School Based Data Information





How many students did we have at our school with statements or EHC plans at the end of July 2017?



1 statement and 2 EHCP



How many students did we have on the SEND register at the end of July 2017?

42 Pupils

How many students did we have on the monitored register at the end of July 2017?


20 Pupils


What were the outcomes for children within our school with SEND for 2016/17?


The overall gap between children with SEND and children without SEND continues to narrow. Children with SEND made outstanding progress in Year 6 this academic year.   


What training did staff at our school have in SEND over the year 2016/17?



  • A professional development meeting on ‘Early Identification of Barriers to Learning’
  • A refresher session SEND Code of Practice
  • SEND referrals, systems and registers
  • ASD Outreach service delivered training for Teaching Assistants working with children with ASD
  • Assessing the English Proficiency of Children with EAL
  • Strategies for supporting children with EAL in the classroom
  • Refresher training delivered by Educational Psychologist for TAs leading interventions: Precision Teaching, Reciprocal Teaching and Toe by Toe
  • The Restorative Justice Approach for all Teachers, Teaching Assistants and Midday Meal Supervisors
  • Sensory Circuit training for TAs working with children who have sensory processing needs
  • Attention Autism training for teaching assistants led by ASD Outreach Service
  • Outreach support from Willowdene ASD specialist teacher, ASD Outreach, Educational Psychology Service and SALT
  • STEPS training for TAs delivering STEPS interventions
  • A professional development session on Speech, communication and language needs was delivered to teachers
  • Training focusing on the use of pre-teaching as a strategy to enable all children to access whole class learning opportunities has been delivered to teachers and TAs



What was in the Headteacher’s report to the Governors about SEND in 2016/17?

  • Teachers have developed their knowledge of the four broad areas of need:

Communication and Interaction

Social, mental and emotional health

Sensory and/or physical

Cognition and Learning

  • Currently, the most common areas of need identified on the inclusion register are Communication and Interaction and Social, mental and emotional Health.
  • There has been a focus on Early Identification of learning needs
  • The graduated approach, recommended by the SEND code of practice is now embedded and teachers are clear on the reporting procedure they need to follow should they have any concerns about a child.
  • Strategies for supporting children with speech, language and communication difficulties has been a focus
  • The use of ‘Sensory Circuits’ have also been a focus for this term with 7 children across the school accessing this intervention.
  • The use of ‘pre-teaching’ to enable all children to access whole class learning opportunities has had a positive impact on children’s progress and their behaviour in class.