School Based Data Information





How many students did we have at our school with statements or EHC plans at the end of January 2019?






How many students did we have on the SEND register at the end of January 2019?

61 Pupils

How many students did we have on the monitored register at the end of January 2019?


42 Pupils


What were the outcomes for children within our school with SEND for 2018/19?


The overall gap between children with SEND and children without SEND continues to narrow. Children with SEND are making good progress across the school.  


What training did staff at our school have in SEND over the year 2018/19 so far?



  • A referesher in safeguarding
  • Medical needs training
  • SEND referrals, systems and registers
  • Speech and Language training through Wellcomm
  • Speech and Language trainging using PECs
  • ASD attention Autism training Phase 3
  • ASD Outreach service delivered training for Teaching Assistants working with children with ASD
  • Sensory Circuit training for TAs working with children who have sensory processing needs
  • Outreach support from ASD specialist teacher, ASD Outreach, Educational Psychology Service and SALT
  • STEPS training for TAs delivering STEPS interventions



What was in the Headteacher’s report to the Governors about SEND in 2018/19?

  • Teachers have developed their knowledge of the four broad areas of need:

Communication and Interaction

Social, mental and emotional health

Sensory and/or physical

Cognition and Learning

  • Currently, the most common areas of need identified on the inclusion register are Communication and Interaction.
  • There has been a focus on provigin support for children in the early years.
  • The graduated approach, recommended by the SEND code of practice is now embedded and teachers are clear on the reporting procedure they need to follow should they have any concerns about a child.
  • Strategies for supporting children with speech, language and communication difficulties has been a focus and we are trialling Wellcomm.
  • 'Sensory Circuits' and 'Attention Autism' are embedded and successful interventions.
  • The use of ‘pre-teaching’ to enable all children to access whole class learning opportunities has had a positive impact on children’s progress and their behaviour in class.