Hareside Primary School

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SEND Section 13 - effectiveness

Level 1:

Quality First Teaching (QFT)

Teachers constantly reflect on the progress that children in their class make and on how effective the provision has been for children with SEND. Termly review meetings between the class teacher and SENCo allow an evaluation of the effectiveness of the strategies and resources used.

 

Level 2:

School Support

The SENCo and teaching assistant evaluate the effectiveness of the group interventions we run at the end of each cycle. We send a questionnaire to parents so they can comment on the impact they think the intervention has had.

 Wherever possible we use interventions that have a proven record or are based upon advice given by experts.

 

Teachers, LSAs and SENCo evaluate the impact of the ISPs each term and write new targets as necessary.

 

Level 3:

High Needs

As well as the ways identified above the effectiveness of the provision for children with High Needs funding or EHC plans is monitored annually by the Local Authority.

 

Evaluation of 2016-2017

 

  • 10% of children in Reception and KS1 were on the SEN register
  • 19% of KS2 children were on the SEN register
  • 5 children (8%) have been removed from the register at the end of the academic year because of pleasing progress
  • In the summer term 152/234 (65%) targets in the ISPs were fully met.
  • Key Stage Two SATs information (15 children on the SEN register at the end of Year 6) is shown in the table below. It shows that a higher proportion of SEND children at Hareside achieved the expected level by the end of Y6 than SEND children in the rest of Northumberland.

 

 

 

Reading

Writing

Maths

Science

Reading,Writing & Maths  combined

 

% expected

% expected

% depth

% expected +

% expected

% expected

% expected

School

(2017)

33

53

0

53

47

73

26.6

NCC

(2016)

30.9

29.5

4.1

33.6

33.6

48.9

16.3