SEND at Harehills Primary School for the year ending July 2018

1. SEND at Harehills Primary School for the year ending July 2018

2. School Context. • Harehills Primary School is a much-larger than average, three form entry school, with an attached Nursery. There are currently 735 pupils on roll and there are 104 places in the Nursery. • The school’s motto is ‘Learn, Laugh, Love’ and our most recent OFSTED report , November 2015 states, ‘This is a school that really does go the extra mile in the care and support provided for its pupils’. • Harehills Primary School is situated in an urban area in the inner-north east of Leeds. The area around the school has levels of deprivation that are much higher than average ,with the deprivation indicator being in the highest 20%. We have many vulnerable families who require substantial additional support. The Pupil Premium funding allocation reflects this and was based on 33.6% of the school population being eligible for Free School Meals (FSM) at some point in the last 6 years which is well above the national average. • Our school is very diverse with15/17 ethnic groups being represented. 86.9% of our children are EAL learners, 89.1% of children are from minority ethnic groups with the largest group consistently being of Pakistani background. 6.7% of our children are Gypsy Roma heritage and 11.8% from any other White Eastern European background. • Levels of Special Educational Needs (SEN) are higher than average, with 16.5% of the children in the school recorded on the SEN register at School Support. This reflects the increasing number of pupils entering school with Complex SEN and Speech and Language needs, the latter possibly a reflection of the high levels of deprivation and the fact that many children enter school at well below age related expectations. 0.3% children have an EHCP. This figure is low compared to the national average due to the fact that Leeds City Council allocate Funding for Inclusion to children according to need without the need for an EHC P.

3. SEN Cohort at the Census – January 2018 The percentage of children on our Special Needs Register at School Support is 16.5% as compared to the National Average of 12.4% The percentage of children with a Statement of SEN or EHCP is 0.3% compared to the National Average of 1.4% Our trend for numbers of children with EHCP remains lower than the national average for two reasons; one of which being we have access to Funding For Inclusion without the need for an EHCP and secondly we can only use Core Hours of EP time for EHCPs and this is limited to our cluster allowance.

4. SEN Cohort Commentary 2018 “A child or young person has a Special Educational Need when they have a significantly greater difficulty in learning than the majority of others of the same age, or have a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.” • The number ofchildren on our special needs register as of the Summer 2018 Census was 123. 16% of the school. All of the children have been identified as having a SEND. • The primary needs are; Moderate/ Severe Learning Difficulty, Speech, Language and Communication Need (which may be as a result of the MLD) Social Emotional and Mental Health, Autistic Spectrum Condition and Specific Learning Difficulty. • Foundation Stage, Y1, Y4 and Y6 are the year groups with the highest proportion of children with SEN. Analyse School Performance (ASP) indicates that these year groups have considerably higher percentages of pupils with SEN than seen nationally. Foundation Stage 19% - no percentage indicated Y1 21% Y4 20% Y6 19% and they are also the year groups with the highest levels of top-up funding.

5. How do we identify children who may have a Special Educational Need? • Some children arrive in school already identified as having a Special Educational Need. • Others are identified shortly after entry usually due to concerns raised by staff, parents/ carers or external professionals. • Children are identified through tracking data where they may show lack of progress or attainment that is falling behind that of their peers. • Assessments from other agencies including bilingual assessments. • Pupil progress meetings.

6. Funding For Inclusion and High Needs top-up Funding • There are 13 children in school who meet the criteria for high needs top up funding. This is because their needs are such that they require additional resources and support beyond the notional SEN budget. • The top up Funding this academic year is £64,200 • The top up funding is allocated as follows: A Band Cognition £29, 700 D Band Physical £1,200 E Band Communication £25,400 F Band SEMH £7,200 G Band Medical £700

7. How is our SEN budget spent? • The use of support staff in delivering personalised individual/ group focussed support • The use of support staff to provide guidance, challenge and encourage independence • Support for children with a diagnosis of an ASC • Nurture provision • Traded Speech and Language Therapist 2 days a week • Traded Educational Psychologist time • Resources for interventions • Personalised equipment

8. Staffing Miss Pallas is AHT for Early Years and Strategic Lead for SEND across school and Mrs Liversage is the SENCO. The school has a SEN Team with representatives across school. We understand that children with complex needs require highly specialised support and therefore ensure that support staff are trained to enable them to provide the best possible support. We have continued to buy Traded Speech and Language Therapist hours through ‘Chatterbug’ and have SLT provision for two full days each week. We also refer into the NHS for additional on-going support. This has been very positive and enabled the SLT to have more time to assess, plan, and review children with Communication and Interaction needs as well as to work with children, parents, teachers and support staff delivering Speech and Language Therapy across school. We buy Traded Educational Psychology hours to enable more children to access high levels of support. We have a Nurture Lead - CAMHS Promoting Mental Health in the Work Place and an ASC Lead Practitioner - Autism Education Trust Level 3.

9. Training The SENCO has attended the LA Networks, EP led Cluster Meetings, the LA Conference and various briefings including FFI updates. The whole teaching staff team received Dyslexia Training – Level 1 from SENIT. Individual staff members attended Autism training AET – Level 1. S&LT delivered Selective Mutism training to the EY Team. EP and S&LT provided individual consultations sessions for class teachers and support workers.

10. Support available from outside agencies • Educational Psychologist • Speech and Language Therapist Chatterbug and NHS • Occupational Therapist • Physiotherapist • CAMHS • STARs Team (Autism) • Deaf and Hearing Impaired Team (DAHIT) • Visual Impairment Team (VIT) • School Nurse • Specialist nurses (for children with medical needs) • SENIT (Special Educational Needs Inclusion Team)

11. KS2 Attainment Data

12. EHCP and SEN Support Pupils Y6 • 2/ 73 (2.7%) children had EHCPs both of whom had severe learning disability linked to a medical diagnosis. Their additional needs included delay in speech, language and communication, attention and listening and memory and retention. Over the last two years they have both had access to the EP and SENIT to support with progress. • 15/ 73 (20.5%) children were recorded at SEN Support. Their needs ranged from a diagnosis of ASC, a dyslexic profile, SEMH and Significant Language Impairment. • 3 of the pupils had ongoing Speech and Language Therapy, 2 pupils had support from SENIT, 1 pupil had support from DAHIT, 3 pupils had EP support, 1 pupil had Occupational Therapy Support and 5 had a range of Pastoral support including Nurture and mentoring.

13. KS2 EHCP and SEN Support Data The 16/88 (18%) of children recorded at SEN support and 1/88 (1%)with an EHCP have a range of needs including severe/ moderate learning delay , ASC, Medical Needs, Complex Speech and Language needs and Dyslexic / Dyspraxic profiles and SEMH. 16 out of the 88 pupils 18% were recorded at SEN Support. Of these pupils 38% achieved the expected standard in reading compared to 75% nationally. 13% achieved a higher standard compared to 28% nationally. The average pupil score was 97.6 compared to 105.0 nationally. The progress score was 4.84 compared to 0.03 nationally. Of these pupils 19% achieved the expected standard in writing compared to 78% nationally. 6% achieved a higher standard compared to 20% nationally. The progress score was 2.21 compared to 0.03 nationally. Of these pupils 31% achieved the expected standard in maths compared to 76% nationally. 13% achieved a higher standard compared to 24% nationally. The average pupil score was 95.5% compared to 104.4 nationally. The progress score was 2.88 compared with 0.03 nationally.

14. KS2 EHCP and SEN Support Progress • Progress in reading against Key Stage 1 prior attainment : • The progress for the pupil with an EHCP was -3.42 • The range of positive progress indicated for 15 pupils at SEN Support was 1.92 – 19.26. The negative progress ranged from -1.74 – -7.44 • Progress in writing against Key Stage 1 prior attainment : • The progress for the pupil with an EHCP was -3.08 • The range of positive progress indicated for 5 pupils at SEN Support was 1.83 – 20.70. The negative progress ranged from -6.23 – -7.64 • Progress in maths against Key Stage 1 prior attainment : • The progress for the pupils with EHCPs was -1.25 • The range of positive progress indicated for 5 pupils at SEN Support was 0.67 - 24.81. The negative progress ranged from -0.65 – -12.80

15. KS1 Attainment Data

16. KS1 SEN EHCP and SEN Support Data • The 10/90 (11%) of children recorded at SEN support including 1/90 with an EHCP have a range of needs including severe/ moderate learning delay , speech and language needs and emerging dyslexic profiles. • Out of the 9/90 children at SEN support 3 children met the expected standard in reading 33% this compares to 75% nationally • Out of the 9/90 children at SEN support 3 children met the expected standard in writing 33% this compares to 70% nationally • Out of the 9/90 children at SEN support 3 children met the expected standard in maths 33% this compares to 76% nationally • Out of the 9/90 children at SEN support 3 children met the expected standard in science 33% this compares to 83% nationally

17. Year One Phonics Screen The 19/ 89 (21%) of children recorded at SEN support have a range of needs including severe/ moderate learning delay, speech and language needs and emerging dyslexic profiles. Of the 19 children at SEN support 8 were not entered for the test (42%) 6 achieved the expected standard (32%) and 5 didn’t achieve the expected standard (26%). This compares to 83% nationally. The average score for these pupils was 29 and the pass mark was 32.

18. Year Two Phonics Progress

19. Phonics Progress at SEN Support in Year 2 • In the Year 2 Phonics screen 6 children were SEN Support and 1 pupil has an EHCP. • 2 of these children did not re-take the test. • Of the 5 that did 2 passed (40%) and 3 didn’t 60% • The average score for the children who passed was 33 compared to 28 nationally. In Year 1 the average point score for these 5 children was 9 but at Year 2 the average point score for these children was 27. Indicating that average progress for these children was 18 marks.

20. Early Years Data There were 88 children in the FS2 cohort and 23 of these children - 26% were at SEN Support. 9 of these children achieved a GLD so 39.1% of SEN pupils achieved a GLD. The national comparison was 23.9%

21. FS2 SEN Support Pupils The 23/88 (26%) of children recorded at SEN support have a range of needs including complex communication difficulties including ASC, ASC profiles, severe/moderate learning difficulty, speech and language difficulties and SEMH.

22. Attendance The percentages from the previous year (2017) are in brackets. The levels of persistent absence for pupils at SEN Support have reduced as have the percentages of pupils at SEN Support who miss sessions.

23. What has worked well this year • The Nurture Lead and Pastoral team actively supports pupils with Social, Emotional and Mental Health needs through accessing additional support through the CHESS Cluster including CAMHs and Family Support • Development of the ASC music group • Pupil progress meetings remain a useful way of raising additional barriers to learning for individual pupils • Pupils with SEN had successful transitions • Use of external agencies for support particularly for children in Early Years with Complex Communication Needs • Traded Speech and Language Therapy • Traded Educational Psychology time • EHCP application was successful • FFI applications were successful

24. Priorities for 2018-2019 • EP time – Statutory core work, consultation sessions and Traded work * reduction in time offered • Continue termly ISAR reviews for Top Up FFI pupils in EY and move forward end of year FFI reviews. • Data – continue detailed analysis of tracking for pupils with SEND • Following the outcomes of the Rochford Review purchase a package for assessing children with SEN who make smaller but very significant steps of progress and make progress in areas that aren’t ‘covered’ through the National Curriculum • Attend training to support new End of Key Stage Standard judgements • Supporting teaching staff with SEN Support Plan reviews • Continue regular monitoring activities • Use an enquiry led approach to develop the support of pupils with a Dyslexic Profile • Continue to develop the role of the ASC Lead Practitioner • Increase parental engagement through offering workshops, individual sessions with S&LT, and EP • Develop individual timetables for high needs pupils • Continue with the SENCO Network Service Level Agreement (SLA) to keep up to date with developments in SEN • Continue to liaise with the governor responsible for SEND and develop classroom based observations.