Greenfylde First School Annual SEN Report 2015-2016
SENCo (Special Educational Needs Co-ordinator)
September to December 2015 Jo Milum, January to August 2016 – Acting SENCO
Claire Oaten
Pupils in our school with SEN are categorised in the following way:
 Children with Education Health Care Plans. Currently we have 1 pupil having a plan
written and another being assessed (0.6% of the school population).
 Children with High Level Needs (HLN) funding at elements 2 and 3 where additional
funding is given by the authority following a submission of evidence. Currently we
have 7 pupils receiving varying levels of HLN funding. These pupils generally require
1:1 specialist support in class for specific educational or physical needs (1.9% of the
school population).
 Children with High Level Needs (HLN) funding at elements 1 and 2 who are funded
through the school budget. To support these children schools must find the first
£6,000 of support for each pupil (as also occurs for elements 2 and 3 above).
Support here may or may not be 1:1; instead it may focus on necessary interventions
and equipment to help the child access and progress with the curriculum. Currently 5
pupils receive this level of funding (1.4% of the school population).
 Children receiving school SEN support. These pupils have an identified need, either
through school or another professional and have their needs met through the
intervention provided by school and its general SEN provision. Currently 19 pupils
receive support this way (5.3% of the school population).
1. SEN Register Movement
Children can move off and on the SEN register as well as moving between the different
categorisations. Our register reflects the Code of Practice for Special Educational Needs and
Disabilities (SEND) and this year 4 pupils have successfully moved off the SEND register.
2. Effectiveness and impact of additional SEN provision on pupils’ outcomes.
Percentage of SEN pupils making at least 2 steps progress this year in Early Years
(age expectation)
Reading
Writing
Maths
89% made 2 steps
100% made 2 steps
100% made 2 steps
44% made 3 or more
78% made 3 or more
56% made 3 or more
33% made 5 steps
22% made 5 steps
22% made 5 steps
Percentage of SEN pupils making expected or better progress this term in Key Stage
1
Reading
Writing
Maths
100% made 2 points
100% made 2 points
86% made 2 points
62.5% made 3 points
25% made 3 points
37.5% made 3 points
2 children new to school so
no progress data
Percentage of SEN pupils making expected or better progress this term in Key Stage
2
Reading
Writing
Maths
100% made 2 points+
50% made 2 points+
60% made 2 points +
90% made 3 points+
30% made 3 points
40% made 3 points
(1 child made 4 Points)
Each term the progress of children with SEN is reviewed at Pupil Progress meetings, with targets
set in September, January and April, taking into account the results of standardised reading and
spelling assessments, formal assessments and ongoing teacher assessment.
A lot of attention is also paid to children not on the register to build confidence and boost
achievement as appropriate.
3. Attendance, exclusions and behaviour of SEN pupils
Attendance
R
Y1
93.17%
91.57%
* expected attendance is 95%
Y2
96.54%
Y3
96.32%
Y4
97.53%
All years
95.22%
Authorised
Absence
Unauthorised
Absence
R
Y1
Y2
Y3
Y4
All years
6.63%
7.79%
3.35%
3.68%
2.25%
4.59%
R
Y1
Y2
Y3
Y4
All years
0.21%
0.64%
0%
0%
0.22%
0.29%
Percentage of persistent absentees who are also on the SEN register (based on 10% persistent
absence): 12% (2 out of 17 pupils both of whom have medical conditions)
Percentage of fixed-term exclusions: 0%
Percentage of permanent exclusions: 0%
4. The effectiveness and impact of multi-agency interventions and support
Over the past year we have liaised with a range of agencies including:
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Educational Psychologists, our named Psychologist is Dr Lizzie Sartory.
Social Emotional and Mental Health Team based at The South Somerset Partnership School
The Autism Outreach Team
CAOT
Learning Support
SENDIAS (Parent Support)
Occupational and Physiotherapists,
Therapists from Vision, Hearing and Speech and Language.
Child Therapist – Sarah Badger
 SEN case officers
 SEN commissioning
 SENATAS – ICT support
 PFSA – Lesley Cable (Parent Family Support Advisor)
LSAs support alongside the class teachers, by delivering specialised programmes and offering general
classroom support. The majority of support is given in the core subjects namely Maths and English.
This year we have extended our provision for social and emotional support by having two Learning
Support Assistants trained as ELSAs (Emotional Literacy Support Assistants) and employing a Child
Therapist 1.5 days a week to work with vulnerable children and their families.
5. Inclusion
All pupils with SEN and/or disability take part in all aspects of school life including out of school activities,
and indeed all children have participated in the full range of opportunities and events arranged by the
school, including trips. Our Accessibility Plan is published via our website and our site is accessible for
children and adults with disabilities.
Our arrangements for pupils with SEND are closely monitored by Governors and the nominated Governor
is Jane Farmer.
For any questions regarding this report please speak to Claire Oaten, Headteacher and Acting SENCO
who can be contacted via the school office.