SEND and Intervention Programme Annual Report. July 2016/17
The SENDCO/Inclusion Leader is Mrs.Lisa Somerville
The SEND Governor is Nicola Petri
The last visit to the school by the SEND governor was on 19.07.2017.
Current SEN Register
|Year Group||Number of children in the year. July 2017||Number of SEN pupils
|% of SEN in the year group|
|Year group||SEN support without HNF||SEN Support with HNF||SSEN/EHCP without HNF||SSEN/EHCP with HNF|
|Reception||7||1 (2 pending)||0||0|
|Total||Total SEN support : 6.4% 269 on roll||Total SSEN/EHCP : 0.3% 269 on roll|
At the start of the 2016/17 academic year there were 11 pupils on the school SEN register. Throughout the year 2 pupils have come off the register and 1 pupil has left the school. A further 10 pupils have been added to the register.
The National trend for SEN support students in 2015/16 is 11.6 % (National) and 11.4% (Kent) of the school population. At Downs View we have below this average at 6.4% (July 2017).
2.8 % of students Nationally in 2015/16 are in receipt of a statement/EHCP. At Downs View this is currently one pupil, 0.3%(July 2017)
Pupils with High Needs Funding is 28% of the Special Needs register, which is 1.9% of the whole school population.(2 additional pupils pending in July 2017)
The formula allocation to Downs View includes a number of factors which together comprise the SEN Notional Funding. This funding allows the school to make provision for SEN support throughout the school and to resource up to £6,000 per pupil with high cost needs. Beyond £6,000 the school can apply for High Needs Funding for individual support needs. Currently (2016/17) we have 5 pupils and 2 pending receiving this additional funding from the local authority. This funding ranges from £8,500 to £20,000 annually per child depending on the category and severity of need. The first £6,000 of any SEN pupil’s entitlement is funded through the delegated school budget.
At Downs View we use the funding from SEN Notional Funding to provide staffing, training and resources to provide additional interventions to pupils within the Whole school Provision Map. The High Needs Funding is used specifically for making additional provision to individually identified pupils.
Progress of pupils in receipt of High Needs Funding
From the five pupils that are in receipt of High Needs Funding the school’s analysis is that 60% (3 out of 5 ) have made accelerated progress from their starting point in reading, writing and maths. One child has reached expected year group attainment in reading, writing and maths.
|SEN Need type|
|Year group||Communication and Interaction||Cognition and Learning||Social, emotional and mental health||PD,Sensory and medical|
|Total||9 (50 % of total SEN)||7 (39% of total SEN)||2 ( 11 % of total SEN)|
Nationally in 2016 – 26.8% of pupils on SEN support have Moderate Learning Difficulty as a primary type of need. 25.9% of pupils with a statement or EHC plan have Autistic Spectrum Disorder as a primary type of need.
Downs View in 2016 / 17 –39% of pupils on SEN support have Moderate Learning Difficulty as a primary type of need. 100% of pupils with a statement or EHC plan have Autistic Spectrum Disorder as a primary type of need.
Pupil premium Nationally in 2015/16 is 26% of the school population. At Downs View we have 19% (July 2017) below the national average.
Further pupil premium information will be available in a separate report on our school website.
In 2013 the Children’s and Families Act become law and reformed the systems for adoption, looked after children, family justice and special educational needs. Within the bill the Government has transformed the system for children and young people with SEN, including those who are disabled, so that services consistently support the best outcomes for them. The Special Needs Code of Practice 2014 extends the SEN system from birth to 25, giving children and young people and parents greater control and choice in decisions and ensuring needs are properly met. There is also statutory guidance for supporting pupils at school with medical conditions.(Sept 2014)
- Replacing Statements and learning difficulty statements with a new Birth to 25 Education, Health and Care Plan, extending rights and protections to young people in further education and training offering families personal budgets so that they have more control over the support they need.
- Improving cooperation between all the services that support children and their families.
- Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a ‘local offer’ of support. Within the ‘local offer’ schools have to produce their own ‘local offer’ on their website.
We currently have 5 children with additional High Needs Funding (see above). This funding ranges from £8,500 to £20,000 annually per child depending on the category and severity of need. The first £6,000 of any SEN pupil’s entitlement is funded through the delegated school budget.
Exam Concessions for KS1 SATs
For the year 2016/17 there will be no children disapplied for KS1 SATs and phonics screening in Year One.
We currently have 0 children on the Children Looked After register. July 2017
Vulnerable Groups Transition into Reception.
The EYFS Leader, Mrs. Smith, , The Headteacher, Mrs.Kent and the Inclusion Leader, Mrs.Somerville work together to produce a timetable of nursery, school and home visits to include SEN pupils. Additional visits will be made both at school and at home for the SEN pupils to help them to build their confidence about the changes to their setting as well as to assess the additional support they will require at Downs View. Pre-school multi-agency hand-over meetings are organised with the parents either by Downs View or any outside agencies to ensure a smooth transition is put into place.
Transition projects take place in term 6 for all pupils from one year group to the next. SEN and vulnerable pupils are given additional support when required to aid with a smooth transition process. Some pupils require the transition process to take more than one term and each pupil is assessed individually for this additional support.
Children with additional needs transition to Key Stage 2.
A very comprehensive transition project is undertaken each year for all of the year2 pupils in term 6 based on their transition to key stage 2. Further individual timetables of transition are put into place for SEN pupils including multi-agency transfer review meetings with the appropriate schools involved. Last year our SEN pupils were transitioned to 1 school. Mrs.Somerville, the Inclusion Leader organises this transition process of timetables, meetings and additional school visits which always includes the support and collaboration of the parents. Mrs.Somerville invited the SENCO from Kennington Academy (the feeder Junior school) to take part in the final parent consultation meeting that included parents, class teacher and the SENCO.
Review of the Interventions currently running at Downs View 2016-2017
|Intervention||Focus||Implications for 2017/18|
|Speech Link||Articulation of speech sounds and be in alignment with age expectations.||This will continue all year for pupils who require additional speech support, some of whom are supported by a Speech and Language therapist.
Speechlink assessments used at beginning and end of programme. Training of one additional TA to support pupils with speech articulation difficulties. Currently only 1 trained TA.
Language for thinking
|Use and understanding of expressive and communicative language||This will continue all year for pupils who require additional language support, some of whom are supported by a Speech and Language therapist and have individual targets.
Language enrichment / Language Link – Reception and year1
Language for thinking – year 2 including EAL pupils who require it.
Language link assessments used at beginning and end of programme.
Language Through Colour to be introduced to the whole school inn Sept 2017 Inset day presented by SAL therapist.
|ELS – Early Literacy support||Embedding early phonics into reading and writing.||Letters and sounds used daily within all classes. Additional English support related to current topics through terms 3 and 4. Update programme in-line with class topics.|
|Social and emotional
|Increase ability to build relationship with peers, manage and understand feelings and increase self- confidence in small group situation.||Groups reviewed termly throughout for the need of each year group.
Programme can be adapted from 6-12 weeks. Programmes can be adapted to be more specific such as building relationships, families, social communication and interaction etc.
Develop more circle time in whole class PSHE this year. Monitored by Mrs.Somerville.
|Co-ordination groups||Develop fine and gross motor skills||Use of a combination of the programmes Jump Ahead, Fizzy and Write dance . Targeted children for each year group. Mainly in class support this year. Y2 is divided into fine motor group and gross motor group separately when needed. Use Write Dance as an intervention programme for more complex needs pupils in Y1 and Y2.|
|Maths||Additional short term boost to close the gap with peers and show age expectations at the end of the year.||Both alternative Intervention programmes and lesson booster programmes are in use.
Introduced into Reception towards the end of year. Reception has benefitted from a TA targeting individual pupils during their child initiated time to develop key maths concepts – precision teaching.
|Phonics||Reinforce Letters and Sounds programme||Used for y2 who did not pass y1 phonic screening and y1 and reception that need phonics boost.Y1 precision teaching for target pupils on a one-to-one basis|
|SPAG||Spelling and grammar revision||Started in term 2 for Y2. On-going throughout rest of the year with different targeted children termly.|
|Reading comprehension||Addressing comprehension, sequencing and inference skills.||Target pupils to meet year group expectations for reading at the end of y2.|
|Art therapy||Drawing and talking .||12 week programmes for individuals on a one-to-one basis.
FLO now trained in this so additional pupils can be given this programme.
|Lego therapy||10 week programme to develop social skills, negation, cooperation and listening.||Focus on y2 pupils whenever needed throughout the year. Used for y1 complex needs pupils when required.|
|Rocket writers||English booster||Termly intervention to boost English y1 and y2. Target pupils to meet year group expectations for writing at the end of y1 and y2.Focus on SPAG content.|
|Weaknesses in children’s cognitive abilities, visual, verbal, auditory sequential/ associative memory||Continue all year for y1 and y2. Lucid Cops assessments used at beginning and end of programme.
Develop memory skills and concepts into curriculum areas and assist teachers in planning these strategies/activities into lessons.
|Sensory Circuits||Gross motor skills, support with concentration, sensory issues||Targeted support reviewed termly for pupils across the school. Often recommended by the OT.|
|Play therapy||Behaviour difficulties, social and emotional||Open to all years.
Programme of 12 weeks.
Therapist currently can take up to 4 pupils.
This will be extended to 6 pupils by the end of 2017/18.
- Play therapy. Additional children (maximum of 4 ) now the play therapist has achieved the next level of the play therapist qualification.
- Toe by Toe. An intense reading recovery programme for those in year 2.
- Spelling and Grammar revision exercises/ activities for targeted pupils in year 2 who are expected to reach expected in writing.
Progress of interventions
Children in receipt of interventions are expected to make 4 points of progress in Reception (EYFS-from Autumn term 2 to Summer term 2), 5 points of progress in Year 1 and 6 points of progress in Year 2 in accordance with the Target Tracker tracking system used within the school. Those in green are on track for end of year progress expectations. Those in green are on track for / have reached end of year progress expectations.
|Name of intervention
(Number in brackets is pupils who attended intervention)
7 SEN (17)
|Language and communication||3.6 4.5||2.9 4.2||2.4 3.5||3.0 4.1|
|Year 1 Language Link
3 SEN (9)
|Language and communication||2.8 6.1||3.8 6.2||3.4 6.2||3.3 6.1|
|Year 2 Language Link
4 EAL (6)
|Language and communication||3.0 5.5||3.3 5.3||3.5 5.5||3.2 5.4|
2 SEN (4)
|Language and communication||2.8 4.3||2.5 3.8||3.0 4.0||2.7 4.0|
|Year 1 Speech.(5)
|Language and communication||3.2 5.6||4.2 6.4||3.8 5.8||3.7 5.9|
|Year 2 Speech||Language and communication||N/A|
|EYFS socio & emotional
4 SEN (16)
|Year 1 socio & emotional
1 sen (9)
|Wellbeing||3.2 5.4||4.0 5.6||3.9 6.0||3.7 5.7|
|Year 2 socio & emotional (8)
|Wellbeing||3.3 6.3||4.1 5.4||3.9 6.0||3.8 5.9|
|EYFS Maths||Basic maths skills||3.8||3.5||3.0||3.4|
|Year 2 Maths||Basic maths skills||4.2||4.1||4.2||4.1|
|Year 1 phonics
|3.7 5.9||3.9 6.1||3.9 5.9||3.8 6.0|
|Year 2 phonics
4 SEN (15)
Not achieved y1 phonic screening.
|2.5 4.6||2.9 3.9||3.5 5.7||3.0 4.8|
|Year 2 Toe by Toe
3 SEN (5)
|Reading recovery programme||1.0 2.6||2.0 2.2||2.6 5.0||1.9 3.3|
|Year 1 Early Literacy Strategy (17)||Reading/writing booster||3.4 5.4||3.9 5.9||3.7 5.7||3.7 5.6|
|Year 2 SPAG
|Spelling and grammar||4.1 6.3||4.0 6.0||4.1 6.0||4.1 6.0|
|EYFS writers (7)||Writing skills||3.3||3.7||4.0||3.6|
|Year 1 Rocket writers||Writing skills||N/A|
|Year 2 Rocket writers (8)||Writing skills||4.0 6.2||4.0 6.2||4.2 6.0||4.1 6.2|
Fine and gross motor (
|Fine and gross motor Year 1
2 SEN (12)
|Motor coordination/handwriting||3.2 5.8||3.5 5.8||3.1 5.5||3.3 5.7|
|Fine and gross motor Year 2
|COPS Year 1
|Sequential memory, listening skills||5.6||5.0||5.6||5.4|
|COPs Year 2
3 SEN (9)
|Sequential memory, listening skills||2.6 4.2||2.6 3.8||3.3 5.4||2.8 4.5|
|Lego Therapy Year 2
|Social communication and listening skills||3.9 6.4||4.0 5.7||3.9 5.9||3.9 6.0|
|Play therapy EYFS
1 SEN (2) programmes not complete by end of year. Continuing into y1.
|Social and emotional||4.0 4.0||3.0 3.0||3.0 4.0||3.3 3.7|
|Play therapy Year 1
1 SEN (3)
|Social and emotional||3.0 5.0||4.0 6.3||3.7 5.7||3.5 5.6|
|Play therapy year2
|Social and emotional||4.0 6.5||5.0 5.0||3.0 5.5||4.0 5.7|
|Art therapy EYFS (2)
|Social and emotional||3.5 4.3||2.5 4.0||4.0 3.5||3.3 5.5|
|Art therapy year 1 (6)||Social and emotional||2.0 5.3||2.5 5.2||2.5 5.0||2.4 5.1|
|Art therapy year 2
|Social and emotional||3.3 5.2||3.5 5.2||3.7 6.0||3.5 5.5|
New Interventions for 2016/17
- Additional Play therapy sessions as Mrs.Kenny the Play therapist is able to take up to 4 pupils at a time now.
- Additional Art therapy sessions offered as FLO is now trained in this- Increase of up to 33% (Now up to 14 pupils at any one time can access this intervention)
- New learning environment – The Dolphin Pod. Play therapy and sensory rooms. See below.
The Dolphin Pod is a new learning environment containing two separate rooms and was officially opened in February 2017.
One room is set up and used as a place for play therapy for 2 days per week run by Mrs.Kenny. On the other days teachers are free to use it for small groups of children.
‘It’s a wonderful place to work because it’s always so quiet and calming. It’s perfect for play therapy.’ Mrs.Kenny
The other room has been developed into a sensory calming space for children with complex needs and sensory processing difficulties. It contains all-round lightening on the walls and ceiling, a blackout tent, calm music and other tactile sensory resources.
The summary of indicators and outcomes available for pupils with SEN and the interventions we provide above tells us that in the following year we should:
- Continue with social and emotional interventions such as Lego Therapy , Cogs Gang, art therapy etc as these have a positive impact on the well-being and attainment of the children taking part in the interventions.(see annual report)
- Continue with SPAG groups as this has proven to support the writing particularly of all concerned. (21/23 pupils reached secure for their year group in writing)
- Continue with ELS as this has proven to support children reach secure in reading and writing. (data to follow)
- Review how the COPS groups in year 2 are taught as this has had minimal impact on overall learning.
- Year 2 phonics has had a greater impact on reading than writing so create more opportunities in this group to practise writing skills especially the common exception words.
Progress of SEN
Children are expected to make 4 points of progress in EYFS (from Autumn term 2 until end of Summer term 2) Year 1 to make 5 points of progress and Year 2 to make 6 points of progress in accordance with the Target Tracker tracking system used within the school.
|Subject||Points of progress
8 SEN July
|Subject||Points of progress July
|Subject||Points of progress
4 SEN July 17
Whole school and Diagnostic testing.
All pupils in Reception are Baselined using Early Excellence Baseline Assessment.
On entering school in Reception any pupil who is currently under the speech and language team will be assessed using the Speech link/Language Link assessment tool. Any other children referred by the Reception teachers as having speech and/or language difficulties in term 1 will also be Speech/Language link assessed. Children in Reception who are having difficulty with memory and/or cognitive abilities will be screened before the end of term 5 using Lucid COPs assessment screening, to help identify pupils requiring additional support at their earliest opportunity. Pupils in year 2 who are under the speech and language team or may still have difficulty with expressive language will be assessed using the Language for Thinking programme.
SEN support in school.
Children with and an Education Health Care Plan or those children with High / complex needs will have a Provision plan with end of key stage outcomes. These pupils are assessed as having three or more types of need. This outlines the continued support and interventions the particular pupil is receiving, for how long and by whom. This type of provision plan is needed when applying for High Needs Funding for this child. This plan is reviewed with parents at least three times a year.
All other children on the SEN register will have a SEN support plan which shows the additional interventions this child will receive to work at age related expectations. This plan is reviewed three times a year.
Children with complex needs at Downs View also take part in alternative curriculum activities which may be additional to their non-sen peers to help support their needs. (all of these are currently High needs Funded) The activities they take part in include:
- Cooking – supporting social skills, fine motor, language development, maths
- Forest school/ outdoor learning –social skills of working together, independent learning,
- Thoughtful Thursday – giving a sense of responsibility, thinking of others, developing feelings and emotions (empathy)
- Sensory Pod – emotional well-being, resilience, sensory processing.
EAL (English as an additional language)
In state funded primary schools there are 20.6% in 2015/16 of children who have English as an additional language. Currently Kent has 12% of pupils in primary education who have EAL. Downs View has 6% pupils that are EAL. EAL pupils do not necessarily have SEN, but will need support whilst they are learning English language to a level in which they are fully able to access the curriculum. Mrs.Somerville is our EAL lead and she organises which intervention programmes will be best suited to support their language needs, this sometimes means on an individual basis and at other times in one of the support programmes already running within school. Pupils and their families are supported in their early acquisition of English. They are also supported in their social integration into the school community.
Attendance of pupils with SEN
Average attendance for complete terms 2016-17 to date:
|%||Term1||Term 2||Term 3||Term 4||Term 5||Term 6|
Number of pupils on part-time timetable
|%||Term1||Term 2||Term 3||Term 4||Term 5||Term 6|
For whole school professional development training in SEN provided in the last 2 years
Downs View have had access to a significant amount of SEN training over the last 2 years, and we have a very well developed, professional team. Amongst this team there are currently 6 staff members who provide one-to-one support to SEN pupils working as part of a class team and 1 SEN support assistant who specialises in speech and language development
|Training and date||Attendees (whole staff or individual)|
|ASD from Goldwyn term 1 2015/6||Teachers and TA’s|
|Wyvern visit/ staff CPD term 1 2015/16||Senco 1:1 support assistant|
|ASD training CPD2015/16||2 x 1:1 support assistants|
|Growth mindset term 2 2015/6||TA’s|
|SEN conference Term 2 2015/16||HT and SENCO|
|Levels of questioning term 2 2015/16||TA’s|
|Language Enrichment Programme in collaboration with SALT term 2-5 2015/16||TA|
|Early Bird Ashford Oaks ASD terms 3-6 2015/16||2 x TA’s and related parents|
|Ashford Inclusion Conference Term 3 2015/16||HT and SENCO|
|Sensory Circuits Term 4 2015/16||SENCO|
|Play therapy Training term 4 onwards 2016/17||Support assistant/ play therapist|
|Team Teach Term 1 2016/17||Whole school|
|ADHD term 2 2016/17||SENCO|
|Makaton Signing Term 2 2016/17||1 x 1:1 support assistant|
|Drawing and Talking training term 3 2016/17||FLO|
|ASD and ADHD term 4 2016/16||1 x 1:1 support assistants|
|Emotional Coaching Goldwyn outreach term 4 2016/17||1 :1 support assistant|
|Ashford Inclusion conference Term 4 2016/17||HT and SENCO|
|Team Teach term 4 2016/17||1 x support assistant|
|Circle times 24.04.2017||Whole staff|
|Bereavement training term 5||1 x teaching assistant|
|Team Teach term 6 2016/17||2 x 1:1 support assistants|
|Intensive support workers for 2 pupils from Goldwyn Outreach support. Weekly support for 6-12 week period.
Term 5 and 6 2016/17. Continuing into term 1 2017/18
|2 x support 1:1 support assistants|
|Sensory processing term 6 2016/17||2 x 1:1 support assistants|
|Speech and language selective mutism term 6 2016/17||1 x support assistant|
Additional advice / targets/ training for 1:1 TA’s for individual pupils from Goldwyn Outreach Support, Wyvern outreach support, SALT, OT, Ashford Oaks ASD unit, Educational Psychologist.