Tewkesbury C of E Primary School’s
SEN Annual Report
What is the Annual Information report?
Technically this is a written, annual account of something that has been achieved , implemented or completed as stated in the ‘The revised SEN Code of Practice’ (DfE, April 2014) In effect it is an account of the implementation of the SEN policy.
What are we doing well according to OFSTEd?
“The vast majority of pupils who responded to the pupil survey agree that there is an adult at school they would talk to if something was worrying them. Pupils who spoke with me said that bullying ‘is rare’. Furthermore, nearly all pupils who responded to the survey said that bullying was effectively dealt with when it did occur.” . OFSTed 2018
‘Leaders have created an environment where everyone feels included. Pupils with special educational needs and/or disabilities (SEND) are supported effectively and achieve well as a result. Pupils are proud of the fact that everyone is welcome in their school.’ OFSTED 2019
‘Leaders have developed a range of effective additional support for pupils with SEND. Adults are well trained to deliver this support. As a result, activities are well matched to pupils’ needs so that pupils achieve well.’ OFSTED 2019
‘Additional teaching for pupils with SEND is effective. Teachers and teaching assistants break learning down into small steps that are precisely targeted to address pupils’ This helps pupils with SEND to make good progress. A range of effective strategies are in place to support pupils with high needs. These enable pupils to gain essential independence and self-management skills.’ OFSTED 2019
‘The school’s ‘In-Reach’ group provides a calm and structured learning environment for pupils with SEND who are significantly behind their peers. This carefully planned support helps pupils to overcome barriers and make good progress.’ OFSTED 2019
‘Pupils with a range of needs are fully included in the school community. Equalities are taught through the curriculum, and leaders give this a high priority. Pupils feel that they are treated fairly and are valued as individuals’. OFSTED 2019
Leaders have a clear overview of the frequency of behaviour incidents in the school. They intervene effectively and have put appropriate provision in place. As a result, behaviour is continuing to improve. OFSTED 2019.
Pupils with SEND make good progress, often from very low starting points. This is because of the sensitive and well-targeted support they receive. OFSTED 2019
What does the Information Report include?
- a break down of special needs and comparisons to national and LEA figures.
- the kinds of special educational needs that are provided for
- assessing and reviewing children and young people’s progress towards outcomes.
- arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood.
- how adaptations are made to the curriculum and the learning environment of
children and young people with SEN
- the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured
- evaluating the effectiveness of the provision made for children and young people with SEN.
- how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN
- support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying
- how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families…
- In addition consideration should be given to:
Children and young people looked after by the local authority who have SEN and how the curriculum has been made accessible.