There has been liaison with other members of staff to pinpoint specific learning needs of cohorts of children and specific intervention strategies (such as 1 – 1 Maths, Motor Skills United, Reading Partnerships) have been undertaken with these cohorts Provision for children with SEN is co-ordinated, although this is becoming more difficult due to the very specific and / or complex needs of individual children and also the constraints of the budget The school’s SEN register / audit is maintained, reviewed and updated on a regular basis The SEN children form a discrete group on `Classroom Monitor’ so as to enable the SENCO to track the progress of an individual child or Position groups of children. There is also a paper tracking sheet, recommended by the LA for each individual child Paperwork is submitted to the LSS for moderation purposes when requested and always meets the criteria set down There is positive liaison with parents and meetings are held with High School SENCOs as part of the transition programme SENCO attends network meetings on a termly basis and makes every effort to stay abreast of initiatives and developments Present Another member of staff is in the process of becoming an accredited SENCO as part of the schools succession training Evaluation School Improvement Focus Action to be Undertaken Evidence Future development points /Outcomes /Dates 2 x annual reviews of individual To monitor the provision of Analyse impact of support Tracking APP on CM Analyse the value added of interventions – – pupil progress in relation to support and, where appropriate, value added evidence from Summative test results eg. Review school `Provision and Access’ map targets the intervention strategies start to finish of intervention Salford Reading Transition Reviews and Annual deployed to ensure that all completed by July 2014 Spar Spelling Statement Reviews children on the SEN register Intervention tracking make progress Current and evaluated IEPs Review provision maps On-going discussions with staff Improvement in APS in line with Analyse the effectiveness of provision by To liaise with outside agencies Minutes of review meetings as, and when needs arise targets by 2014 outside agencies to ensure that provision is Current evaluated IEPs particularly prior / post reviews targeted appropriately To keep abreast of new Attendance at SENCO of new Minutes of SENCO network Review new documentation Agree `roll out’ initiatives and network meetings initiatives meetings developments/support the Liaison with agencies in Training on key areas Attendance at training succession planning of new particular LSS SENCO Update the school policies as required Write accessibility plan and publish on school website Warren Wood Primary School School Development Plan - Curriculum 2013 - 2014 Action Plan for Reading
Present Position There has been liaison with other members of staff to pinpoint specific learning needs of cohorts of children and specific intervention strategies (such as 1 – 1 Maths, Motor Skills United, Reading Partnerships) have been undertaken with these cohorts Provision for children with SEN is co-ordinated, although this is becoming more difficult due to the very specific and / or complex needs of individual children and also the constraints of the budget The school’s SEN register / audit is maintained, reviewed and updated on a regular basis The SEN children form a discrete group on `Classroom Monitor’ so as to enable the SENCO to track the progress of an individual child or groups of children. There is also a paper tracking sheet, recommended by the LA for each individual child Paperwork is submitted to the LSS for moderation purposes when requested and always meets the criteria set down There is positive liaison with parents and meetings are held with High School SENCOs as part of the transition programme SENCO attends network meetings on a termly basis and makes every effort to stay abreast of initiatives and developments Another member of staff is in the process of becoming an accredited SENCO as part of the schools succession training School Improvement Focus Action to be Undertaken Evaluation /Outcomes /Dates Evidence Future development points To monitor the provision of support and, where appropriate, the intervention strategies deployed to ensure that all children on the SEN register make progress 2 x annual reviews of individual pupil progress in relation to targets Transition Reviews and Annual Statement Reviews Analyse impact of support – value added evidence from start to finish of intervention completed by July 2014 Tracking – APP on CM Summative test results eg. Salford Reading Spar Spelling Intervention tracking Current and evaluated IEPs Review provision maps Analyse the value added of interventions Review school `Provision and Access’ map To liaise with outside agencies to ensure that provision is targeted appropriately On-going discussions with staff as, and when needs arise particularly prior / post reviews Improvement in APS in line with targets by 2014 Minutes of review meetings Current evaluated IEPs Analyse the effectiveness of provision by outside agencies To keep abreast of new initiatives and developments/support the succession planning of new SENCO Attendance at SENCO network meetings Liaison with agencies in particular LSS Update the school policies as required Write accessibility plan and publish on school website Agree `roll out’ of new initiatives Training on key areas Minutes of SENCO network meetings Attendance at training Review new documentation Warren Wood Primary School School Development Plan - Curriculum 2013 - 2014 Action Plan for Reading
Final-SDP-2013-14.docx