Governors SEN Report

Governors SEN Report

Governor’s SEN report for the academic year 2007 to 2008

The named Governor for special educational needs is Mr Ian Fairhead.

The Special Education Needs Co-ordinator (SENCO) is Mrs Judith Judkins

How parents can find out more: The SEN policy and school handbook provide details of the way that the school identifies, support and monitors the needs of pupils with special educational needs. Copies are available for parents on request.

SEN provision in school:

At Stanah School, we are committed to ensuring equality of education and opportunity for all our pupils. We aim to develop a culture of inclusion and diversity in which all are able to participate fully in the life of the school. The achievement of disabled pupils is monitored and we use this data to raise standards and ensure inclusive teaching. At Stanah School we believe that diversity is a strength, which should be respected and valued by all who learn, teach and visit here.

This year we have

• Extended our range of reading books to support pupils with reading.
• Developed a system to track the attainment of pupils with Special Educational Needs
• provided training for teaching assistants who support pupils with SEN
• provided training for teachers in writing Individual Education Plans
• The SENCO has attended a course on Autistic Spectrum Disorders and Lancashire Senco local cluster groups.
• The school has published its Disability Equality Scheme and Accessibility Plan.

Allocation of Resources

The school continues to monitor all children so that any who are identified as having additional needs are assessed and provision made for them as early as possible.

Currently there are 40 pupils on the school record of additional need. 16 pupils have additional funding either through ESAP (Enhanced School Action Plus or have a statement of Special Educational Needs) other pupils are at the stage of School Action or School Action Plus. Their progress in closely monitored and the school continues to seek advice from the Educational Psychologist, Inclusion Service and therapists in the Health Service. Relevant information is given to staff via staff meetings and Inset training.

Success of the Policy

Evidence from monitoring individual progress shows that pupils at each stage of the Code of Practice make good progress. Many pupils make significant improvements in reading.

Future developments

Plans for next year include training for teachers and teaching assistants in meeting the needs of pupils with Specific learning difficulties.