Special Educational Needs and Disability

SEND Report

Details of the overall provision for all Special Educational Needs and Disabled (SEND) students can be read in the attached report.

SEND Information Report 2015

SEND Information Report









Impact of SEND Report


SEND Outcomes 2016-2017


100% Below level of development

17% Score of 2 or 3 in all 8 ELG

Year 1 Phonics Test

100% did not pass their phonics test

Year 2 Phonics Re-test

100% passed on Year 2 retest

Year 2 End of KS1 Assessments

40% expected standard in Reading (97 average scaled score, only 7 took the test with one no score)

30% expected standard in SPAG (98 average scaled score, only 7 out of 10 took the test)

20% expected standard in Maths (90 average scaled score)

30% expected standard for Writing

Year 6 End of KS2 Assessments

36% expected standard in Reading (97.6 average scaled score)

21% expected standard in SPAG (95.5 average scaled score)

50% expected standard in Writing

29% expected standard in Maths (96.7 average scaled score)

Year 11 End of KS4 Assessments

Progress 8 measure for students on the SEND register was -0.94.

SEND Progress8 score: -0.94

SEND Attainment8 score: 33.5

SEND students achieving a good pass in English and Mathematics: 25% (58% 9-4)


Destinations: Staying 25% (3); Education Elsewhere 75% (9); Training/Apprenticeship 0%; Employment 0%; NEET 0%.


Year 13 End of KS5 Assessments

% grades A and above (including equivalences) 12%

% grades B and above (including equivalences) 18%

% grades C and above (including equivalences) 49%

% grades D and above (including equivalences) 94%

% grades E and above (including equivalences)  101%

% students achieving at least 3 A* to E (including equivalences) 100%

% students achieving at least 2 A* to E (including equivalences) 100%

% students achieving at least 1 A* to E (including equivalences) 100%

Average performance points per entry    27.67


Destinations: 100% University,  College 0%, Employment 0%, Apprenticeship 0%, GAP Year 0%, Training 0%, Resit A2 0%, NEET 0%.



SEN: Homework Club – To support students with organisation and completion of homework, providing support as required.

All SEN students are invited to attend this intervention.  There are a number of direct referrals for students requiring additional support.  The overall effectiveness is moderate with significant barriers due to students choosing not to attend this provision without adequate follow up.  Some parents do not appreciate the value of this intervention for accelerating students’ progress and more needs to be done to ensure parents are aware of the benefits of remaining in the Academy to complete homework.

SEN: Lego Group – To develop students’ communication skills and aid social and emotional development.

Many students taking part in friendship group increased in confidence and ability to present to a group of peers.  The effectiveness of this intervention in developing social groups has led to a number of students continuing with this intervention after reaching high levels of social development.  A separate Lego club is to be established to ensure Lego group is focussed on students’ development.      

SEN: Numeracy – To raise attainment in mathematics (Key to Year 7 Catch Up).

Key Stage 3 groups had a high level of engagement and attendance, whilst Key Stage 4 groups were less effective.  A significant number of students make accelerated progress in Year 7 owing to effective communication between intervention and mathematics teacher to plan tailored sessions. Planning for this intervention as excellent with full advantage taken of gaps analysis.

SEN: Sports Club – To develop fine and gross motor skills; to develop social and emotional skills including developing friendships and confidence.

Sports club delivers consistently high outcomes for students’ social and emotional development and they develop confidence in sport in a small group setting.

SEN: Social Skills and Friendship – To develop students’ social skills

This intervention sees a high level of engagement and effectiveness.  The effort of students engaging in this intervention improves over time with examples of students learning to manage conflict and maintain friendships.  High levels of inclusion result from this group and sustained friendships are formed.

SEN: Handwriting Club – Developing fine motor skills to improve aulity of handwriting.

Progress is seen within this intervention group, though the same group of students continue with this intervention year-on-year.  To extend its impact work should begin to ensure that skills practiced in the group transfer into classroom proactive, by observing students in the classroom and sharing strategies effectively with teachers.

SEN: Organisation Group – Improve students’ independence and organisation to maximise their progress.

Students benefit from the regular daily routine and self-management.  Students at risk of non-attendance in particular benefit from this daily support.

SEN: Spelling Club – To increase students’ vocabulary and ability to spell common words correctly.

Students demonstrate progress within the intervention group, but this is not always transferred directly into the classroom.  LSAs will need to work with subject specialists to identify commonly used vocabulary on an ongoing basis to prevent poor vocabulary becoming a barrier to progress.

SEN: Revision Support – To increase academic attainment in examination by ensuring that students revise well.

Students who took part in this intervention failed to make significant gains in examination outcomes.  A greater level of accountability and more explicit revision activities are required to ensure students are both well-planned, and crucially, well-practiced.

Please click on the image for A Guide for Parents regarding Special Educational Needs.

SEN a guide to parents booklet







SEND Policy

Special Educational Needs Policy (2)