SEND Governors report – November 2016
Introduction
This report outlines the main outcomes for the Inclusion team for the academic year 2015-16, together
with our current priorities and development areas.
Our new SENCO, Martha Hawes, replaced Michelle Johnson in January 2016. The inclusion team has
remained largely stable, and we have continued to build on the structural and systems improvements
introduced. In June 2016, we undertook a review of the whole of SEND provision at Cherwell, by
external consultants from the Oxfordshire Schools Inclusion Team, in order to pinpoint any areas
requiring development. Our developing Action Plan, and therefore our SDIP, picks up the themes
highlighted in the SEND review, and we now have a series of concrete outcomes that we are working
towards, as outlined below. Our main area of focus is improving on the progress made by our SEN K
(School support) students, who historically have not made as much progress as their peers. We have a
number of initiatives aimed at providing support to teaching colleagues in this area, arising from the
SEN Review.
Structure of Inclusion team
Martha Hawes
AHT (Inclusion)/SENCo
SEND Officer
7 Stars
Teacher
Social &
Emotional
Resource Base
Manager
Team of 3 TAs
Admin
support
Reading
interventions
HTLA
TA Manager
(HLTA)
Team of 27
TAs
Oxfordshire
LEA
Admin
support
Data and
Exam
Concessions
Officer
SENSS team
EAL lead
teacher and
EAL advocate
Hearing
resource
base
Communication
and Interaction
resource base
Current SEND profile of the school
The numbers of students with EHCP/Statements has risen again this year, with an increasing number
selecting Cherwell as their first choice. Significant numbers of students in year 7 are also on the SEN
register at ‘School support’ (K) level, on advice from our primary feeder schools. Some of these students
might not remain on the SEN register if their needs are being met effectively by good quality classroom
teaching, and if they are making good progress. It remains difficult to know whether our SEN K cohort is
comparable to that of other schools, as schools themselves decide which students should be allocated
to the ‘school support’ category. We continue to use the Oxfordshire moderation guidelines to identify
students who need to be in this category.
2016/17 SEND profile
Year
Yr 7
Yr8
Yr9
Yr10
Yr11
Y12
Yr13
Total
K - School Support
44
23
32
37
18
1
2
157
E – EHCP/Statement MAINSTREAM
10
8
8
0
7
1
0
34
E – EHCP/Statement CIRB
2
5
6
2
2
1
0
18
E – EHCP/Statement HIRB
0
3
1
0
1
56
39
47
39
28
3
2
214
MLD
SPLD
SEMH
SLCN
ASD
HI
VI
PD
22
7
7
3
4
1
3
1
1
7
12
3
6
9
3
23
1
2
10
7
5
4
4
9
3
6
37
2
2
18
Year K/S/E
5
TOTAL
7
K
S/E
44
8
K
2
S/E
3
16
9
K
9
S/E
1
7
32
1
15
10
K
17
2
9
S/E
11
K
S/E
8
2
3
1
4
2
1
1
5
1
10
12
K
1
1
S/E
2
2
13
K
1
1
2
S/E
Totals
0
59
27
36
29
57
6
0
0
214
Outcomes 2015-16
The tables below shows an analysis of GCSE results for our year 11 2016 cohort from Raise Online. The
measures reported here are Attainment in the best 8 subjects (Attainment 8), and Progress in the best
8 subjects (Progress 8). They show that students in the ‘school support’ (SEN K) did not attain their
estimated grades (based on their KS2 results), nor did they make progress in line with their peers. This
remains an issue of real concern, and is a focus for faculties and teaching colleagues across the school
this year (see below).
An analysis of KS3 data for the academic year to July 2016 shows that our SEND K students continue to
be a high risk area.
KS3 French Secure %
KS3 Geography Secure %
KS3 German Secure %
KS3 History Secure %
KS3 Science Secure %
KS3 Spanish Secure %
KS3 Maths Secure %
Total Ebacc
Eng and Maths
269
69.9
63.3
72.1
74.1
65.8
68.4
60.7
70.0
68.0
69.9
Disadvantaged:
Disadvantaged
46
47.8
42.5
50.0
45.8
41.3
37.0
31.3
40.0
42.0
43.9
Disadvantaged:
Not
Disadvantaged
223
74.4
67.1
76.7
80.4
70.9
74.9
65.1
78.0
83.9
76.2
26.6
24.6
26.7
34.5
29.6
37.9
33.8
38.0
42.0
32.3
No. of Students
All: All
Interest Group
KS3 English Secure %
(not inc Sp & List)
For illustrative purposed, year 9 data is given below, showing a significant number of SEN K students are
not reaching a ‘secure’ grading in English, for example, in comparison with their peers (12.9% in
comparison with 69.9% of non-SEN students).
Disadvantage Gap
Gender: Female
115
83.5
74.6
80.9
87.7
75.7
79.1
73.7
73.0
78.5
78.2
Gender: Male
154
59.7
54.5
65.6
63.5
58.4
60.4
49.2
69.0
60.0
64.4
Gender Gap - M to
F
39
23.7
20.0
15.2
24.2
17.2
18.7
24.4
-4
18.4
13.8
SEN: K
31
12.9
17.9
29.0
44.4
32.3
29.0
25.0
46.0
33.8
29.5
Looking at their entry levels (based on KS2 SATS results), and an aspirational target of the numbers that
should be Secure at this stage, there remains a gap that is slightly wider than that of the year group as a
whole.
-
Overall 18% of SEND K students are secure in their learning across the Ebacc subjects, vs a
target of 34%
Performance is lower in French and Spanish, and very low (12.9%) in English.
Performance of H on entry SEND students is in line with peers, but this is not the case for
students who arrive at Cherwell as middle (M) or low (L) ability SEND, where gaps have
emerged.
The table below shows the percentages of students in the respective groups achieving a level of
‘secure’ across the 8 Ebacc subjects, in comparison with an aspirational target grade which reflects
what we hope they will go on to achieve at GCSE.
Secure +
Target
Secure +
Actual
Security
Gap
ALL %
82.9
68
14.9
F%
93.9
78.5
15.4
M%
74.7
60
14.7
PP %
68.6
42
26.6
SEND
%
34.1
18
16.1
4
3.5
3
2.5
SEND
2
Non-SEND
1.5
1
0.5
0
HH
H
M
L
LL
This graph shows that High Attaining SEND students are slightly out-performing their non-SEND peers.
This is not the case for M SEND and L SEND however, both of which display a significant gap. There are
no LL non-SEND students to compare.
The action plan, outlined below, aims to address this lack of progress in KS3, working through the
faculties to ensure teaching is appropriate and successful for students with learning difficulties and/or a
history of under-achievement.
Team reports
English as an Additional Language (EAL)
Cherwell had 432 students whose parents indicated that they spoke English as an additional language
last year in years 7 - 13.
As a cohort EAL students performed either above or well above average in their GCSEs (see table
above). The majority of the EAL cohort needed little or no intervention. For the approx. 20 children
that did, liaison took place between the EAL team and the AHT for raising attainment, as well as a
number of faculties, to ensure that interventions were put in place. Interventions were different for
individual pupils. An after-school session was put on once a week for a group of 8 girls, specifically
focussing on exam skills and revision. Seven out of 8 reached their floor target. Although not the only
intervention for this group, it gave them added support and helped them progress.
This year we introduced a programme to enter students in GCSEs in their home language. Eleven
achieved A*s and five achieved A grades. There are many benefits to this programme; it develops their
overall language skills; the written element is an opportunity to develop how to write a coherent
argument; it boosts their confidence and self-esteem in advance of the full GCSE; and for those not
taking another language to GCSE, the oral exam develops general speaking skills. Languages taken
included Polish, Urdu, Russian, Greek, Italian, Arabic and Portuguese.
Main areas of development:






Identifying the students with the most need and putting suitable interventions in place
A new EAL lead (Jacqui Cheetham) took on the role and developed the work of the team in
priority areas
Streamlining assessment for mid-term admissions
Developing strategies to use in the classroom with EAL students and teaching on the SCITT
Developing a reading project for students in KS3 who read aloud in English once a week to a
year 12 student with the same home language. Yr 12 students checked for understanding and
corrected pronunciation
Introducing home language GCSEs (as above).
Plans for the year ahead:
As well as continuing to develop the above, the main priorities for this year are:
1.
2.
3.
Introducing the coding system for the Spring Census
Developing EAL pupils’ writing skills
Continuing to develop strategies for teachers to use in the classroom.
7 Stars intervention
7 Stars provides nurturing support alongside a differentiated curriculum for those students in year 7
achieving the very lowest curriculum levels. The literacy-based curriculum addresses fundamental
literacy skills in speaking and listening, reading and writing required to access English taught in the
mainstream secondary classroom. The students on the programme are taught English, humanities and
RS/Social wellbeing in the 7 Stars classroom using the same topics and texts as mainstream working
towards the same skills and learning objectives. The delivery of this curriculum is based on carefully
scaffolded lessons supported visually with pre- and over-learning teaching strategies and largely based
on methods used in primary education. These methods and strategies are designed to increase the
students’ independence and resilience.
The year 2015/16 began with 15 students identified through the transition process in close liaison with
the primary schools. Extra visits and meetings with parents made a positive impact on these students’
transitions to Cherwell. Students came from all the tutor groups in year 7, which meant timetabling was
challenging. This has been changed for 2016/17, with all students in 7 Stars being placed in three tutor
groups, which leads to much more streamlined and efficient timetabling.
Students return to mainstream lessons in English, humanities and RS/social wellbeing in a planned and
coordinated way over the course of the year. All students had transitioned to at least one subject by
terms 5/6, helping them prepare for year 8. There were 21 students in the initial cohort in 2016/17, but
some have already been able to return to mainstream lessons.
Priorities for 2016/17:



Focus on basic reading and writing skills through the topics taught in the other subjects
Sharing of information about supporting students with low literacy with colleagues across the
school
Improving further the transition back to mainstream lessons for 7 Stars students.
Literacy and Maths Interventions
Students in year 7 who have low reading ages or maths scores in their end of KS2 assessments are
provided with targeted interventions to help them catch up with their peers. These are supported by
the governments ‘Catch-up Funding’ allocation.
Our reporting system has four levels: Emerging, Developing, Secure and Working beyond. For these
students arriving with very low levels in either English or Maths, or both, we have considered effective
progress to be a judgement of Developing.
By this measure, of the 15 students with NC L4C or below in English, all but two were at least in the
Developing category in all three areas (Reading, Writing and Speaking & Listening), while eight of these
were already in the Secure category, showing rapid progress . Some of these were supported by their
English teachers, and others with the lowest reading ages received the Easyread intervention, a one-toone daily session which enables students to re-learn how to decode using phonics.
There are additional periods of maths each fortnight in the timetable to provide support to students
who have low maths levels. Twenty-eight students participated in this group last year. Eight-seven
percent (87%) of students entering at NCL4C or below were making expected progress according to
their percentage grades in end of year assessments. A small group of students will continue to need
extra interventions in maths in year 8.
Communication and Interaction resource base (CIRB)
At the start of the year 2015/16, the number on roll was 20 students. At the end of the year 2015/16, 5
students went off roll. (One Year 13, two Year 11s, one Year 10 who transferred to college as he was
chronologically Year 11 and one Year 7 who moved to a different area.) At the start of year 2016/1017
two year 7 students were added to the roll and in November 2016 one Year 9 student was added to the
roll, making a total of 18 students. The decrease in overall SENSS budget has led to the loss of therapist
team input e.g. Music, Art and Psychotherapists; this has meant a reduction in the additional support
on offer to our students.
In July 2016, the exam results were as follows:
 the year 13 student achieved 2 x A* and 3 x A and left to have gap year before applying for
university
 one Year 11 student achieved 2x A, 3xB, 2xC and 1x D grades at GCSE and has moved into
Cherwell Sixth form
 one Year 11 student achieved 3xE and 4 x F grades at GCSE and has transferred to Banbury
College studying an Activate course one Year 11 student achieved an E grade at GCSE and has
transferred to Witney College
 studying a Future Pathways course.
This year we have continued the development of Student Profiles. In addition, we have continued the
development of tracking reports which detail the progress made by students in the areas of inclusion
into mainstream, social communication, independence, and resilience. These documents are sent to
parents three times a year. Teaching staff from the Base have attended SEND Inclusion Team meetings
regularly and are better informed about and contribute to the school provision of support to SEND
students. Teaching staff have delivered twilight training for School Direct Initial Teacher Training
Programmes.
Next year we plan to continue to work with our mainstream colleagues to provide a more integrated
approach to the support of SEND students and continue to deliver training on autistic spectrum
conditions and on communication and interaction difficulties to mainstream staff.
Hearing Resource Base (HRB)
There were five students in the Hearing Resource Base (3 with cochlear implants and 2 with hearing
aids) in 2015/16.
In addition to the five HRB students, there were five students on The Cherwell School roll (but not in the
HRB) who have less significant hearing impairments and are “monitored” by teachers of the deaf as
outreach advisory cases with up to six visits per year according to need.
The HRB also serves as a peripatetic outreach base with teachers of the deaf supporting children and
young people with HI in many settings in Oxford city and environs.
The “Cherwell Hearing Resource Base Lead Teacher” post remains vacant after two unsuccessful
attempts to recruit internally from the teachers of the deaf in the wider SENSS Hearing Impairment
Team. Tonia Harris, the SENSS HI Area Manager for the central area currently based at Cherwell is
overseeing the provision at Cherwell. We hope to appoint to this post as soon as possible.
No students completed key stage 4 or 5 in July 2016 and so there are no GCSE or GCE results to report
this year. Two students passed exams in British Sign Language (one at level 1 and the other at level 2).
Main areas of development/success over the past year:

KS3 HRB PSHCE programme created for use in fortnightly group sessions in Y7,8,and 9

Whole team INSET (specialist teachers and support workers) introduced in January in addition
to September INSET training; development of whole Cherwell HRB team

Use of iPads and shared Google drive introduced in order to better support access to the
curriculum – this is now used consistently across the HRB team to support students

Closer working with AHT (Inclusion) and other staff in main school e.g. to consider risk
assessment for students in PE; improving accessibility; curriculum; processes; health and safety
matters for students with HI

We started exploring tracking of academic progress with school so that meaningful data can be
extracted and analysed to know that HRB students are making appropriate academic progress
individually over time and compared with hearing and deaf peer groups (on-going)

Regular collection and analysis of data from specialist assessments and other tools to track HRB
students’ language development and wider outcomes e.g. readiness to learn
Plans for coming year (headline outcomes with associated actions)

A number of new staff (both teachers and support workers) started in the HRB in September
2016 – a priority is to provide induction and ongoing support so that they understand their role
and can support HRB students appropriately and effectively. We are aiming for 3 training
sessions per academic year (September; January INSET day; twilight session in summer term);
weekly Base meetings

Recruit to the Lead Teacher post and delegation of roles and responsibilities in the HRB team so
that each staff member understands and takes an individual responsibility for their part

Establish more robust INSET training for mainstream staff at Cherwell including cover staff and
training teachers

Data tracking – continue exploring this with school so that meaningful data for the HRB
students can be obtained and analysed to inform future steps e.g. How might LUCID be
presented for deaf and other vulnerable learners?

Develop KS4 PSHCE programme for HRB students.
Social & Emotional support base
The Base continues to provide support for students struggling with their behaviour and with emotional
needs. In 2015-16, 185 students from year 7-11 spent at least one day in isolation following a behaviour
incident. As a percentage of the school population across these years, this is approximately 13%; an
even smaller percentage, approximately 6%, was in isolation three or more times. Other students who
accessed the Base on a regular basis were the more vulnerable students, some of whom were at risk of
exclusion, either informally in their free time, or as directed by year leaders.
This year, we have continued to provide a breakfast club and the older students are now responsible
for running the club and supporting newcomers. As well as providing a nutritious breakfast, this is a
forum for developing social skills as well as ensuring students were prepared for their lessons.
Last year twelve students from year 11 were intensively supported with homework and/or coursework
on a regular basis. This improved their attendance and supported their preparation for exams. This
concept has been further developed from Sept 2016, with the support being offered in learning support
on north site, with timetabled teaching staff offering curriculum support for English and maths in small
groups.
Plans for the coming year:
 Focusing on developing the emotional wellbeing by discussing self esteem, behaviour, teenage
problems, friendships, drugs, bullying, etc., in sessions each day. Mindfulness sessions are also
being trialled on a weekly basis.
 Supporting teaching staff seeking advice and guidance about individual students; and
continuing to improve restorative work between staff and students, ensuring a fresh start when
students return to class.
 Developing the work of a specialist TA supporting the highest profile Year 10/11 with GCSE
coursework in class.
 Supporting peer mentoring programmes of different kinds.
Learning support (LS) north site
We have a dedicated classroom on north site which supports GCSE students who have slots in their
timetables allocated for catch-up work where they are not doing a full range of optional GCSE subjects.
This can be because they have arrived at Cherwell late in year 10 or in year 11, or because they have
dropped one option subject in order to concentrate on others. The LS classroom is manned by an
experienced TA at all times, and she is supported by English and Maths colleagues working with small
groups of students or one-to-one. LS also functions as an emotional support base for vulnerable
students during break, lunchtime and before and after school. Approximately 15 students regularly
access this facility.
Priorities and Action Plan for 2016-18
The main priorities arising from the SEND review and subsequent discussions with Oxsit have
highlighted the areas shown in the table below for our focus. By focussing on these areas,
Priority
Approach
Teachers have accurate information to support
Quality First Teaching. Staff are confident that
they know how to meet their statutory
responsibilities for learners with SEN
Develop more effective, streamlined processes
for gathering and disseminating essential
information. Use of new seating plan software
to make strategies for students with SEND more
accessible to staff in a format that is easy to use.
Development of student profiles that are more
in line with new SEND Code of Practice, and
provide information in the most helpful format
for teachers, with the voice of students and
parents clearly represented.
Interventions for learners with SEN are
accelerating progress
Focus on the essential skill of reading in year 7,
to ensure that all students will be able to access
the curriculum texts they will be required to
study in key stages 3 and 4.
Research, implement and develop a more
comprehensive range of interventions for
students whose reading ages do not match their
chronological age.
Teachers are developing inclusive teaching
strategies. Pupils with SEND’s needs are being
met by class teachers enabling all students to
Use of collective staff time for training in SEND
strategies and tools, and time allowed in
faculties to develop resources. Extra voluntary
make progress in every lesson
training on different aspects of SEND needs.
Widening group of staff undertaking reviews of
SEND students’ progress, to ensure expertise is
developed in different faculties and year teams.
A particular focus on teaching and learning for
key stage 4 students.
Data is used regularly, systematically and
effectively to ensure the gap is closing for
learners with SEND
Development of robust tracking and monitoring
processes for students with SEND, including
provision tracking. Introduction of new reading
age testing that assesses a wider group of
indicators, highlighting where students are not
making progress and intervention is required.
MHs
Nov 2016
Example: Student profile
Name:
Tutor Group:
Level on register:
XXXX
EHCP
Primary Need:
(2012 Cohort)
Photograph
Home/First
Language (if not
English):
Most recently assessed
reading age:
Reading
Age on
entry:
PP:
CAF/TAC:
FFT English:
FFT Maths:
Exam concessions:
Latest PR grade
English:
Latest PR grade Maths:
Strategies for the classroom:

Give clear step-by-step instructions

Key concepts repeated in a 1-1 situation

Regular prompting to check understanding

Differentiated tasks and instructions

Visual prompts – task management sheets/post-its etc

Prompts with key phrases or scripts to assist XXXX asking for help, e.g. ‘Tell me what you need to do
next’.
Student views and aspirations:
XXXX is pleased that she now has more tools and vocabulary to say what she thinks and to ask for help. She
works hard and is not happy when she can’t do her best because of distractions in class. She has always been
interested in sewing, and is investigating fashion as a next step in her education.
Parent views and aspirations:
XXXX’s mum and dad want her to be safe and happy. They are working with her to increase her
independence, but doing this very incrementally in order to keep her safe.
Outcomes
How?
Who?
This term: To be successful in
Reduce one option to allow time
SENCO, Learning suppor base
mock exams, reaching her target
grades
in school to revise and reduce
pressure and stress on XXXX.
Make sure XXXX has all relevant
revision guides and practises
using them for revision.
This year: To get more
independent in social skills
To achieve her potential in GCSEs
so that she can go to college
Longer term: To be successful in
a college course, to help prepare
for life after education
Work with keyworker and family
on travelling independently,
buying things in shops,
expressing her opinions, etc.
Use time in LS to work on
revision and revision skills
Support XXXX with college
application, visits, and
preparation for next step. Liaise
with college to let them know
about XXXX’s needs.
Keyworker, family, XXXX
Keyworker, XXXX, family
LS base, XXXX
Careers advisor, SENCo and
inclusion team, family, XXXX
Interventions I have had to support my learning:
Support from autism specialist team to give XXXX tools to express her ideas, especially if she disagrees or is
not happy with something.
Speech and language therapy (now discharged).
Any further background information:
XXXX has a diagnosis of autism. She may come across as being in a world of her own. She can struggle with
day to day tasks such as changing for PE and managing homework, although she has improved this and tends
to do homework in the learning support base.
She has little awareness of dangers. XXXX needs lots of support to remember things and can lose her focus.
She is sensitive to noise, and in noisy surroundings finds it hard to ‘zone in’ to what the teacher is saying. Her
reading is good but she struggles to understand what she has just read.
Results of any relevant assessments from external agencies:
Diagnosis of autism (2012)
Updated by:
Date:
SEND Codes and acronyms
E
Student has an Education and Health Care Plan (EHCP) – highest level of need, usually involving
outside agencies to support
S
Statement – old code for EHCP
K
School support – on the SEND register but supported within school
CIRB
Communication and Interaction Resource Base
HRB
Hearing Resource base
ADD
Attention deficit disorder
ADHD Attention deficit hyperactivity disorder
ASC
Autistic spectrum condition (new description)
ASD
Autistic spectrum disorder (old description)
EAL
English as an additional language
HI
Hearing impairment
MLD
Moderate learning difficulty
PD
Physical disability
SEMH Social, emotional or mental health needs
SLD
Severe learning difficulties
SLCN
Speed, language and communication needs
SpLD
Specific learning difficulties
VI
Visual impairment