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St John's Fisher

Annual Report to Parents & Governors

St John Fisher Catholic Voluntary Academy Dewsbury

Part of the Blessed Peter Snow Academy Trust

 

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Annual Report to Parents and Governors on the Implementation of the Special Educational Needs and Disability Policy and Equality Scheme: Section 69 of the Children & Families Act 2014

 

Children with Special Educational Needs and Disabilities are fully included in the school with appropriate intervention and level of support to enable them to access the curriculum and make progress. The Special Educational Needs Code of Practice lies at the heart of the school’s SEND policy and sets out the processes and procedures to meet the needs of children. The Code describes a graduated approach which takes the form of a four-part cycle of Assess, Plan Do, Review through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. If further support is required the school may request a statutory assessment of, which may result in an Education and Health Plan being issued to the child.

 

SEND profile by year group: September 2018

Year Group

EHCP

SEN SUPPORT  (K)

Year 7

2

25

Year 8

4

14

Year 9

3

20

Year 10

5

9

Year 11

5

19

Year 12

1

2

Year 13

0

1

Total

20

90

Total number of SEND students =110

 

 

 

 

Attendance 2017-2018

 

Year Group

SEND Category

Attendance %

7

EHCP

87.2

7

SEND SUPPORT K

93.4

8

EHCP

89.4

8

SEND SUPPORT K

90.4

9

EHCP

89.7

9

SEND SUPPORT K

72.0

10

EHCP

73.4

10

SEND SUPPORT K

86.6

11

EHCP

74.4

11

SEND SUPPORT K

77.6

12

SEND SUPPORT K

77.7

13

SEND SUPPORT K

88.6

 

Teaching Assistants

Two new Teaching Assistants started in September with a total of 15 now employed. They have received induction training and have completed their safeguarding training. Along with other Teaching Assistants, they will receive manual handling/hoist training from the Manual Handling Officer, EVAC chair training and tube feed training.  Two Teaching Assistants have undergone a full day of EVAC Chair training which will enable them to disseminate this to other TAs and staff.

 

Intervention

Under the Code of Practice 2014 ‘quality first teaching’ (wave 1) is to be undertaken by all teachers. Wave 2 provides additional interventions to enable students to meet age related expectations. Wave 3 is additional highly personalised interventions.

 

Wave 2 intervention

The Learning Support Unit (LSU) has moved to larger premises and is now located in the back of the library. This is a resource which is tailored to suit the student’s individual needs. Some students access the LSU for 1 session a week whereas some students access the provision for up to 3 sessions a week. The ‘Nessy’ computer package is designed to assist students with their spelling and phonics and the recently acquired ‘Nessy Numbers’ assists students with Maths.

 

Wave 3 intervention

Students who are targeted for extra intervention due to their ‘cognition and learning’ needs access SEND withdrawal in the Nurture room (C2) This is led by the SENDCO three sessions a week and work will be completed based on the newly acquired the Vocabulary Enrichment Intervention  Programme. Students with dyslexia or dyslexic traits, undertake the Dockside reading scheme and phonics resources.

 

Nurture Provision (SEMH)

The SENDCO and when appointed, the Assistant SENDCO will be working on Nurture provision and will target pupils who have been identified as requiring this type support. Work will be carried out with students on coping strategies, mindfulness, building self-esteem, anger management, SULP and work around feelings, actions and consequences.

The Nurture group which runs every Wednesday lunch, continues to grow in strength and the SENDCo will now be receiving support from Pinkee Pudwal from Catholic Care.

 

TA intervention

This has been in place for a year and due to its success, this will now be taking place four morning sessions a week. Furthermore, two teaching assistants have received specialist training from Speech and Language Outreach, and have formed a SULP (Social Use of Language Programme) group with six students. As well as the SULP group, students’ access;

  • Precision teaching, toe by toe as well as basic English skills for those have cognition and learning difficulties.
  • SEND mentoring for those who have social and emotional needs as well as assistance with organisation and homework.
  • ASC (Autism Spectrum Condition) resources provided through liaising with Autism Outreach.

 

 

Staff training

Teaching Assistants have undergone inset provided by the SENDCo on Brain development, mental health and dyslexia. The SENDCo ran a Teaching & Learning workshop on Dyslexia in the summer term and is in the process of completing a qualification in Dyslexia from the BDA.

The SENDCo attends Kirklees SENDCO Network meetings, COLDS meetings three times a year and meetings with the Educational Psychologist.