charters school sen department report...

CHARTERS SCHOOL CHARTERS SCHOOL

2014/2015

Prepared by:

Gill Prawdzik-Pennells- Head of Learning

Support/Senior Teacher

Sue Derrick – Deputy Headteacher

CHARTERS SCHOOL SEN DEPARTMENT

REPORT TO GOVERNORS

FROM HEAD OF LEARNING

SUPPORT/SENIOR TEACHER, Gill

Prawdzik-Pennells


2014/2015

A Summary of School Self-Evaluation for Special Educational Needs

Contents

1 Introduction to SEN Annual Report to Governors ........................................................... 3

2 SEND DEPARTMENT STAFFING ................................................................................. 4

2.1 Current Staffing Arrangements ................................................................................. 4

2.2 Training and Professional Development ................................................................... 6

2.3 Identification procedures and accessing the curriculum ........................................... 7

2.4 Stages within the Special Needs Code of Practice- this is no longer relevant since September 2014. ................................................................................................................ 9

2.5 SEN Statistics 2014 / 2015 ..................................................................................... 10

2.6 SEN Provisions ....................................................................................................... 10

2.7 FUNDING ................................................................................................................... 13

The allocation of resources to and amongst students with special educational needs ..... 13

4 STRENGTHS AND AREAS FOR DEVELOPMENT ...................................................... 24

Strengths identified in SEN Policy and Practice: .............................................................. 24

Next cycle of SEN development – update on last year’s priorities: .................................. 26

Strengths identified in SEN Policy and Practice – 2013/2014: ......................................... 26

Appendix 1 – Counselling Report – Page 29 Appendix 2 – Statemented and Non-statemented Interventions – Page 30


2014/2015


1 Introduction to SEN Annual Report to Governors

Headteacher(s) Mr. M Parker and Mr. R Pilgrim

SENCO/Head of Learning Support Mrs. G Prawdzik-Pennells

Governor with SEN Responsibility Mrs. H Morris

Report Completed for the period 2014-2015

At Charters School, we are committed to ensuring equality of education and opportunity for all our students. We aim to develop a culture of inclusion and diversity in which all are able to participate fully in the life of the school. The SEND policy, which has been updated in June 2015, provides full details of the way that the school identifies, supports and monitors the needs of students with special educational needs and disability.


2014/2015


2 SEND DEPARTMENT STAFFING

2.1 Current Staffing Arrangements

There have been some staffing changes in the last academic year, mainly towards the end of the academic year. A Team Leader and Teaching Assistants (TAs) left and they were not replaced.

Sue Derrick, Deputy Headteacher and a member of the Senior Leadership Team, has oversight of the faculty. The position of Head of Learning Support/Senior Teacher incorporates the role of Special Educational Needs Co-ordinator (SENCo) and is held by Gill Prawdzik-Pennells. The Deputy Head of Learning Support, Jacqui Sassi, supports this administrative aspect of the role.

There are four Team Leaders each responsible for specialist areas, students and TAs. Maria Kennedy is Team Leader, Subject Based Learning (SBL) who is an UQT (Unqualified Teacher); Susan Brooks is also a UQT and Assistant Head of Year 11; Allison Freeman, Team Leader Resource, Visually Impaired and Hearing Impaired students (VI and HI): Lesley Izod, Team Leader Non-subject Based Learning (NSBL) and Mark Jenkins, Behaviour and Transition Support. Caroline Baldwin, Senior Teaching Assistant, is responsible for training TAs.

Mark Jenkins retired from teaching in July 2015 and now has an amended role as the Maine Centre Manager. Lesley Izod took over the role of Allison Freeman as well as her own role after Mrs Freeman was promoted in another organisation.

Alyson Evans, Senior Teaching Assistant has specific responsibility for examination access arrangements and testing. She is has become a Team leader. The reports that are written to JCQ (Joint Council for Qualifications) for application of aforementioned access arrangements are written by Gill Prawdzik-Pennells in liaison with Alyson Evans and teaching staff. There is a visit to the school annually to approve of the paperwork associated with the access arrangements as well as regarding how these are implemented. This was very successful in June 2015.

Jane Boon and Sue Kinmond, Teaching Assistants, have responsibility for reading and literacy support and run daily reading groups assisted by prefect mentors. In addition, Jane Boon works closely with the Speech and Language Therapist. Sue Kinmond’s other role alongside Donna Willett is that of Emotional Literacy Support Assistant (ELSA).

Sera Orme is the school counsellor who works with students from years 7 to 13, as well as meeting with some parents both on site and off site.

The Team Leaders meet with their team of teaching assistants every fortnight for 30 minutes. Issues concerning specific students and logistical matters are discussed as well as the sharing of good practice from staff within the department or with the help of outside professionals. The Head of Learning Support holds bi-termly meetings with the full team of SEN staff or more frequently if required. She holds TA meeting as well where discussions involved the effective running of the team especially at examination times – both internal and external- as well as the TAs being able to discuss concerns and good news that has occurred.

Since 2014, the school has had to write a Local Offer for Charters School indicating the support that a young person with SEN may receive including Resource provision. This can be accessed at www.rbwm.gov.uk/localoffer

Further information follows in Section 2.3 SEN Profile.

http://www.rbwm.gov.uk/localoffer


2014/2015


Learning Support staffing

Sue Derrick – Deputy Headteacher and Deputy Safeguarding Officer Gill Prawdzik-Pennells – Senior Teacher - Head of Learning Support / Looked After Child/Children in Care Officer / Deputy Safeguarding Officer Jacqui Sassi – Deputy Head of Learning Support Sera Orme – Counsellor

TEAM LEADERS

Mark Jenkins – Behaviour Support Co-ordinator Allison Freeman – Team Leader, Resource, VI & HI – left June 2015 Lesley Izod – Team Leader, Non Subject Based Learning (NSBL) Maria Kennedy – Team Leader, Subject Based Learning (SBL), UQT, Core Support and Core Plus Alyson Evans – Senior TA, Special Exam Arrangements –external

HIGHER LEVEL/SENIOR TEACHING ASSISTANTS

Caroline Baldwin – Senior TA, Training & Induction Jane Boon TA – Reading & Literacy Co-ordinator Susan Brooks – UQT, Core Support and Core Plus

ELSAs Sue Kinmond and Donna Willett

Charters Special Educational Needs Department Cascade

Sue Derrick

Deputy Headteacher

Gill Pennells

Head of Learning Support

Caroline Baldwin

Senior Teaching Assistant

Sabine Stevens

Lyn Findlay

Allison Freeman

Resource Unit Team Leader

Nick Hutchings

Jane Lucas

Chris Potbury

Sam O'Gorman

Kirsten Offord

Lesley Izod

Non-Subject Based Learning Team Leader

Suzy Parker

Maria Frost

Hilary Llewelyn

Kelly Mitchell

Fleur Thomas

Maria Kennedy

UQT & Subject Based Learning Team Leader

Christian Hudson

Debbie Taylor

Roz Weller

Tracy Mullan

Komal Verma

Jacqui Sassi

Deputy SENCO

Susan Kinmond

Donna Willett

Jane Boon

Alyson Evans

External Access Arrangements Tester

Sarah Bamford

Exams Access Arrangements

Susan Brooks

UQT & AHOY 11

Sera Orme

School Counsellor

Mark Jenkins

Behaviour Support

Claire Ashby

Family Support Worker

Marina Ogilvy

Mentor

Erica Brooks

Behavioral Support Assistant

Daniel Sesu

Coach/Mentor


2014/2015


2.2 Training and Professional Development

The school and the Learning Support Department have supported and encouraged the professional development of SEN staff and the following training is available to TAs and teaching staff:

Provided induction and training for teaching assistants who support students with SEN. Provided manual handling courses for teaching assistants who support physically disabled resource students. Provided on-line training for teaching assistants who support students with Autistic Spectrum Disorder. Provided training for teaching assistants on various software packages. Provided Behaviour Management training and Conflict Management training to teaching assistants and

teaching and associate staff. Provided training to teaching assistants and teaching staff on differentiated work. Provided training to teaching assistants and teaching staff on students with Visual and Hearing impairments.

(VI/HI). Provided training from medical professionals to teaching assistants on Cystic Fibrosis. Provided training to teaching assistants, associate and teaching staff on Child Protection procedures Provided training for two TAs to develop the role of Emotional Literacy Support Assistants (ELSAs) Providing Prevent training

The Head of Learning Support has attended courses on:

CAF Children and Families’ Bill and has delivered INSET to staff Child Protection and updates and Level 2 courses Domestic Violence/abuse Dyslexia and dyspraxia / Dyslexia Institute EAL EHC plans and updated training EPeps Exam Testing Fostering and adoption Inclusion in Action

Supporting Vulnerable Children and Families SEN Moderation Training

Learning for Living and Work Framework Looked After Child (LAC) / Children in Care (CIC) Manual Handling Mental Health and World Health Day PREVENT – to understand radicalisation SEAL Self-harm and Depression Special access arrangements testing Speech and Language

The Head of Learning Support has delivered training to a variety of Charters School teachers, GTPs, Borough and out-of-Borough teachers, primarily connected to the running of an SEN department. In addition, the SEN Department has worked with the feeder primary schools to develop processes to ensure the smooth transition of statemented (EHCP) and other SEN students.


2014/2015


SEN PROFILE

2.3 Identification procedures and accessing the curriculum

Charters School embraces the requirements of all students with special educational needs. These are categorised, using the 2001 Special Educational Needs: Code of Practice which ceased to have effect subject to transitional arrangements according to the degree of support they require. Thus, more recently the SEND Code of Practice 0-25 years 01/09/2014 has replaced the aforementioned Code of Practice. The following categories show some of the conditions with which students need support:

Behavioural/social (eg anger issues)

Reading and writing (eg dyslexia)

Understanding things (low comprehension skills)

Concentrating (eg central auditory processing problems)

Physical needs or impairments (eg visual impairment).

Some children are identified as having a learning difficulty; this means that the child has a learning difficulty, which is significant and would not be expected in the majority of the children of the same age. In addition, he or she has a disability, which hinders them in any way from making use of the facilities generally provided for children of the same age. Identifying and assessing special educational needs is a complex process, which must take into account a variety of interactive factors. There is a continuation of liaison with feeder schools, screening procedures and consultation with staff, students and parents ensure that a variety of needs are identified. The school continues to monitor all children so that any who are identified as having additional needs are assessed and provision made for them as early as possible in order for them to be able to achieve their potential targets.

In addition to the established pattern of Parents' Evenings, formal meetings are held bi-weekly between the relevant Head of Year and the Head of Learning Support. Any necessary intervention programmes are agreed; a key worker assigned and a diversity of needs is identified with respect to skills in literacy, numeracy, concentration, social skills and behavioural and emotional areas.

Furthermore, an Extended Services meeting is held bi-weekly with SEN staff and other professionals to discuss any concerns with students and to ensure referrals and appropriate support services are implemented. Those in attendance are Deputy Headteacher, overseeing SEN; Head of Learning Support; Deputy Head of Learning Support; Designated Safeguarding Officer; Education Welfare Officer; ELSAs; School Counsellor; Head of Behaviour Support; Parent Support Worker and East to West representative. The format of the meetings continues as outlined in the previous reports in 2012-2013 and 2013-2014. Gill Prawdzik-Pennells has instigated further discussion forums including supporting students who attend CAMHS and the use of other professionals to support; the development of group work and support for students with Pupil Premium and those who are adopted.

The School Counsellor has a full caseload, in addition to seeing students individually, offers family support, and continues to support the young people and their families throughout the holidays. In order to give Sera Orme an opportunity to go on holiday in the Summer, as she only has three weeks holiday away from contact with the students, Gill Prawdzik-Pennells offers a support service and has the counsellor’s mobile phone for two weeks A detailed breakdown of students supported by the counsellor is attached, see Appendix 1.

The ELSAs support students, predominately in Years 7 – 9, on a 1 to 2 basis and in a small group setting. The main focus of their work is to support those students with emotional needs and help to develop strategies to raise their self-esteem and manage social situations that the students find difficult. The work is usually done over a 6 to 8 week programme that operates weekly.


2014/2015


The Head of Learning Support is also the Looked After Child Officer meets regularly with ‘looked after children/children in care’ and oversees their personal education plan. There a twice-yearly meetings with the relevant Virtual School’s headteacher to discuss these young people’s progress. There were five children in care; three from Windsor and Maidenhead (with one having support from West Sussex) and two from Wokingham Borough. There was also the commencement of epeps for those under care in RBWM

Students are supported by the Behavioural Support Team, Family Support Worker, Learning Mentor and East to West mentor in the Maine Centre where they have access to various professional support and one-to-one teaching. The SEN area; M9, M10 and the Resource Unit, which was renamed to The Learning Support Centre in July 2015, are also utilised for teaching students who have been withdrawn from lessons and are working on a modified timetable as well as for some of the Core Plus lessons. M7 is the main classroom used for Core Support.

Since the last report, there continued to be an increasing number of students who access internal and external services. Gill Prawdzik-Pennells has taken on seeing students before they can access other services. There is a waiting list with the school counsellor and this has meant that students have to be seen by other staff – namely those in the Learning Support Department. However, there have been an increased number of support meetings with parents who have wanted guidance and support. In addition, the meetings to CAMHS have been maintained with email/telephone links to these professionals as well. There has also been a move towards other services being brought in from these professionals’ meetings such as Cognition and Learning and the Educational Psychologist. As a result of internal and external professional support, Gill Prawdzik-Pennells has been involved with frequent meetings with parents whereby their sons and/or daughters require further intervention. Equally, she has been very involved in supporting these parents and attending the relevant professionals’ meetings where it is deemed necessary. She has also supported a number of parents in advising them to seek Disability Living Allowance/Personal Independence Payment support and has helped them to fill in the forms. She is the named person on the forms and receives calls to regard whether the information is valid.

Thus, there has been a sustained number of Team Around the Child/Family (TAC/TAF) and associated Common Assessment Form completion. This has meant that there have been many meetings with parents and professionals to support the families of children who come under the SEN umbrella. Gill Prawdzik-Pennells continued attending the Early Intervention Panel meetings to discuss support for the vulnerable students and regard advice from Borough interventions. Services such as Intensive Family Support can be accessed to help the students and their families. She has also been working closely with several families to discuss the best agencies to support their children..

In order for there to be cohesion and an overview of the intervention and practices that are taking place, Gill Prawdzik-Pennells meets weekly with her line manager and on a bi-weekly basis with the Designated Safeguarding Officer and School Counsellor. Furthermore, the Designated Safeguarding Officer attends the meetings between Gill Prawdzik-Pennells and Sue Derrick on a weekly basis. This is in addition to the attendance of all three of the aforementioned at the Extended Services meetings.


2014/2015


2.4 Stages within the Special Needs Code of Practice- this is no longer relevant since September 2014.

Below are some of the changes that affect schools with the new Code of Practice, Section vi. Pages 13 to 14 The main changes from the SEN Code of Practice (2001) reflect the changes introduced by the Children and Families Act 2014.

The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN

There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels

There is a stronger focus on high aspirations and on improving outcomes for children and young people

It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care

It includes guidance on publishing a Local Offer of support for children and young people with SEN or

disabilities (www.rbwm.gov.uk/localoffer) - as previously cited There is new guidance for education and training settings on taking a graduated approach to

identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus)

For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)

There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood

Information is provided on relevant duties under the Equality Act 2010

Information is provided on relevant provisions of the Mental Capacity Act 2005 There have been changes to the way that children are supported if they have special educational needs. There are strategies in place for students, both in the lower years – 7 to 9 as well as in the upper school- year 10 and 11. There is support in the Sixth Form but this mainly relates to those students who have access to a TA and/or those who have special examination arrangements. Gill Prawdzik-Pennells oversees the latter and there is a new format to follow in line with JCQ (the governing body for examination arrangements) guidance and requirements. She is now in charge of signing the application forms for examination access arrangements. In order for staff to understand that some students still come under the SEN umbrella, there is a special coding on the school system with the code ‘K’ to indicate this. The reasons for a student’s special needs status is still indicated in the relevant section of SIMS.

http://www.rbwm.gov.uk/localoffer)%20-


2014/2015


2.5 SEN Statistics 2014 / 2015 These are under the sections of data of

And

2.6 SEN Provisions

The mapped out provisions offer specific help that is focused on a particular need of each student. However, it is important to remember that each student may have complex needs that require more than one intervention. It is also important to recognise the areas that an Educational, Health and Care plan focuses on. These areas are Cognition and Learning; Communication and Interaction; Social, Emotional and Mental Health; and Sensory/Physical needs.

Team Leader and TA support – In most cases, the aim of the extra support is to give a child access to the mainstream curriculum, though possibly not the whole programme of study. The TA acts as a bridge; they may ensure different learning styles are adopted such as kinaesthetic, visual, auditory, practical; act as a scribe or ensure work is suitably differentiated with teacher support, to help the child achieve the learning objectives. To support communication and socials skills a good TA will offer social and emotional support, encouraging the student to develop friendship groups and rely less on the help and support of others in doing so. Helping a student develop independence in all aspects of life is a key part of the role, and this includes allowing them to make mistakes and to look for ways to solve problems rather than just being told the right answers or solutions. Rather than taking over when a young person is struggling to achieve something, they will offer the tools to help them succeed.

The success of the SEN staff is dependent on close liaison between the teaching staff and the whole school’s determination that the pupil be a fully included member from the outset. What is avoided is the situation where an assistant is “glued” to the side of a pupil as this leads only to dependency, reduced interaction between the teacher and the pupil and their peers, and lowered self-esteem. Effective support will enable the pupil to develop the skills necessary to become an independent learner, competent, confident and valued within the school and the wider community.

The provisions at present are:

Academy 21

Anger management

Anxiety groups

Aspire

Bereavement and Loss counselling

Cognition and Learning

College placements

Core Support and Core Plus

Counselling – student and family support

Dyslexia support (software, coloured overlays, additional literacy)

EAL assessments and support

ELSA

Homework Club


2014/2015


Literacy Club

Mentoring

One to one education for academic support

Parenting Support

Physical intervention strategies

Social Skills club

Speech and Language groups

Self-esteem groups

The Green Room – alternative provision

Work Experience

The Head of Learning Support also reviews the incoming Year 7 students to see if any more groups are needed to support the students’ needs. In this way, a personalised support package is made.

Core Support and the impact on the students Below are some reading test scores from tests that look at three components of reading- the rate, the accuracy of reading and the comprehension of the passages that they have read. This test is done in Year 7 at the start of the year or when they come in for Year 6 to 7 Transition Days. They are tested again in the May to June at the end of Year 7. Only those who have been in Core Support or Core Plus for the whole year or attended the transition days are tested.

One of the main areas to regard is the comprehension age as this shows how much the young person understands what they have read. The table on the following page highlights those students who have made significant progress in this section of the reading test. However, it should be noted that only those students where the two scores could be compared are highlighted. For some of the students, it appears that their reading rate has gone down, but this can mean that they are taking their time to be more accurate and often their comprehension improves. For those students where there has been less improvement or a downward trend, it is often because they are challenged with higher levels of reading tests than they were at the start of Year 7 and were encouraged to read levels 4 and 5 and they may have only read level 2 and perhaps 3 at the start of the year. In these cases it is important to give the students literacy support and other strategies that may help them such as emotional support

It is important to note that Core and Core Plus lessons allow students to work at a slower pace and for them to obtain and retain core skills that are transferable to other areas of the curriculum. Furthermore that many of the lessons are reinforcement of these skills. In addition, for those students who will be eligible for access arrangements at GCSE and beyond, it is important to obtain evidence of need throughout a young person’s time at Charters School as these arrangements are more likely to be granted if there is substantive evidence available.


2014/2015


NEALE ANALYSIS READING

ASSESSSMENT

FORM 1 July/September

2014

NEALE ANALYSIS READING ASSESSSMENT

FORM 2 June/July 2015

Gender ACTUAL

AGE

RATE ACCUR

ACY

COMPRE

HENSI

ON

ACTUAL

AGE

RATE ACCURACY COMPRE-

HENSION

Male 11:10 10:08 10:04 10:02

Male 11:03 8:09 8:11 9:02 12:02 8:11 10:00 8:03

Male 11:06 12:10 10:10 11:10 12:07 13:00+ 11:08 12:08 Female -

statement

11:06 11:11 7:09 7:08 12:05 10:10 9:11 11:05

Male 11:07 9:05 7:07 7:08 12:02 9:02 6:05 7:00

Male -

statement

10:11 10:11 7:11 7:02 11:11 11:08 10:09 10:08

Male 11:07 13:00+ 9:05 7:08 12:07 12:05 10:09 12:01 Male 12:04 12:09 10:11 12:08

Male 11:05 9:01 9:03 9:11 12:05 10:07 10;11 12:05 Male 11:06 13:00+ 8:05 8:02 12:06 11:09 11:03 10:10 Male -

statement

11:07 11:10 7:03 7:02 12:08 9:11 10:05 10:03

Male 12:00 8:06 7:05 8:08

Female 11:11 10:00 11:00 9:08

Female 11:06 10:06 8:03 7:08 12:03 10:10 9:04 9:10 Male 11:07 10:02 9:01 7:11 12:06 11:07 10:07 10:03 Male 12:06 12:05 11:10 12:08

Male 11:04 6:10 8:05 9:05 12:00 8:06 7:08 8:03 Female 12:06 11:00 11:00 10:10

Male 12:03 13:00+ 11:08 12:08

Male -

statement

11:04 5:01 5:11 6:11 12:01 5:03 6:04 7:04

Female -

statement

11:10 11:03 9:09 10:06 12:07 13:00 9:10 10:03

Male 12:01 12:02 11:08 6:04

Male 11:01 10:04 10:11 12:10 12:00 13:00+ 9:07 12:08

Male -

statement

11:08 9:06 10:10 8:11 12:04 9:06 9:04 10:06

Male 11:10 13:00 9:04 9:05

Male -

statement

11:02 7:05 8:10 9:05 11:10 10:02 7:10 7:09

Male 11:01 8:11 7:08 6:11 12:00 8:06 8:06 8:10 Female –

statement

applied

for

11:08 11:03 8:02 6:04 12:06 10:07 9:02 8:10

Male 11:07 6:11 8:09 9:02 12:04 8:06 10:05 11:09

Male -

statement

11:04 8:06 7:05 7:05 12:00 7:10 5:06 6:07

Female 11:10 12:02 11:04 9:05 12:07 13:00+ 11:08 10:05


2014/2015


2.7 FUNDING The allocation of resources to and amongst students with special educational needs

SEN Notional 290,445.00 High Needs (Resource) 194,000.00 Top Up from Local Authorities 172,600.00 Total: 657,045 .00

Male 11:07 9:06 8:04 10:06 12:06 10:11 8:01 12:01 Female -

statement

11:02 11:01 7:08 6:11 11:11 12:01 7:06 8:07

Male 11:01 13:00+ 7:09 5:03 Left and went to a special school

Male –

statement

applied

for

11:04 11:06 10:11 9:11 12:00 12:10 11:07 10:05

Male 11:11 13:00+ 11:11 12:08 12:08 12:01 10:03 11:09 Female - statement

11:09 5:05 7:03 8:02 Moved away

Male 10:10 13:00+ 9:05 8:02 11:10 13:00+ 11:03 10:02

Female 11:10 8:11 8:11 8:11 12:08 9:10 9:07 9:10


2014/2015


Raise On Line Data – SEN

Basic Characteristics:

Values for 2015

We are now in the highest percentile for pupils with a statement/EHC plan

The above data is part of Table 1.1.2


2014/2015


School Level Absence by pupil group


2014/2015


Students’ attendance is below the school average and this year had higher overall

absence rates than national. For SEN students with a statement or EHC plan this is

explained as those who are allocated a Resource Unit placement have significant

medical issues and life limiting conditions thus this impacted on the attendance of this

category.

Higher rates of overall absence also seen in the SEN support group when compared to

the national data set. Some of this group are also FSM pupils where a similar pattern is

seen. There has been an increase in the number of pupils with school refusal/absence

linked to mental health conditions. This has been addressed with various strategies

such as using the counselling and mentoring and the Academy 21 programme.


2014/2015


School Level Exclusions by pupil groups

The exclusion rate for all SEN students’ categories is higher than the school average,

with the exception of permanent exclusion, but significantly lower than the national

data set.


2014/2015


ATTAINMENT

Percentage of candidates achieving thresholds at GCSE and equivalent

Pupils achieve above the national figures in all thresholds and there is a particularly

strong performance of 5 A*-C grades at GCSE including English and Maths and 5 and

above at GCSE of grades A*-C.


2014/2015


Average point scores 2015

SEN support is significantly positive. The 8 pupils with statements/EHC plans

performed above the national average, but not significantly positive. These pupils

required a modified curriculum to meet their specific needs and as a consequence

undertake fewer qualifications.

The 16 students for whom English is not their first language achieved a grade B

average, in line with the whole school cohort.


2014/2015


English Baccalaureate (EBacc) subject area thresholds by pupil groups

EBacc percentages exceed national figures in all SEN categories across all EBacc

subjects. It is deemed significantly positive for SEN support in all subjects. It

should be noted that the number of students in all SEN categories opting for an EBacc

combination of subjects declined this year to 11 (19 in 2014, 19 in 2013 and 22 in

2012).

Although the SEN % for maths and English is below the school non-SEN students, all

the values are all positive in comparison to how similar students perform nationally.


2014/2015


PROGRESS

In 2015 the pupils who were designated SEN support (52 students) achieved a value

added score of 975.8 in comparison with national average of the group of 972.4. This

value is deemed significantly negative in comparison to the overall national average.

4 SEN support students - had a significant impact as they did not achieve any

qualifications that are approved for inclusion in the performance tables. When

remodelled removing these four students from the Raise On Line data, the values

change significantly for this group.


2014/2015


For the remaining 48 students the value added score is 1002.4, which is deemed

significantly positive from the national average for the group. It is no longer

significantly negative in comparison to the overall national average.

By sub-categories:

All groups have made progress in line with or above the national trend in all categories

across all EBacc subjects. There is less significantly positive progress with the SEN

support group this year, primarily due to 4 students in this category who did not

achieve any approved qualifications. The progress of the students with a


2014/2015


statement/EHC plan in maths and English was well above national rates of progress for

this group.

No significance test was carried out for SEN with statement/EHC plans.

All SEN groups have made progress above the national trend in all categories and it is

deemed significant for SEN support category in maths. The percentage of EAL

students making expected levels of progress in both subjects is above national and

particularly strong in maths.


2014/2015


4 STRENGTHS AND AREAS FOR DEVELOPMENT

Strengths identified in SEN Policy and Practice:

- The ability of staff within SEN to be flexible taking on multiple roles

- The further development of the Extended Services bi-weekly meeting to ensure

a more cohesive means of recording the support of students

- The whole department meetings with Gill Prawdzik-Pennells and the TAs and

Senior Learning Support staff

- The new Resource area which has been updated

- The input from Gill Prawdzik-Pennells alongside Alyson Evans to ensure that the

access arrangements reflect the input from the teaching staff and are in line

with the changes to JCQ requirements

- The Transition Programme for incoming Y7 students and meetings with their

teachers/TAs from the primary schools prior to the students attending

- The continued development of Core Plus for the weaker students to further

improve their core skills

- The use of Cognition and Learning to assist students who have considerable

literacy needs.

- The consolidation of literacy work from Y7 to Y9 in tutor time, which uses Y11

literacy prefects to support students but also uses small group work strategies.

- The continued increase of staff and students being supported by the counsellor

and by Gill Prawdzik-Pennells and her team.

- The consolidation of EPeps (electronic versions of personal education plans) for

Looked After Children

- The development of work with parents with parenting support workers from

unitary authorities


2014/2015


- The identification of students needing support with TAC/TAF/CIN meetings

- The further development of Maine Centre support

- The further development of ELSA support


2014/2015


Next cycle of SEN development – update on last year’s priorities:

Strengths identified in SEN Policy and Practice – 2013/2014:

- The consolidation of the four teams – Behaviour, Resource, Subject Specific and Non-

subject Specific is continuing to work effectively. This has been successful and

allowed for the changes to the end of the academic year with the Resource Team

Leader leaving to be a smooth changeover

- The further development of the Extended Services bi-weekly meeting has allowed

other strategies to be considered and discussion around practice of supporting

students. This has been successful and has allowed further interventions /

strategies to take place such as the trialling of Academy 21

- The evolution of provisions to meet changing needs. Where possible this has taken

place within the finance constraints

- The weekly Team Leaders meetings to discuss students and SEN issues. This has

generally worked well although some TAs are more reluctant than other to speak

out in a group. However those who are not as vocal feel that they can speak to

their Team Leader or the Head of Learning Support

- The bi-weekly meeting of Gill Prawdzik-Pennells with Heads of Year has continued and

strategies implemented from discussions This has worked particularly well with the

Heads of Year 12 and 13. As usual it works well with the other Heads of Year

- The continued development of assessing students for public examinations and focused

testing in Y6 feeder schools. This has been enhanced by having two senior teaching

assistants having distinct roles - one for external arrangements and one for internal

arrangements. This has worked well until one of the left to go to another position

outside of education. However, Gill Prawdzik-Pennells has taken over the report

writing with Alyson Evans steering the relevant information and ensuring that the

correct access arrangements are timetabled for and implemented. The new form


2014/2015


that Gill Prawdzik-Pennells has devised to ask teaching staff for information has

meant that the report writing has been of a more specific quality as the input

from staff has allowed this

- The Transition Programme for incoming Y7 students and meetings with their parents.

This has continued to be successful and means that the there is an overall

picture of the incoming students and their needs

- The consolidation of Core Plus for the weaker students to further improve their core

skills. The project and small group work has been very successful and has allowed

students from Years 7 to 9 to work with each other across year groups

- The use of external agencies to assist students who are within Learning Support.

There has been further work undertaken with Early Intervention Panel referrals

and connections made with the Maidenhead CAMHS staff

- The development of literacy work from Y7 to Y9 in tutor time which uses Y11 literacy

prefects to support students. This has continued to be very successful and Jane

Boon and Sue Kinmond working with the Yr 11 prefects and training them to use

the material that has been developed for the students.

- The increase of staff and students being supported by the counsellor and by Gill

Prawdzik-Pennells and her team. This has continued to work well and other mentors

have been involved to help the students

- The further development of working with external professionals, especially CAMHS

This has generally worked well although the work with CAMHS can be sporadic

depending on their waiting list

- The consolidation of the LAC education with the change to EPeps (electronic versions

of personal education plans. This has worked well although the updating of

software is not always explained to the users


2014/2015


- The development of work with parents. This is one of the key strengths of the

department

- The TAF/TAC and CAF meetings. There have been more of these taking place and

have also worked well in conjunction with other schools

New developments for 2015-16

- To ensure that there is cohesion of conversions to EHC plans

- To modify the referral format of the Extended Services forum

- To keep the Access Arrangements for the public examinations in line with JCQ

requirements and regard new testing material

- To use the new EHH/MASH referral in RBWM and to continue to use the other

procedures in neighbouring unitary authorities.

- To develop the liaison with the feeder schools to discuss SEN, in light of the

governmental changes and changes in personnel within these schools. A targeted

approach will be undertaken so that important information is not missed.

Signed: on 23rd June 2016 Mrs G Prawdzik-Pennells, Senior Teacher, Head of Learning Support


2014/2015


Appendices – Appendix 1

CHARTERS SCHOOL COUNSELLING STATISTICAL AUDIT – FULL YEAR 2nd September 2014 – 1st July 20152015

Boys Girls Presenting problems

Personal problems

Family problems

Peer group problems

Education problems

Behavioural problems

Personal problems

Family problems

Peer group problems

Education problems

Behavioural problems

Y7 Clients Hours

3 1 1

17 4 17

Y8 Clients Hours

1 1 2

36 4 16

Y9 Clients Hours

4 8 2

43 85 27

Y10 Clients Hours

3 4 6 5

22 32 37 93

Y11 Clients Hours

1 2 3 5

5 11 19 58

Y12 Clients Hours

2 2

28 2

Y13 Clients Hours

1 4

3 26

Total clients

7 12 21 21

Total hours

44 126 176 239

STAFF MEMBERS : FEMALE X 2 = 32 Hours MALE X 1 = 13Hours

FAMILY COUNSELLING X 3 = 35 Hours TOTAL HOURS = 80 HOURS

Primary Presenting problems (accepting crossover) Personal Problems (e.g. anxieties, fears, self-esteem, developmental problems, illness, post traumatic stress, bereavement)

Education Problems (e.g. motivation, discipline, schools work – exams, student/teacher relationships, truancy & school refusal, behavioural problems)

Family Problems (e.g. separation & divorce, violence, child/parent tension, arguments/disagreements)

Behavioural Problems (e.g. sleeping, eating, phobias, obsessions, aggression, psychosomatic, running away, stealing, self-harm, drug/alcohol abuse, crime, violence)

Peer Group Problems (e.g. rows/disagreements, bullying, fighting, relationship problems)


2014/2015


Appendix 2- Academic Year 2014-2015

Below is information on statemented and non-statemented students who have been given support whilst

they have been at Charters School.

Key: BESD – behaviour, emotional and social difficulties usually associated with

ADHD – attention deficit hyperactivity disorder

ASD – autistic spectrum disorder

Brown’s syndrome – visual problems

CD – conduct disorder

MLD – moderate learning difficulty

PD – physical difficulty

SLCN – speech, language and communication needs

VI – visual impairment

- born in the months of June to August

Statemented / EHC plan students

STUDENT UA TA HOURS INTERVENTIONS

1- PD* Surrey 25

Team Leader VI/HI

Resource placement

Full TA support

Special Exam Arrangements

Lap top

Physiotherapist

2 – MLD / SLCN Learning Difficulties

RBWM 25

Team Leader NSBL

Mentor - HLS

Core Support

Core Plus

Literacy Group

Modified Curriculum

Extended English

IEP

Ed Psych referral

Special exam arrangements

TA support in all lessons

Support with bereavement- which occurred in April

2015

3- ASD * Learning Difficulties

RBWM 25

Team Leader NSBL

Mentor – HLS/Head of Year

ASD Team

Core Support

Core Plus

Literacy Group

Behaviour/Transition support

Extended English


SEN staff



Literacy Group

Extended English

Modified Curriculum


2014/2015


4 – ASD * Learning Difficulties

Surrey 25

Team Leader NSBL

Mentor – HLS

Support from Designated Safeguarding Officer

ASD Team

Core Support

Core Plus

Literacy Group


Extended English


SEN staff



Literacy Group

Extended English

Modified Curriculum

Bereavement support

5 – MLD and

medical –

statement was not

awarded until

year 9

RBWM 25

Team Leader – SBL and UQT

Mentor and parental support - HLS

Core Support

Core Plus

Literacy support

Special Exam arrangements

Extended English

TA support in lessons

Extra support outside lessons from UQT

Careers support and communication with colleges

6 – ASD * Learning Difficulties

BFBC 20

Team Leader NSBL

Mentor – HLS

Parental support

ASD Team

Core Support

Core Plus

Literacy Group


Extended English


SEN staff



Literacy Group

Extended English

Modified Curriculum

Support for loss

7- SALT

RBWM 20

SALT team

Core support

Team Leader NSBL

Extended English

Support from specialist TA SALT

Literacy group

Special exams arrangements


2014/2015


8- MLD * year

older – had not

been in school for

a year

Did not complete

Yr 11 at Charters

School

SURREY 20

Core Support

Core plus

Modified curriculum

Behaviour support

Mentor

Lift-Off project

Willows project

CAMHS and support therapy

Also there were several students who were under the category of SA Plus who had

considerable interventions. Below are the strategies that were implemented to support them.

Student Target

5 A* to

C

Actual 5

A* to C

No. of

subject

s passed

Points

accrued

Strategies implemented to support

1 – F

(K)

3 1 4 863.9 E2W; EWO re attendance; Extended Work Experience; college course;

1:1 Maths; GPP support; access arrangements; opportunity for counselling;

core support in lower school

2- M

(SA+ -

SEMH)

0 0 4 902.96 ELSA; weekly adult mentor; access arrangements; social worker/social

services intervention; Extended Services referral- MJ; AHOY regular

reviews; core support in lower school; college course; support for parent

3 – M

(SA+ - MLD;

SEMH)

6 2 6 905.38 CAF and update meeting; referral to Extended Services and as a result -

referral to EIP and was presented 5 times – GPP involvement for this and;

TAF meetings and CAMHS; ASD intervention- shine team; counselling;

EWO re attendance; access arrangements; modified curriculum through

absences; support for parent

4 – F

(SA+ -

SEMH)

1 0 2 775.36 Family Support Worker; social care involvement; academic mentor;

extended work experience programme – Learning to Work; referral to

Extended Services; EWO involvement; supported by AHOY; access

arrangements

5 – F

(SA+ -

SEMH)

6 1 6 912.36 Social services and police involvement; EWO re attendance; referral to

Extended services and to CAMHS; mentors and regular support from

DCPO;DDCPO; HOY; AHOY; access arrangements

6 – F

(SA)

3 0 5 917.48 Weekly support AHOY; 1:1 English support; counselling; EWO and very

irregular attendance; Careers Adviza planning; core support lower years;

access arrangements

7 – M

(SA+-

SEBM)

No qualifications at 16

-

Behaviour/transition support; adult mentor; core support and core plus in

lower years; referral to Extended services – MJ involvement; IBP; PSP;

Aspire programme which was terminated through behaviour

8 – M

(SA+ -

behaviour)

No qualifications at 16

-

DAAT; college course; extended work experience; mentoring – family

support worker; extended work programme; Bracknell and Wokingham

innovation programme; now has apprenticeship

9 - F No qualifications at 16 - EWO; core support in lower years; Careers to transfer to college as was

of one year older

10 – M

(SA+ -

SEMH; VI;

medical)

No qualifications at 16 Maths 1:1 booster classes; family support worker; home tutoring; EWO;

College Hall; social care involvement – CIN meetings with FSW and GPP;

careers meetings; Access arrangements

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