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Impact of SEND Provision

The progress of all children, including those with identified special educational needs and disability, are tracked on the academy assessment tracker.

Children’s progress, and the effectiveness of Wave I, Wave II and Wave III interventions, is closely monitored by the SENDCo and class teacher. Interventions are changed / modified in response to this in order to ensure children make progress from their starting points.

2016 Assessments of Children with Identified Special Educational Needs and Disability

2/6 children achieved ‘GLD (2)’ at the end of reception. 4/6 children achieved progress from their individual starting points with tailored support and interventions which are carefully planned and are in-line with professional advice.

2/5 of children identified with special educational needs and disability in Year 2, achieved ‘working within age related expectations’ at the end of Key Stage 1. 3/5 children achieved progress from their individual starting points with tailored support and interventions which are carefully planned and are in-line with professional advice.

Key Stage 2 tests taken at the end of Year 6 show that an overwhelming majority of children with identified special educational needs and disability achieved ‘high school ready’ for reading and grammar, with all children achieving ‘high school ready’ for writing and mathematics.

2015 Assessments of Children with Identified Special Educational Needs and Disability

Only a small minority of children were identified with special educational needs and disability in EYFS.   These children made outstanding progress between the start of nursery and the end of reception class.

3 children had identified special educational needs and disability in Year 2.  At the end of Key Stage 1 all three of these children achieved a Level 2 in maths and 2 children achieved a Level 2 in both reading and writing. One of these children achieved the higher level 2a in all subjects.

The overwhelming majority of children with identified special educational needs and disability achieved a Level 4 or higher in the maths Key Stage 2 test taken at the end of Year 6.  The majority achieved a Level 4 or higher in writing and the majority made 2 or more levels progress in reading.

Children’s Evaluation of this Additional Provision

Children who are currently accessing 1:1 (Wave III) interventions ‘Toe by Toe’ and ‘Fischer Family Trust’.

 Year 6 Child

“It’s helping me to read and I can now read the free-reader books. ‘Toe by Toe’ has helped me to win the Margaret Swain award.”

 Year 5 Child

“I think ‘Toe by Toe’ is good. It’s helping me with reading and writing. I like coming into school early. I like doing ‘Toe by Toe’ with Mrs Hardaker.”

 Year 2 Children

“I like it because it helps me with my spellings and it helps you read books.”

“It’s good because it helps me read big books and I know how to spell words properly.”