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Fortuna Fortuna

Special Education Needs Report

Fortuna School SEN Report

 

This report has been compiled in compliance with:

Section 69 (2) of the Children and Families Act 2014 regulation 51
Schedule 1 of the Special Education Needs and Disability Regulations 2014
Section 6 of the Special Educational needs and disability code of the practice: 0 to 25 years.

Fortuna School is a special provision, which caters for pupils with Social, Emotional Mental Health difficulties. All pupils who attend Fortuna have an Education Health Plan. The school’s admission policy outlines how pupils are admitted to the school, this can be found on the school’s website.

The staff team consists of the Senior Management Team (S.M.T), 8 teachers and 18 Teaching Assistants. In addition to this we have a Child and Family worker and a Play therapist

 

The Governor responsible for SEND is Carol Callinan

 

Curriculum and Learning Environment

  1. new curriculum runs over a 2 year cycle. We have introduced a range of stimulating new topics that cover all objectives from the new curriculum and engage our children. The topics allow for immersive learning to take place, really bringing each theme to life for the children. In addition, the children’s learning environments are transformed to reflect the current topic, creating an exciting and appropriate to context environment, in which to learn. Through clear objectives and exciting and innovative teaching and learning, children become immersed in their topic and develop the skills they need to become independent learners; finding out answers to their own questions. To ensure progression for all of our children, the curriculum is arranged into key stages. As children progress throughout the school they will cover key stage one, lower key stage 2 and upper key stage 2 objectives, as appropriate to their individual needs.

Pupils are taught English and Maths inline with their academic ability.

English lessons have a clear format, teaching sentence, text and word level skills. English lessons use a wide range of genre based on the keystage topic to allow children to be taught, practice and develop these skills through guided and shared work and also independent tasks.

Maths is taught using a very clear progressive skill based curriculum. Pupils are taught the skills and given opportunities to apply this through independent learning activities.

 

 

 

Additional Support

Mr Chaplin, Assistant Head and Mr Keegan, Assessment Co-ordinator are responsible for the SEN provision throughout the school which is in addition to the support the pupils receive through their EHC Plans. This additional support is planned for by the pupils’ class teacher under the guidance of Mr Chaplin, focusing on areas, which have been highlighted through teacher assessment.

Fortuna also buy in support from the Specialist Teacher Team to assess those pupils who staff identify as having difficulties accessing the curriculum, which is beyond the level we would expect at Fortuna.

Support from the schools play therapist is considered on an individual basis, dependent upon the need of the child and their ability to access the therapy. Our play therapist works closely with the parents and carers of the children she is involved with, giving regular feedback. She also feeds back any relevant information to class teams, ensuring that the whole process of play therapy is a cycle and continuous.

 

Staff training and expertise

All the staff at Fortuna are highly skilled in working with children with emotional and behavioural difficulties. One INSET per year is dedicated to child development and working with venerable pupils.

All staff are trained in the use of Team Teach, with two of our Teaching Assistants being qualified trainers.

 

 

The following training has been accessed by staff in the last two years:

 

Training Title

 

Attendance

 

             Impact in school

 

Team

Teach

 

All

staff

 

All staff are trained to use Team Teach as a form of physical intervention to keep the pupils, staff and environment safe

 

Leading from

the Middle

 

 

Curriculum

Co-ordinator

 

 

Curriculum co-ordinator has led and modeled implementing the new curriculum and planning.

 

Raising

Challenge

in the

classroom

 

All

Staff

 

Staff are more aware of how to raise challenge and independence in pupils learning – to be moderated through lesson observations and work scrutiny

 

 

Working

Alongside  

Play Therapy

 

All

Staff

 

Staff are implementing strategies learnt in the school environment

 

Introduction

to Nurture

 

New

Staff

 

New staffs develop an understanding of what nurture is and how it has a positive affect on the pupils at Fortuna.

 

Inspiring

Writers

 

Teaching

Staff

 

Staff have a greater bank of resources and ideas

 

Guided/

Shared Reading

 

Teaching

Staff

 

Staff understand how to implement guided reading in the classroom

 

Moderation of Writing with Mainstream Colleagues

 

Teaching

Staff

 

Teachers have the opportunity to discuss with mainstream colleagues their judgments and reasoning.

 

Moderation

of Stages

 

Individual interviews between assessment

co-ordinator

and teachers

 

Teachers have the opportunity to discuss with colleagues their judgments and reasoning and feel secure in their assessments

 

SATs

 

Assessment

Co-ordinator

Keystage 1 Teacher

 

Understanding of what is required – filtered out to rest of Year 6 staff

 

Science

 

Science

Lead

 

Work alongside curriculum co-ordinator to raise the profile of science throughout the school

 

Early

Years

 

Keystage

1 Teacher

 

Implementing good early years practice into the Keystage 1 classes

 

 

 

 

Improving emotional, mental and social development

All of the pupils who attend Fortuna have social, emotional and mental health identified as their primary need on the Education Health Care Plans. As a school we follow the nurture curriculum which:

  • Recognises that the children may be emotionally and socially functioning as much younger children and need to consolidate their early learning experiences within school.

  • Enables children to acquire the necessary skills to play and interact constructively within their peer group.

  • Meets the developmental needs of the “whole” child.

Staff use the Boxal Profile to assess the pupils developmental and diagnostic levels. The information from this is then used to target support, resources and experiences on an individual basis, meeting the child at the appropriate child development stage.

 

Equipment and facilities

Children are taught in classes of between 8 and 10 pupils with a teacher and two teaching assistants per class. Class groups are carefully considered by the SMT, thinking about each individual child’s emotional development level, educational levels, previous school experiences, friendships and relationships.

 

 

 

Parent/Carers Involvement

At Fortuna we work closely with primary carers to ensure that they are fully involved in their child’s education and well being. We have a strong emphasis on home and school working together to make holistic change. To establish continuity between home and school the child and family officer works with both the child and care givers.

Fortuna are committed to ensuring all of their pupils attend school on a regular basis and therefore work closely with parents and carers to enable this to happen. This can on occasions mean that school staff will support the child with the transition from home to school.

At Fortuna we hold regular events that parents/carers are invited to as well as holding open mornings to discuss pupils progress. At these events we do try to incorporate advice and support sessions eg internet safety, as were are conscious that many of our parents travel to attend events in school.

Di Hoyer our Play Therapist also holds a termly support group for parents and carers. This group focuses on ‘caring for children with complex needs’.

 

 

 

Pupil Involvement

At Fortuna we feel that the child’s views on their progress are paramount in them making future success. Staffs who work closely with the child will endeavor to relate the child’s views and opinions at review meetings and where appropriate the child will be invited to Looked After Reviews and Annual Reviews. Where a pupil has a social worker staff will always endeavor to relay any worries, anxieties or successes to them

 

Outside Agencies

Additional support by specialists such as the Speech and Language service, Occupational health and Educational Psychologist are accessed by referrals made by a member of the SMT

All staff and professionals involved with the child are responsible for delivering the child’s Educational, Health and Care plan (EHC). Each child has an annual review, at which all agencies involved with the child are invited to. This review assesses the progress the child has made over the year against the child’s targets and objectives as set out in the EHC.

 

Year 6 Transfers

At the pupils year 5 reviews the child’s next steps are discussed in terms of the most suitable secondary placement. Where possible the school is identified on the plan in preparation for the transfer.

At Fortuna we work very closely with the secondary schools that our pupils are going to attend in year 7. Pupils will have a taster session in their new school in the summer term of year 6 and if needed additional visits will be arranged.

School also organize for key members of staff from the secondary schools to attend a professionals meeting to share information about the year 6 pupils, including attainment levels, social care involvement and any medical needs.

 

Attendance

 

Pupil Premium and LAC pupils

 

% of Possible

Authorised

Unauthorised

96.95%

2.84%

0.21%

 

Whole School

 

% of Possible

Authorised

Unauthorised

93.64

5.18

1.19

 

EHC Plans, Medical Plans and Risk Assessments

All pupils have an EHC plan who attend Fortuna

2 pupils have a medical plan which highlights what to do in an emergency

All pupils have a risk assessment, which is regularly updated.

 

Transport

The majority of our pupils are provided with home/school transport. At the beginning of the academic year each pupils risk assessment is shared with the transport provider to ensure that all adults supporting and working with our pupils are fully aware of difficult behaviours they can display and the risks involved with this. The aim is to keep our children safe at every point in the school day.

 

Equality Statement and Accessibility Plan

Fortuna School’s Accessibility Action Plan ensures that there are no barriers to learning or educational experiences for any group of children. The impact of the plan is monitored through the assessment of pupils learning, attendance and the evaluation of the curriculum taught.

 

Disadvantage Pupils Attainment compared to Whole School

 

Whole School

Target

 

 

 

 

Subject

Met %

Below %

Exceeded %

Total Pupils

Reading

69

21

10

72

Writing

66

25

9

72

Maths

63

20

17

72

Science

71

15

14

72

 

 

 

 

 

 

 

EAL

 

 

 

 

Subject

Met %

Below %

Exceeded %

Total Pupils

Reading

100

0

0

4

Writing

100

 

0

4

Maths

50

50

0

4

Science

75

25

0

4

 

 

Girls

 

 

 

 

Subject

Met %

Below %

Exceeded %

Total Pupils

Reading

67

33

0

12

Writing

67

25

8

12

Maths

42

33

25

12

Science

69

8

23

12

FSM

 

 

 

 

Subject

Met %

Below %

Exceeded %

Total Pupils

Reading

75

25

0

20

Writing

90

10

0

20

Maths

74

10

16

20

Science

80

15

5

20

LAC

 

 

 

 

Subject

Met %

Below %

Exceeded %

Total Pupils

Reading

57

29

14

21

Writing

62

29

9

21

Maths

62

29

9

21

Science

67

14

19

21

 

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