Girlington Road, Bradford, West Yorkshire BD8 9NR
01274 493 543
01274 543 874
Annual Information Report on the Implementation of the Special Educational Needs and Disability Equality Scheme (SEND) policy 2016-17
All policies include explicit reference to disability equality and SEND. The SEND policy was updated in May 2017, and was reviewed by staff and governors. The Accessibility plan which runs on a three cycle was written in September 2015. The SEND policy, the school’s Local Offer, the accessibility plan, the ARC policy and a link to the LEA Local offer can be found on the school website.
Number of Pupils with SEN:
There are currently 533 pupils on roll. This includes 15 pupils with HI who are part of the Additionally Resourced Provision, (ARC). The main areas of need at Girlington Primary School are speech, language and communication needs, then social, emotional and mental health.
School % SEND without a statement/ EHCP
National % SEND overall without statement/ EHCP
School % SEND with statement/ EHCP
National % SEND overall with a statement/ EHCP
*The school figures fluctuate slightly throughout the year according to need of individuals.
Progress of Pupils with SEN
Following termly pupil progress meetings, the monitoring and evaluation of SEND through learning walks and SEND curriculum development meetings with the SLT and class teachers, children’s needs are identified and suitable provision is implemented. This can be in the form of a more specialised assessment to identify the individual child’s needs as this targeted approach will act as a benchmark for measuring the impact and subsequent progress.
To obtain further understanding of a child’s learning difficulties, we may use:
In addition, school commissions the services of a speech and language therapist- Miss R. Waggett who supports us in identifying the speech and language needs of our children using a range of specialist assessments. Miss J. Large is a speech and language therapy assistant who works alongside Miss Waggett.
The ARC employ the services of a speech and language therapist who specialises in the needs of children with a hearing impairment. Her name is Sonia Nazarin.
Support is directed in class where appropriate. There are some interventions which necessitate work outside of the classroom. Theses may include following a programme set by a speech and language therapist or physiotherapist, or work on SEMH issues. We have the facility to refer to specialist teachers and professionals from the LEA eg. Physical difficulties, HI, Pre-5 team, educational psychologist and cognition and learning, however these are traded services. We can refer to outside agencies such as CAMHS, the school nursing team, parent partnership and speech and language therapy. Other additional support is detailed in the schools core offer which is available on the school website.
RAISEonline data for 2016 shows that the progress of pupils at SEND support was -0.54 for reading, 0.31 for writing and 1.29 for mathematics. For the three pupils with an EHCP or statement the progress was -2.81 in reading, -5.44 in writing and -0.07 in mathematics
Pupils who are not making expected progress are tracked carefully and are supported appropriately. Case studies are available for identified individual pupils.
The annual allocation for SEN statement funding April 2016- March 2017 is £42,832. Top up funding above £6,000, totals £19,332.
Deployment of staff and resources
We currently have 23 pupils with an EHCP in school altogether. The ARC (additionally resourced provision for HI pupil) has 15 pupils who have an EHCP, statement or are on an assessed place. There are currently 3 requests for EHCPs being processed by the local authority. Staff are deployed according to need. Children with a statement or EHCP received one to one support for at least the minimum amount of hours the LEA have stated in the statement/ EHCP. Children with SEND who do not have a statement or EHCP receive support from a dedicated teaching assistant on a one to one or small group basis as appropriate to the individual need.
Close and effective links are made with a wide variety of agencies to support parents/ carers and the school in addressing children’s needs. Agency involvement includes:
Pre 5 team
Educational psychologist (EP)
Speech and language therapist (SALT)
School Nursing Service including health visitors
YAIS (Yorkshire Auditory Implant Service)
Specialist teachers for: cognition and learning, hearing impairment, visual impairment, communication and interaction, social, emotional and behaviour
Equipment and facilities to support pupils with SEND are secured through discussion with specialist agencies, parents and the SLT. Equipment and facilities that are required are provided within reason e.g. coloured overlays, writing slopes, specialist pens, seating wedges, height adjustable changing table.
Transition Arrangements between EYFS and KS1, KS1 and KS2, KS2 and KS3
To ensure the smooth transition for pupils with SEND, additional transfer arrangements are implemented during the summer term (or mid- year if necessary). Children on the SEND register have the opportunity for extra visits to their new school setting as well as home visits when appropriate to help support the parents.
Annual reviews for children with statements or EHCPs in Y6 are attended by a representative from the secondary school.
Staff Development 2016-17
It is in everyone’s interests for complaints to be resolved as quickly and at as low level as possible and the SEND complaint procedure follows the complaints policy which can be accessed in the policy section on the website. If the complaint refers to;
The guidance in the SEND Code of Practice (2014) will be followed.
Contact details of support services for the parents of children with SEND, including those for arrangements made in accordance with clause 32 can be found in the SEND section under useful links.