SEND Information Report
Special Educational Needs Report to Governors 2016-17
SEND has undergone huge changes. A new code of practice for SEND is now available and has been in place since September 14.
Children with statements will have these re-written as Education Health and Care Plans (EDCP) with transparent personalised budgets. New EDCP will replace future statements.
The funding for children with a statement has changed. Schools are responsible for providing up to £6000 funding for a child with SEN. A school can apply for funding if needed above this figure. School Action and School Action Plus have been replaced by SEN Support.
Social, mental and emotional health has replaced behaviour, social and emotional as an area of need, the other 3 remain the same: Communication and Interaction, Cognition and Learning, Sensory and or Physical.
The SEND team consists of Linda Burgess and Joanna Wilson (SEND Co-ordinators), Maureen Doherty (Assistant to the SEND Co-ordinators) and a dedicated team of teachers and teaching assistants (with specific SEND Roles).
All children on our SEND register will have an IEP written with the child’s parents and for those children who it is applicable they will have an individual behaviour plan. The contents of IEPs are shared with parents and reviewed termly. We have 5 children with an EHCP or Statement and the remaining 33 are all SEN Support; the new areas of need are:
• Communication and interaction which includes speech, language and communication needs and the autistic spectrum disorder.
• Cognition and learning which includes moderate learning difficulties, severe learning difficulties, profound and multiple learning difficulties and specific learning difficulties.
• Social, emotional and mental health difficulties which includes attention deficit hyperactivity disorder, attention deficit disorder, oppositional defiant disorder, attachment disorder, anxiety and depression.
• Sensory and/or physical needs which includes visual impairment, hearing impairment, multi-sensory impairment and physical difficulties.
SEN Priorities 2016-2017
• An appropriate member of staff to undertake the National Award for SEN Co-ordination.
• To develop a strategic vision and commitment to influence and work with others on delivery of inclusive education.
• To analyse the intervention choices offered in school and evaluate the outcomes of one intervention in detail.
• To enhance the collaborative leadership and staff management skills, by fostering an understanding of the key roles and relationships that SENCOs have with multiple stakeholders.
• To develop the focus on the essential nature of interpersonal relationships for the effective planning and delivery of interventions.
Special Educational Needs 2016-17
|Year Group||Number of children in Year Group||Number of children on SEN register ||Percentage SEN in year group |
|Lower Foundation Stage||28||2||7%|
|Upper Foundation Stage||30||6||20%|
|Y4 ||30 ||7||23%|