Implementation of Special Educational Needs support at Pitsford
If your child has been described as having special educational needs it means that they definitely find it much harder to do things in school than other children of the same age. It may be that your child finds it harder because of things like:
- A physical problem
- A medical problem
- A problem with behaviour
- Or difficulties with reading, writing or speaking and understanding
Our SEN policy explains the procedures and the support the school will fulfil for any
child in our school with such difficulties.
If you think your child has special educational needs you should talk to:
- Your child’s teacher
- The SEN coordinator (Mrs Tuttle)
- The Headteacher
- Or our governor for special educational needs, Mrs Sarah McElroy.
You and your child’s teacher may try to help your child first by working with the school to find strategies for school and home to support them.
This will escalate to additional small group and 1:1 help from other team members, and a range of strategies will be implemented so your child is supported to ensure they achieve to their full potential.
Further detail is given in our SEN policy.
Our school site is across a single level. As a school we have an absolute determination to live as an inclusive organisation and where children and adults in our community have mobility issues or disabilities we will strive to meet their needs through the careful organisation of classrooms and school structures. Please contact Mr Ayton to discuss how we can work with you to ensure equality of access is maintained and promoted.
SEN Information Report
In the academic year 2016-2017 we had 3 children identified as having Special Educational Needs. None of these children had Education Health & Care Plans or were in receipt of Higher Needs Funding.
In line with our inclusion policy, provision was made within class for these individuals including: the purchase of specific resources to support children with dyslexia and physical impairments to access the National Curriculum, differentiation of work as part of quality first teaching and small-group time with the class teacher in order to support academic achievement.
In addition, every child listed at SEN had approximately two hours of Teaching Assistant support each week, some of which took place within lessons, and some of which was 1:1 and focused on the child’s individual needs and targets.
Monitoring and evaluation of the progress of children with Special Educational Needs was undertaken both as part of ongoing whole-school assessments (3 times per year) and also on a termly basis by the SENCo. Informal feedback from staff and conversations with parents and pupils also helped to build a broader picture of the educational journey of each child. Where necessary, professionals with expertise in particular areas, for example dyslexia and physiotherapy, were also involved.
Progress and Attainment (From EoY 2016 to EoY 2017)
Reading 67% - expected progress. 33% - good progress
Writing 33% - expected progress. 67% - good progress
Maths 33% - expected progress. 67% - good progress
In Maths, 67% of SEN children achieved their age-related expectations at the end of the 2016-17 academic year. In all other areas, these children did not meet age-related expectations, but were all assessed as working within their year group. The good levels of progress being made by these children suggests that they will continue to catch up with their peers.