SEND


Goats travelling on bridge.

Widney Junior School is a fully inclusive school that is totally committed to providing the best possible education to all of its children regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs.  This document is intended to give you information regarding the many ways in which we ensure we support all of our children, including those with SEND.  It is important to note that it may not include every skill, resource and technique that we employ as these are continually being developed and modified to meet the changing requirements of individual children. 

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http://socialsolihull.org.uk/localoffer/

For Widney Junior School SEND policy please see the ‘policies’ section under the ‘parent’ menu

Widney Junior School SEND Information Report

Widney Junior School is a fully inclusive school that is totally committed to providing the best possible education to all of its children regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs. This document is intended to give you information regarding the many ways in which we ensure we support all of our children, including those with SEND. It is important to note that it may not include every skill, resource and technique that we employ as these are continually being developed and modified to meet the changing requirements of individual children.

Number of pupils & pupil premium grant (PPG) received
Total number of pupils on role 248
Total numbers of pupils eligible for PPG 48 (Including 1 x ad, 1 x service)
Amount PPG received per child £1,320
Total amount of PPG received £66,300
Identified barriers to educational achievement
The school have identified the following as barriers to learning for some of the children currently in receipt of pupil premium:

  • The number of children who are in receipt of pupil premium and also on the special needs register for cognition and learning.
  • The number of children who are not achieving the national standard in reading who are in receipt of pupil premium.
  • The number of children who are not achieving the national standard in maths who are in receipt of pupil premium.
  • Parental engagement with the school – especially supporting children with reading, learning spellings and times tables and homework.
  • Attendance and punctuality
  • Behaviour – pupils with specific SEMH needs that affect their learning.
  • The number of children who are in receipt of pupil premium with ASD and/or high levels of anxiety that affect their learning.
  • Access to extra-curricular activities – eg trips, after school clubs etc.
Key expenditure – how the allocation will be spent
The approaches taken to address the barriers identified to educational achievement have taken into consideration:

Trials within school

Education research (EEF)

Meetings / discussions between PP lead and teachers

Analysis of interventions

Area of spend

Cost

Reasons for the approach

Intended Outcomes

Cover for weekly booster sessions (run by class teacher) £22608
  • Class teacher is the key person to identify and address areas of weakness.
  • Intervention delivered by the teacher not support staff.
  • Learning tasks tailored to specific needs of the children
  • Consolidation of learning in lessons
  • Closing gaps in understanding
  • Pre-teaching to prepare children for future learning
  • Opportunities to extend MA
  • More children achieving the national standard in maths in all year groups.
  • Pupils become more confident with key concepts
TA support in classes and for focused interventions £23904
  • 1:1 and/or small group interventions to address difficulties (reading, spellings, maths etc)
  • Support within lessons to improve understanding in RWM.
  • Support in lessons to enable children to access learning particularly those with SEMH difficulties.
  • Support for children with a range of SEN
  • Children with SEN make good progress from their starting point.
  • Closing of gaps in understanding
  • Children with SEN make good progress from their starting point.
  • Children with SEMH needs are able to access the curriculum
Dedicated mentor x 3 afternoons weekly to support vulnerable children £2884
  • Dedicated time and support for children with a range of SEMH needs.
  • Improve social skills, self-esteem, confidence and behaviour through 1:1 and small group activities
  • Children become more ‘ready to learn’ and are better equipped to access the curriculum
  • Children develop social skills, self-esteem and confidence
  • The number of fixed term exclusions are reduced
Meet and Greet / Breakfast club to promote good attendance and punctuality £3606
  • Morning club to encourage good attendance and punctuality
  • Soft start’ provided to the day for those children that need it.
  • Meet and greet with TA for children with severe anxiety re. school attendance
  • Attendance and punctuality levels improve in excess of national average 96% for pupils attending club.
  • Children ‘ready to learn’ at the start of the day.
Homework Club £480
  • Opportunity for children to complete their homework with TA support at school
  • Use of computers to access online programmes and homework
  • Children have time and opportunity to complete homework at school if unable to do so at home
  • Learning is supported through homework activities.
Implementation of language link programme £1923
  • Small groups of identified children supported with language development
  • Gaps in children’s language skills are identified and addressed.
  • Children are better equipped to access the reading curriculum.
Purchase and use of programmes / materials to accelerate progress in reading:

Accelerated reader

Rapid Reading

Comprehension Materials

£4431
  • Children are supported by resources to develop their reading and comprehension skills
  • Children enjoy using computer programmes to enhance their reading – confidence when reading develops.
  • Children enjoy using ipads to complete accelerated reader quizzes to develop comprehension skills.
  • Improved learning outcomes in reading
  • Accelerated progress in reading ages
  • Children become confident readers – more children reading for pleasure at home
  • Increased ability to answer vocabulary based questions.
Purchase and use of programmes / materials to accelerate progress in maths:

Apparatus (Base 10 etc)

Rapid Maths

Times table books

£4094
  • Children are supported by using apparatus to develop their mathematical reasoning skills
  • A daily times table programme allows children to receive the practice they need to develop fluency with their time tables even with limited parental support.
  • More children achieving the national standard in maths in all year groups.
  • Children are more confident to attempt reasoning questions
  • Children are increasingly fluent with their times table knowledge
Purchase and use of materials to support daily spelling practice. £561
  • A daily spelling programme allows children to learn spelling rules and practice daily even with limited parental support.
  • Children are able to learn their spellings daily, even with limited parental support.
  • Improved learning outcomes in writing.
Funding for extra-curricular activities £1239
  • Children are able to participate fully in school trips and residential trips
  • Children can access a range of extra-curricular activities
  • Access to activities and trips promotes self-confidence and self-esteem, perseverance and teamwork
  • Children enjoy coming to school and participating in additional activities
  • Children able to experience school trips and extra-curricular activities.
  • Talents and skills in non-academic activities are celebrated.
  • Enjoyment of school improves
  • Self-esteem and self-confidence improves
Purchase of PSHE programme £550
  • Supports SEMH of children
  • Promotes social skills and positive behaviour choices
  • Development of the ‘whole child’
  • Children better equipped to deal with everyday life
Summary
Total PPG received £66300
Total PPG planned expenditure £66061
How the school will measure the impact of pupil premium?
Children will be tracked and monitored through the use of OTrack (the school’s internal assessment system). Half termly data will be used to analyse pupil progress and enable the early identification of need, support and appropriate intervention. Termly meetings will be held with a member of the SLT and class teachers to review the progress of all children. In addition, this meeting will also specifically address the progress and needs of pupil premium children.

The school will review the impact of actions taken and will plan how funding will be allocated over the next phase. The school will consider the needs of all children in the school and may include children who are not eligible for pupil premium in intervention groups if their needs are similar.

Pupil premium funding and its impact is a regular item at the governing body meetings. There is a designated governor with a responsibility for pupil premium.

Date of next pupil premium strategy review
12th September 2017