SEN Information Report September 2021- July 2022
Pupils with Special Educational Needs at Rowdown: September 2021 – July 2022
|Number on roll||Children receiving SEND support||Children with EHCPs|
|347||61 (18%)||9 (2.6%)|
The Current Range of Disabilities within Rowdown School
The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, Hearing Impairment and medical conditions such as Myopia, Inherited Metabolic Disease, Chronic Allergies and Sickle Cell Anaemia. When children enter school with specific disabilities, the school liaises with LA professionals for assessments, support and guidance for the school and parents/carers.
We have a number of children who have asthma and all staff are aware of these children. Inhalers are kept in the classrooms and a record of use is noted.
Some children have allergies or food intolerances/cultural food choices. Our caterers are able to meet the needs of children with specialist diets in an inclusive environment.
All medical information is collated and available to the relevant staff. Staff are regularly updated with training sessions.
All medication is kept in a central safe and secure place which has easy access for First Aiders and staff members. Consent forms for the administration of medicine are filled in by parents, outlining the condition and dosage of medication. All medication that is given is recorded.
It is important to listen to the pupil’s voice regarding their individual needs. While some children are happy and confident to discuss their challenges, other children prefer discrete support.
How has SEN been identified at Rowdown this year?
It has continued to be a very challenging year to accurately identify the needs of children with special educational needs. Early intervention is essential for progress, but it is important to avoid mislabelling a child with additional needs, especially post pandemic.
When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN). In partnership with the Class teacher, SENCO, parents and the child we consider any barriers to learning.
Barriers could include:
- Absences or lateness
- Changing schools or moving house
- Difficulties in speaking English
- A temporary illness or injury e.g. broken arm
- Worries or concerns such as a family bereavement
- Being a young carer
In addition, it is important to note that, due to the pandemic, all children have had to accommodate many changes to their education. We know that children who experience these types of issues may be vulnerable students but this does not mean they should be identified as a child with SEN.
The learning of all children at Rowdown Primary School is regularly and rigorously assessed.
Data meetings were held termly and progress and attainment was monitored. Additional support was put in place to support children who had been identified through the progress meetings.
The Educational Psychologist and external agencies were able to support teachers in developing or adjusting their practice for children who were dealing with disrupted learning.
Inclusion meetings were held at least termly and the information shared was used to support assessments regarding whether a child had additional needs.
During the Autumn & Spring Terms the three schools of the Fairchildes Academy Community Trust moderated across all year groups.
Formal Assessment was also used to identify needs:
- Phonics screening in Year 1
- SALT assessment
- Talk Boost Assessments
Children were added to the SEN register if their ability was significantly below their peers and a short-term barrier could not account for their lack of progress or attainment. Parents were involved in decision making and reviews of decisions held regularly.
SEND Support this year:
There has continued to be some changes over the last twelve months and this has had an impact on how we deliver SEND support. We have altered our practice to meet the individual and changing needs of our children with additional learning needs.
Autumn 2021 - Summer 2022
Provision for children in school
Any provision was decided in consultation with the professionals, parents and child. It is important to listen to the pupil regarding how they want their needs met and the role they play in their learning. Provision could be deferred if the child was not ready to engage e.g. counselling.
- NHS therapists have been able to come into school. The NHS therapist and Communications Coordinator have met with parents for reviews of pupil targets and complete new referral assessments. Therapists were still able to contact parents at home if the parent preferred. Advice was available in person or via email, telephone or online meetings to the SENCO and/or class teacher as needed.
- Speech and Language Therapy. EYFS has continued to receive speech and language support through trained TA’s. Additional support was provided for Years 1, 2 and 3 with The Talk Boost programme aimed at developing children’s language skills.
- Occupational Therapy - Funky Fingers programme was provided for identified children who needed support in developing fine motor and handwriting skills,
- Mentoring - checking in sessions continued as needed (a request can be made from a parent, child, teacher or social care). 1-1 & small group mentoring resumed in the Sunflower room.
- Counselling - Children receiving regular counselling continued their sessions in person at school using the therapy room.
- Animal Therapy Sessions – Weekly sessions with Pets and Ponies was provided for children during the summer term.
- Parenting support - The class teachers, pastoral team and SENCO regularly contacted parents via email, Weduc and telephone to offer parenting support as requested and have met in person. Parents’ Evening meetings were held in the Autumn Term and Spring Term with the option of phone calls if required.
- Learning interventions. IEP and EHCP provision was continued. Additional support was provided through the tutoring programme as well as through locality funding for identified pupils.
Training and Development 2021-2022
Staff at Rowdown continuously look to develop their practice and extend their expertise. An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge.
This year training has included:
- Every Leader a Leader of SEN
- Writing IEP’s
- Supporting Language Development
- Behaviour Training (CAMHS)
- Precision Teaching
- Talk Boost Programme
- First Aid
Equipment and Facilities
Rowdown has developed our resources to meet the needs of children with SEN (see our school offer). This year we have continued to use augmented technology which includes: iPads, laptops as well as using software such as Times Table Rockstars and Touchtyping.
Which outside agencies have been accessed through Rowdown?
The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.
1. The Educational Psychologist
This year our Educational Psychologist has been Dr J Lawton who has held consultation meetings with parents/carers and staff, assessed children’s needs and provided statutory support for those pupils with an EHCP as required.
2. Speech and Language Therapy
Our Liaison speech and language therapist is Louise Needham. Louise is very familiar with the school and has provided quality ongoing support over the last year. Working closely with the parents, TAs and SENCO to meet the needs of the 20 children on the NHS caseload.
4. Locality SEND Support Scheme
Rowdown has continued to be part of the Locality SEND Support Scheme this academic year. The school has requested support for several children with SEN. Rowdown has also received support for SALT assessments with Love to Communicate, EP referrals and specialist equipment to meet the needs of individual children.
The locality scheme has seen schools in the area benefit from closer working practices that have supported the transition of children going to high school, in particular Meridian High.
5. CAMHS/Community Paediatrician
We refer children to CAMHS or to the community Paediatrician for concerns regarding their mental health or for a diagnostic assessment of ASD and ADHD. We are also able to refer for Emotional Well Being support for children via SPOC (Single Point of Contact) in Croydon.
Who should I contact to find out more about SEN at Rowdown?
School SEN Offer: https://www.factrust.org/rowdownsenoffer
School Policies: https://www.factrust.org/rowdownschoolpolicies
Croydon Local Offer: https://localoffer.croydon.gov.uk/kb5/croydon/directory/localoffer.page?localofferagebands=6
Rowdown Inclusion Team
Head of School
|Mrs Doe||Deputy Head|
Ms Bampoe-Brush, Mrs Humphreys
Pastoral & Behaviour Lead & Mentors
Speech & Language Co-ordinator
If you are concerned about your child and feel that he/she needs more support, please don't hesitate to speak to your child's class teacher or to any member of the Inclusion Team
You can contact any of these members of staff through the main school switchboard - 01689 843367
Contact Miss Johnson directly –
What do all the abbreviations mean?
- ASD Autistic Spectrum Disorder
- ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
- BSS Behaviour Support Service
- EHCP Education Health Care Plan
- EP Educational Psychologist
- EWO Education Welfare Officer
- FSM Free School Meals
- G&T Gifted & Talented
- HI Hearing Impaired
- IEP Individual Education Plan
- LA Local Authority
- LD Learning Difficulties
- LSA Learning Support Assistant
- MLD Moderate Learning Difficulties
- NC National Curriculum
- ODD Oppositional Defiance Disorder
- OT Occupational Therapy
- PRU Pupil Referral Unit
- SALT/SLT Speech and Language Therapy
- SATs Standard Assessment Tests
- SEN Special Educational Needs
- SENCo Special Educational Needs Co-ordinator
- SLD Severe Learning Difficulties
- SpLD Specific Learning Difficulties
- SPM Sensory, Physical, Medical
- SEMH Social, Emotional and Mental Health
- TA Teaching Assistant
- VI Visually Impaired