school the SEN have made less progress than Non SEN children (see Appendix 1) and this is where the largest gap in attainment can be found. However, there is evidence of children with SEN making good progress across the curriculum.  The average child is considered to have made good progress if they make 4 points gain across the year.

Last year children with SEN made more than 4 points progress in:

Reading-Years 1, 2 and 6

Writing -Years 1, 4, 5 and 6

Maths -Years 1,3 and 6  

As a group the biggest gain was in writing with children with SEN achieving 6.1 points more than in 2013-14. In fact the total points achieved in writing (24.4), exceeds that achieved by Non SEN children in 2013-14 (23).

The gap between the two groups has grown this year due to the Non SEN achieving 11.4 points more than 2013-14.

Next steps

While we will closely monitor progress across the curriculum, our focus for this year will be ensuring that the children with SEN make stronger progress in reading and maths. The introduction of the Three Tier Challenge will strengthen our QFT and provide strong differentiation in maths. We are currently exploring different options to strengthen the reading ability and comprehension of our children with SEN.

We have also reorganised our teaching assistants (TA) within the school so that all classes have their own TA. The communication between staff is critical for identifying where a child has struggled or excelled. Staff can also quickly identify where a child may need a short follow up activity to clarify a point or if pre teaching of an activity would be beneficial for the following day’s activity. TAs are now able to take a child or small group to one side within the classroom for this short intervention work.

Some children require more specialised intervention –for example following a Speech and Language programme. Teachers and teaching assistants timetable this together to ensure that this support is delivered.  We have secured a Speech Therapist to work with our Reception class again this year. This year the therapist will be working with 12 children who will be divided into smaller groups for focused work.

(Reported to governors November 2015)

At the point of transition each year receiving staff are made aware of the needs of their new intake for September. This includes teachers within the school and, where pupils are transferring to a new school, staff at the new school.

For further information concerning the report prepared by the school under section 317(5) of the Education Act 1996 (duties of governing bodies in relation to special educational needs), please follow the link:

http://www.legislation.gov.uk/ukpga/1996/56/section/317