Closing the Gap between SEND Pupils and Other Pupils

Closing the Gap between SEND Pupils and Other Pupils at Lord Blyton Primary School 2017 Data.

Closing the attainment gap at EYFS

7 pupils

 

% SEND

school

% Non SEND School

Gap

 

GLD

42.8

78.2

35.4%

 

 

There were 7 SEND pupils in the class, 2 with ASD traits and 5 with Speech and language problems in the year group. We have full time support in year 1 to ensure they continue to make progress. Children with Speech and language difficulties will have their active support plans delivered in school by Mrs Quinn and will receive therapy in year 1 if they are on waiting lists.

1 child had a dual placement at Ashleigh Rd Development Centre. School staffs have liaised closely with the centre about transition into year 1.

2 children have Early Help for the family around the children’s SEND.

1 child has access to EYFS provision in the afternoon.

Closing the attainment gap at Key Stage 1

At the end of year 2 our attainment data tells us that our SEND pupils are performing less well than our other pupils for reading, writing and maths.

There is a gap still between the SEND and the Non SEN children.

9 SEND Pupils  

15 Non SEND Pupils

Working at the expected standard

 

SEND

%SEND school

Non-SEND

% Non SEND

school

Gap

Reading

33.3%

80%

46%

Writing

33.3%

73.3%

40%

Maths

44%

86%

42.3%

 

Massive complexity of SEND in the year 2 class at the time of the SATS.

2 children with 1 to 1 support.

1 child with ASD traits.

4 children with moderate learning difficulties.

1 child with medical needs.

1 child with Speech and Language difficulties.

3 children have now moved to specialist provision with Education Health Care Plans.

Currently in year 3 we now have 14 on the SEND ranges. There is full time support as well as the class teacher with the 22 children.

1 child has Autism and ADHD and also has 1 to 1 support in addition to the teacher and Classroom Assistant.

1 application is in for an EHCP for another child with the possibilitlity of moving to specialist provision.

All the children have provision maps and interventions are planned for and delivered.

 

Closing the Gap in Attainment at Key Stage 2.

3 SEND pupils

11 Non SEND

 

SEND

school

Non-SEND

school

Difference

Reading

66.7%

100%

33.3%

Writing

66.7%

90.9%

24.2%

Maths

100%

90.9%

-9.1%

RWM

66.7%

81.8%

15.1%

 

As you can see we have worked hard to narrow our gap by the time the children have taken their end of Key stage 2 Standard Assessment Tests (SATs). The impact of having a small cohort with full time HLTA support has had a positive effect on narrowing the gap.

Only 1 child with SEND didn’t achieve the expected in reading and writing due to the nature of their SEND.

1 of our SEND children had an Education health Care Plan and moved to specialist provision for year 7.

Our careful tracking and intervention has had a positive effect on narrowing the gap.

Progress

Progress is a measure of the distance pupils have travelled between two points in their learning in time. This can be the start/end of a term/academic year or between key stages.

Our SEND children are all mapped on the LA ranges and provision maps are in place. Progress is measured and for SEND children it can be very small steps.

The Educational Psychologist is working with children and families that are referred by the school.

Mrs Quinn works hard with many of our SEND children as do our Teaching Assistant.

Closing the Gap

Employing a Family Support Worker has proved to be a massive success in helping the school move forward for the provision we provide for our SEND pupils.

 

As a school some of the strategies that we use to support SEND pupils are as follows:-

  • Whole-school approach and belief in all pupils’ ability to learn.
  • Using data to identify, track and monitor SEND pupil’s progress.
  • Literacy and numeracy basic skills are taught rigorously and are held in upmost importance. We ensure that there is Quality First Teaching in school with classroom support deployed in these lessons so that the teacher or classroom assistant can support the SEND children
  • Social and emotional skills are developed through the care, guidance and support we give pupils, and through a bespoke discrete lesson of PSHE a week.
  • Attendance, punctuality and behaviour are all monitored rigorously and where necessary are adapted to meet the pupils needs.
  • Tailoring the curriculum to meet the needs and interests of the pupils.
  • Enriching experiences that pupils may not otherwise experience.
  • Listening to learners through Pupil Voice meetings.
  • Engaging parents and the community and offer support where possible.
  • Family learning programmes e.g. REAL project and BOO project in Early Years.
  • Weekly coffee morning for parents hosted by Mrs Quinn.
  • Out of school provision offered to parents for their children.
  • Help to support local groups e.g. Bereavement group using the school premises.
  • Teams around venerable pupils and supporting families such as Early Help.
  • Working with the Educational Psychology Service and the specialist teachers they provide.
  • Working with area EYFS SENCO, Tracy Stanforth.
  • Working with Pre-school and Portage Service in the Early Years.
  • Working with Life Cycle and Children and Young Peoples Service (CYPS)
  • Working with Leeds Transgender Clinic.
  • Working with Developmental Disorder Clinic, DDC (Palmers)
  • Working and hosting Speech and language Service.
  • Working with other Local Authorities supporting adopted children with SEND issues.
  • Supporting GPs and Consultants from the NHS for children with medical needs.
  • Taken part in parenting programmes such as Early Bird for ASD.
  • Developing staff expertise through CPD and our own staff experiences.

 

October Census 2017

Current numbers of SEND pupils

Class

Number of pupils

Numbers SEND

% of year group

Nursery 2 yr olds

11

6

54%

Nursery 3 yr olds

23

6

26%

Reception

30

12

40%

Year 1

30

11

36%

Year 2

29

10

34%

Year 3

22

13

59%

Year 4

24

7

29%

Year 5

21

7

33%

Year 6

24

10

41%

Total

214

82

38%

 

These SEND range from range 1 to range 4.

These are fluid lists and after interventions and support some children may move off the ranges.

 

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