Child/Young Persons Details

Forename: Xavier Surname: White DoB:

School: M/F: NCY:

Pupil UPN No: Pupil Premium:(please circle which applies)

Yes / No:

Date of Admission:

Home Address:

Special Educational Need (Introduction - Code of Practice)

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• has a significantly greater difficulty in learning than the majority of others of the same age, or

• has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. For a child under two years of age, special educational provision means educational provision of any kind.

A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in paragraph xiv. above when they reach compulsory school age or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014).

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Education Request for Education, Health & Care Needs Assessment – Guidance

Post-16 institutions often use the term learning difficulties and disabilities (LDD). The term SEN is used in this Code across the 0 – 25 age range but includes LDD.

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Personal Details

(continued from front page)

Ethnicity: Religion:Name of Parent/Carer: Mr White

Address if different from above:Telephone Number (s):e-mail address:

Send all correspondence and details: No Yes x

Name of Parent/Carer: Ms Green

Address

Telephone Number(s):e-mail address:

Send all correspondence and details: No Yes

Social Care number: NHS No:

Child in Care (LAC) No Yes Date

Common Assessment Framework (CAF TAF)

No Yes Date

Known to Social Care (CP / CIN) No Yes Date

School History Information

Other schools/settings attended within datesFrom: To:

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Summary of Current Agency Involvement (last 12 months)

Agency / Professional Consulted

Name of Person Providing Report

Date of Report(s)

Educational Psychologist 16/4/12 & 11/03/14

Local Authority Inclusion Officers

VI (Visual Impairment) Service

HI (Hearing Impairment) Service

Community Paediatrician

Speech & Language Therapist

Physiotherapist

Occupational Therapist

School Nurse School nurse team No reports received

Education Welfare/SIDO

Social Care No longer involved

Other (Please Specify)

Dr W at London Hospital is now the main doctor involved with Xavier re; his eye condition. He did have a large angle of convergent squint with marked bilateral inferior oblique over action and V pattern (letter dated 26.1.07 from Dr T) but he had some operations on his eye and he was discharged from hospital care In November 2011 (see letter dated 25.11.11). However he does still see Dr W for check ups (see letter dated 28.11.14)

Mr A.G. at Peterborough Hospital is going to be investigating Xavier’s hearing problems. We currently have no reports as he is due to see Mr A.G. on 24.6.15

Use the above information to evidence the identification and rank the concern for this child/ young person as outlined in the next section.

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Special educational needs and provision can be considered as falling under 4 broad areas

1. Communication and interaction 2. Cognition and learning 3. Social, emotional and mental health difficulties 4. Sensory and/or physical needs

For the purposes of the EHC Plan also consider

5. Health - provide summary in section 96. Social care - provide summary in section 10

Please indicate the primary need of the young person or if multiple needs rank in order of priority

1. Cognition and Learning

2. Communication and interaction

3. Sensory and/or physical needs

4. Social, emotional and mental health difficulties

Describe the difficulties related to the above:

Xavier has moderate learning difficulties, poor communication skills, emotional issues and some physical needs which all contribute not only to his lack of progress academically but also to his slow holistic development.

Xavier has moderate learning difficulties, he needs a lot of repetition of concepts before they become fully understood and embedded in his memory. He finds it extremely difficult to transfer and apply any of his learning to different situations, this is a huge barrier to his ability to become an independent learner.

Xavier has many needs in the area of communication and his language is extremely basic, despite various interventions over time. This impacts on his ability to access the curriculum in an age appropriate manner in terms of reading, and both responding verbally and in a formal written format.

Xavier’s poor comprehension and communication skills also impact on his ability to interact with his peers in a manner which would be expected for a child of this age, it can lead to misunderstanding of situations with his peers.

Xavier had a number of operations on his left eye it and it is now largely corrected through the use of glasses. At present this is not having a major impact on his learning as we have learned

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to sit him at the front to the right of the teacher to maximise his vision. Recently he has been having problems with his hearing which is currently being investigated.

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1. Young person’s views and wishes (as identified through ‘A1 My Story’) - please attach(eg education, play, health, friendships, sixth form, further education, independent living, university, employment)

Additional Information:

Please see attached ‘My Story’ from Xavier White

2. Parent/carer’s views and wishes (as identified through ‘A2 Our Story ’) - please attach(The views of the parents/carers recorded through school based interventions eg education, play, health, friendships, sixth form, further education, independent living, university, employment)

See attached Our Story from Mr White & Ms Green

How do you think an Education Health and Care Assessment might help your child?

Xavier needs support to access the curriculum throughout the school day. At present we are only able to support him to this level in the mornings and occasionally in the afternoons. With the support in the mornings, Xavier is making some progress but this is still very limited and the gap between himself and his peers is widening as he progresses through the education system. Xavier works significantly below age expected levels and has to have a completely different curriculum to his peers for literacy and maths (based on year 2 criteria). Xavier came to John Brown School from the Hyde Nursery a year after his peers as the Hyde Staff and parents had agreed that Xavier should be kept down a year. Therefore although he is currently in Year 5 at school he is actually the age of a year 6 pupil.

With the extra hours from an EHC plan we would like to provide Xavier with 1-1 support throughout the school day. At present he is generally not supported outside of the morning but he would benefit hugely from additional support as his comprehension of other areas of the curriculum is so poor (history, geography, science, etc). He has extremely limited vocabulary and understanding, very poor reading and writing skills which impact on all areas of the curriculum. Although his teacher differentiates all lessons for Xavier to a significant level and supports his learning, additional funding would enable enhanced support to be put into place in the afternoons. It would also enable us more time to devote to working with Xavier on his organisational, social and emotional skills (life skills for the future).

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3. Academic attainment / development milestones – Early Years Foundation Stage(Please complete all relevant sections)

Prime areas of learning - Personal, Social and Emotional Development

Aspect of learning Current level of development

Beginning, embedding, secure

Next steps of learning

Making relationships

Self-confidence and self-awareness

Managing feelings and behaviour

Prime areas of learning - Physical Development

Moving and handling

Health and self-care

Prime areas of learning - Communication and Language

Listening and attention

Understanding

Speaking

Specific areas of learning - Literacy

Aspect of learning Current level of development

Beginning, embedding, secure

Next steps of learning

Reading

Writing

Specific areas of learning - Mathematics

Shape, space and measure

Numbers

Specific areas of learning – Understanding the world

People and communities

The world

Technology

Specific areas of learning – Expressive arts and design

Exploring and using media and materials

Being imaginative

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3. Academic attainment – Key Stages 1 – 4 “Evidence of the child’s academic attainment and rate of progress” outlining the school’s assessment and tracking procedures. (Include all relevant standardised tests and assessments)

The school assesses children every term. These assessments are based on teacher assessments informed by norm referenced standardised tests (either QCA, Salford or NFER) three times a year. We have in place a rigorous monitoring system so that 6 times a year levels are moderated across the school to ensure that decisions between classes and teachers are reliable and valid. Moderation is based around national exemplification materials. In addition we have annual visits from the LEA and Ofsted type inspection visits across the academy trust to ensure scores are rigorous and consistent. Ofsted and the LEA have recognised exemplary assessment practise in our school.

The scores below are all teacher assessment informed by the NFER tests that Xavier did at the beginning of this current term. The levels show what Xavier is capable of without support from an adult.

Curriculum area Assessed Level

Narrative

Spoken English 2 Xavier has very limited vocabulary and poor grammar.

English Reading 2c Xavier’s comprehension is very poor, so that he is often unable to understand literal or simple recall questions. He still receives daily systematic phonics sessions to help him learn to read.

Writing 2b Xavier has very weak vocabulary and finds it very difficult to create a sentence that makes sense.

Spelling, vocabulary, grammar and punctuation

2c Xavier does not apply his sounds in his spelling. He has very limited use of punctuation and poor grammar.

Maths Number – place value 2c Xavier’s mental recall of number facts is very poor and slow because of his poor processing and poor memory.

He does not have a secure understanding of number especially place value which affects most areas of his number work.

Xavier finds it hard to understand the language of maths and retain the information, despite many techniques to remind him and provide him with visual reminders.

It is very noticeable that Xavier is unable to retain learning from one day to the next, which means he needs a lot of repetition of small steps, over and over again and even then rarely retains the understanding over a period of time.

All the levels show Xavier’s levels working independently without adult support.

Number – addition / subtraction

Number – multiplication / division

Number – fractions

Measurement

Geometry – properties of shapes

Science 2 Xavier’s poor vocabulary and limited experience of the world provide a great barrier to his understanding of science.

4. Academic progress:(Summarise information gathered from formal reports assessments eg school / setting and Educational Psychologist)

Xavier is making very limited progress academically at school. His levels are a great concern, especially when considering his chronological age, and are reflected in the EP’s recent assessments of Xavier levels – see attached report, entitled EP Record of Consultation on School Visit. Xavier’s slow progress is despite significant intervention which has been in place since he joined us in EYFS. The support that Xavier receives and how we address all the points in the EP’s report are detailed in how the school addresses the EP’s recommendations for

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Xavier Holmes. This is a really key piece of evidence so the panel can fully understand the lengths that the school goes to support Xavier.

Below are the levels that Xavier has achieved at the end of each academic year. As highlighted above these are based on teacher assessments informed by testing. The year 5 results are his current levels (as we are not yet at the end of the academic year).

Xavier has moderate learning difficulties which means that he needs a lot of repetition of concepts before they become fully understood and embedded in his memory. He finds it very difficult (almost impossible at the moment) to apply any of his learning to different situations, which will be a huge barrier to his learning as he progresses through the education system.

Year 1 Year 2 Year 3 Year 4 Year 5Reading 1c 1c 1a 2c 2cWriting 1b 1b 1a 2b 2bMaths 1b 1b 1a 2b 2b

Academic attainment – Key Stages 1 – 4 “Evidence of the child’s academic attainment and rate of progress” outlining the school’s assessment and tracking procedures. (Include all relevant standardised tests and assessments)

Date from Result Date to Result

B Squared result

Pivats

Standardised Test Results – please specify

Baseline testing and retesting (before and after specific interventions)

Pupil Tracker

P Levels

Recognised qualifications & grades achieved

Other

5. Attendance(Data/percentage over last 12 months also include punctuality/lateness if appropriate

(Attendance sheets not required))

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Attendance is of concern, largely caused by lateness, which seems to have deteriorated since the Summer holidays, possibly due to the family now living in M rather than in W . His attendance is 91.42%, authorised absences 4.10% and unauthorised absences 4.48%.

6a. Action taken by setting / school / post 16 including relevant evidence/information about the nature, extent and context of the child or young

person’s SEN (including evidence of outside agency involvement)

provide evidence to show that where progress has been made, much additional intervention and support at a sustained level, over and above that which is usually provided through quality first teaching (QFT) has been undertaken.

Evidence of chronology of interventions and support provided by thesetting/school/post 16

The quality of teaching for pupils with SEN, and the progress made by pupils, should be a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff. School leaders and teaching staff, including the SENCO, should identify any patterns in the identification of SEN, both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching. Code Of Practice

‘They (teachers) have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious.

Lessons should be planned to ensure that there are no barriers to every pupil achieving.

With the right teaching, that recognises their individual needs, many disabled pupils may have little need for additional resources beyond the aids which they use as part of their daily life. Teachers must plan lessons so that these pupils can study every national curriculum subject. Potential areas of difficulty should be identified and addressed at the outset of work.’ (National Curriculum 2013 Page 4)

6a. Provide “evidence of action already taken by the school?” using the above information as guidance.

The EP has written two reports about Xavier, (16.4.2012 and 11.3.14, the latter is attached). The EP talks in the report about Xavier having “generalised moderate learning difficulties” and that he is operating at “a level below that which might typically be expected for someone of this age.”

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Identify special needs

Set appropriate challenge and aspirational outcomes

Identify strategies to achieve the

outcomes

Evaluate impact and review the

plan

In order to support Xavier we have put extensive support in place for him. This is outlined below and shows how we have addressed (and in fact already had addressed at the time of the report) all the areas that the EP has raised in his report.

EP’s recommendations School response

Additional adult support, deployed flexibly to co-ordinate the differentiation of curriculum materials and support the response to curriculum delivery.

Xavier has 1—1 support in literacy and numeracy, supported by a teacher or TA every day. His work has to be differentiated to his level of understanding, and he is currently working at the level of a Year 2 pupil or below. He is in Year 5 but was kept down a year in EYFS and so should really be a Year 6 pupil.He also has 1:1 support with a TA to work on his reading and spelling targets daily with a TA, following the RWI phonics scheme, which is supplemented with additional multi sensory activities to reinforce the learning. In addition this TA also does 1:1 with Xavier on his other Personal Profile targets daily.Furthermore in the afternoons Xavier has support for additional maths on a 1:2or 1:1 basis with a TA, working on specific areas that he has found tricky in maths in the morning numeracy sessions or on his Personal Profile targets. This support currently happens two afternoons a week, however, with additional funding, the frequency could increase to every afternoon, which would result in a greater impact. Xavier needs continual reinforcement of concepts and even then struggles to retain understanding between sessions..Time is built into the school day for the TA to liaise with the class teacher and feedback about the 1:1 and small group sessions so that the class teacher can plan the next steps for Xavier, consolidating his learning and planning the next small step.

A literacy programme that builds upon and further develops emerging skills. Such a programme should, where appropriate, involve teaching letter sounds to fluency, common or high frequency words, synthese and segmentation skills, using precision teaching and direct instruction techniques, multi sensory approaches and involve cumulative over learning. Sessions should be short, daily with regular assessment

Xavier has been in a targeted RWI group which uses a cumulative, systematic, multi sensory approach to the teaching and learning of reading. It involves lots of consolidation and review of learning. Xavier has been on this RWI programme since he was in year 1, although it has been adjusted to meet his needs over this time. He now has this input on an individual basis so that it completely matches his individual needs. He is continually assessed using afl strategies. Xavier has been very slow to develop the correspondence between letters and sounds. He can do this for RWI set 1 and Set 2 sounds but is still not entirely secure on all of his set 3 sounds. He is still not secure in applying Set 2 and 3 sounds in his reading or writing. The programme offers him many opportunities to reinforce his learning in fact to over learn his sounds and consolidate through a range of multi sensory games and activities. Teaching is sequential and cumulative so each new sound is taught in a specific order and there is a lot of repetition to reinforce learning.He is also on a programme to improve his recall of high frequency words (using the probe approach of over learning) and this is meeting with some success. Words are not simply sitting in his short term memory, but are now becoming embedded in his long term memory.The RWI approach is enabling Xavier to become more secure in his set 2 sounds, both in terms of reading (sounding out and blending) and in terms of spellings. Xavier needs lots of short blasts of repetition to help him remember the sounds. He receives a lot of reinforcement of the earlier stages of the RWI programme and the building blocks to reading.He receives this support 5 mornings a week in short blocks.Xavier is encouraged to use the library to access our range of books for children struggling to learn to read which are of high interest but low ability, in order to foster a love of reading.

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All these skills are constantly modelled by the class teacher as part of their everyday teaching practise.He also receives some 1-1 which is targeted at his specific vulnerabilities i.e lack of understanding.A love of reading is encouraged throughout school, with a bronze, silver, gold award system as an incentive. Books are regularly shared with Xavier in school to improve his vocabulary.When Xavier has an adult working with his group the RWI sounds are constantly referred to and the sounds are reinforced, however, when he works independently he is unable to transfer this learning to his work. He needs this support not only to keep him focused but also to remind him of the strategies he has been taught and to apply them.Despite considerable support with his reading in school, Xavier continues to struggle to learn to read and has made very slow progress throughout primary school.

The use of relevant teaching support strategies as identified in the National Strategies Inclusion Development Programme resource, “Teaching and supporting pupils with Dyslexia”.

See above section on a literacy programme and Spelling programme (below).We pride ourselves on being a Dyslexia friendly school and regularly have CPD on this area. We employ a dyslexic specialist teacher to support both children and staff in school, to ensure that pupils with dyslexia or dyslexic type issues are included in our curriculum.The 6Rs are an integral part of every part of school life here.. Being reflective (one of the 6Rs) is helping Xavier to reflect on what he has learned each lesson and how he has learned it, which helps not only to consolidate his learning but also to understand how he learns best.As part of our whole school approach to dyslexia we employ a range of techniques that benefit children like Xavier. We have working walls for literacy and maths that help children to be Resourceful (another of our 6Rs) – so he can refer to them if he is stuck in his learning. He can use IT to record his work, and sometimes choses to use co-writer, a word prediction software that helps those for whom spelling is a challenge. Xavier finds copying from the board very tricky so he is either provided with the information on a whiteboard next to him or it is pre-written for him (e.g title and date). He has a specialised word prediction type software, Co-writer, which he uses that supports him in his writing by allowing him to focus on what he wants to say whilst supporting him with the spelling of words. We have a dyslexia friendly library section and are signed up to the Communication commitment and regularly hold No Pens Day to ensure that as a school we are focusing on all communication skills not just writing. In writing we all encourage a talk for writing approach, emphasising content rather than spellings in that process and always enable the pupils to come up with success criteria for a piece of writing that clearly explains what they need to do in a particular piece of work. These are just some of the teaching strategies we support, alongside a multitude of others e.g. matt laminates, coloured paper, different coloured writing on the board so writing is easier to follow, etc.

A spelling programme so that Xavier is able further to develop the written response to the curriculum and write and spell accurately, in a clear and legible, cursive style.

Each week Xavier is given spellings in a sentence which he needs to learn. This follows a similar pattern to the look, say, spell, cover, write approach, but is reinforced by the teacher who teaches specific spelling strategies – mneumonics, words in words, and encourages pupils to find the strategy that best suits them. This is having some success and we will be continuing with this approach until Xavier is secure on all the high frequency words and then moves on to spellings that will support his learning in RWI.Xavier is encouraged to practise every day at home (however, we cannot be sure that this is happening) and so the learning is reinforced in school frequently, however, more support for Xavier,

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would enable us to focus on this every day.A handwriting programme so that Xavier develops a clear understanding of letter formation and directionality, where to start and which way to go with the pen.

Xavier has followed a handwriting programme, Penpals, since Year 1. He has a good understanding of how to form letters, where to start and which way to go with his pen. He is starting to join letters. This is not a particular area of concern for him.

A numeracy programme to consolidate the emerging concept of number and which leads to a better understanding of the rudiments of arithmetic. Use of colour coded materials may be helpful as may be the provision of aids and equipment to support calculation. Such a programme should include visual prompts to learning and remembering, as well as mneumonics and other “tricks” to aid memory.

As part of the class numeracy lesson, Xavier receives differentiated activities, personalised to his learning and next steps. So for example in addition he is currently working on adding 2, 2 digit numbers together using tens and units with colour coded blocks to visually understand what he doing.As in all lessons, colour coding is used to support learning. So for example, with tens and units, colours are used to demonstrate the different value of numbers. Xavier is encouraged to be resourceful and use any equipment that he feels might support his learning, cubes, number lines, tens and units, cuisinaire rods, etc. He has a good understanding of how each of these can be used to help his learning.However, progress is very limited, and he would benefit from additional sessions to reinforce the same concepts over and over again in different physical ways.A variety of techniques are used to help Xavier to remember number facts, although, fundamentally our teaching is more focused on making sure that Xavier understands the learning behind these concepts. We use songs, fingers, mneumonics, etc to help him to remember number facts.We are using the probe approach of over learning to help Xavier learn basic number facts, as this has had some success in helping Xavier to learn high frequency reading words (see above). This is an overlearning strategy that has proved successful with other children showing dyslexic/dyscalculia type tendencies.

A focus on the development of attention and concentration skills. A workstation approach may be helpful; an area of reduced distraction used as an aid to learning and not as a sanction.

Children in class can chose to use ear defenders to keep out the sound during activities. Xavier often uses these to create a distraction free work station. Although Xavier’s class teacher ensures that the sessions are exciting and relevant to him and differentiated to his level, Xavier finds it difficult to sustain his focus independently. Although Xavier often receives support in the morning to help him retain focus, the school cannot sustain this level of support for Xavier in the afternoons, which is impacting on his focus and hence his learning.As part of our everyday teaching throughout the school the following strategies are used:-Child’s name is given before the instructionStand close to the child when giving an instruction1,2 3 eyes on me to which they reply 4, 5, 6, eyes are fixed.Children are taught how to listen, eyes, ears, mouths.Different presentation formats – visual, auditory, hands on, discussion, etcPositive behaviour management through house points, passport points for 6RsGive one instruction at a timeVisual materials to support instructionsTasks are chunkedColour codingIdentify independent and supported tasksAvoid multi taskingBuild up steps to independence

Support time management skills Xavier has breaks away from his work, for example brain breaks in a whole class situation. In addition he knows that he is allowed “to go to toilet” whenever he needs a break. Xavier makes good use of this, to allow himself to have a break from learning. Xavier is constantly reminded to stay focused when there is adult support, however, during unsupported times, he will lose focus.

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Xavier is given tasks which are in manageable time chunks for his level, ability and level of focus.

Teach organisational skills Xavier is reminded of how long he has left to complete a task with guidelines on whether this is a long or short amount of time, as he is unable to tell the time himself. However, he is always told how much work he is expected to achieve in a session e.g. 10 labels, 2 sentences, etc. At home we have encouraged him to use a visual reminder of what he needs each day to aid his organisation and a similar approach is used in school.

Learning environment Xavier has a specific place to sit on the carpet due to his visual impairment. However, he often forgets and needs reminding. Materials are clearly labelled and easily accessed in a clutter free environment. There are many visual reminders for Xavier about his learning and children are all encouraged to be Reflective and Resourceful so that Xavier knows that for all activities there are numerous resources to support his learning.

The use of relevant teaching, support, strategies, resources and materials as identified in “Primary and Secondary Inclusion Development Programme: Teaching and supporting pupils with speech, language and communication needs”

Xavier has poor receptive and expressive language and struggles with all 4 components on language – phonology, semantics, syntax and pragmatics.To support children like Xavier in class all teachers use the following approaches to support their learning:Multi-sensory, visual resourcesClear success criteria displayed for each lesson (often generated by children themselves)Clear visual reminders of what to do if you get stuck in class (think, get resources, ask a friend, etc)Classroom fosters independence so Xavier sometimes records his work using co-writer, he sometimes works with a partner or is supported by a TA.Teachers allow processing time, so for example they might say I’m going to ask for your answer after XX (to give him time to think). Obviously questions are scaffolded so that Xavier can be successful. Teachers also allow thinking time for all children before expecting any answers.Talk Partners are used extensively so that all children are involved in discussions and Xavier can be supported with his understanding by another child.Language for instructions is very clear and simple. Instructions are given in no more than 2 points at a time; instructions are repeated in partners.Visual timetables displayedVisual displays to support learning e.g. key vocabularyOral rehearsal before putting pen to paper, which is modelled by the teacher.Story planners to support planning and sequencingLots of visual and multi media stimulus are used for learningSpecific teaching of how to communicate e.g. listen, how to talk to different people, etcInformation is given in small chunks to allow for easier processing.Understanding is checked regularlyName given before an instructionInstructions are given sequentially e.g. first … next..Check that Xavier is looking and listening before giving instructions.

A language programme which builds upon existing language skills to broaden spoken vocabulary; arrangements should include opportunities to practise language skills in a small group, pairing and 1-1 with adult support

We are currently working on getting Xavier to give more than just one word answers so that he learns to elaborate on his ideas. He is working on sequencing stories using picture prompts. We are explicitly teaching irregular plurals as well as irregular verbs in a 1-1 session. He has opportunities to work on his language through his timetable of support , which involves small group, pairing and 1-1 support from an adult.

Opportunities for successes to be Xavier went through a 1-1 self esteem programme with a TA in

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celebrated through regular praise, encouragement and rewards which are meaningful to Xavier, to counter feelings of low self esteem or lack of confidence.

May – June 2014. Although this worked well in terms of giving Xavier a chance to talk to an adult, we recognise that low self esteem and confidence will be an ongoing issue. Xavier is lucky to have a very kind and caring class, who understand his needs and alter their behaviour to support him. This helps to prevent Xavier feeling self conscious about his abilities and hence helps prevent reducing his self esteem. However, we are aware that this class situation is unusual and will not necessarily be replicated when he makes the transition to secondary school.The class operate a very positive behaviour management and reward system through systems such as House points and passport points.Lack of confidence and self esteem are key issues for Xavier in the future. He is very easily led by others and outside of school we are already seeing evidence of Xavier being led astray by older children. Our concern is that his lack of understanding of the world, his low self esteem may easily lead to him getting into significant trouble in the future or getting into danger himself. An EHC plan might help put more work into this area of key development for Sherlock

Working in a supervised small group, pairing and one-to-one situation with an adult on thinking skill packages. Such as attention focus, choices, sequencing and planning, deduction and inference, problem solving, categories (sorting objects together) and awareness of thoughts and feelings

Xavier has undergone 1-1 support this year with Mrs W (a TA with counselling experience). She has helped Xavier become more aware of himself and his thoughts and feelings through 1-1 listening and guidance activities. She has also done some work on choices with Xavier to help him with his decision making skills.As part of a small literacy group, Xavier is regularly involved in sequencing activities for stories and is supported with sequencing his daily routine with visual cues. In terms of improving Xavier’s focus, his teacher will get Xavier attention before giving an instruction, either by saying 1,2 3, eyes on me, or by saying Xavier’s name. He is also encouraged to focus in small group activities led by an adult.Xavier receives regular support for deduction and inference as part of the daily reading programme and whole class literacy sessions as well as when he is listened to reading individually. Adults will ask him things such as what do you think will happen next and why and model answers and support if he is unsure.As part of the maths programme, Xavier has had opportunities to sort objects into categories .Support is continually available to Xavier through Mr W, Mr G and Ms C, his class teacher, to speak to if he has a problem in daily life that he is finding tricky to solve. In addition, Mr W has worked with Xavier on various scenarios that might cause problems and discussed how he might best deal with them.

In addition to Xavier’s moderate learning difficulties Xavier has had problems in the past with his left eye. He has had a number of operations on it and it is now largely corrected through the use of glasses. At present this is not having a major impact on his learning as we have learned to sit him at the front to the right of the teacher to maximise his vision. Recently he has been having problems with his hearing which is currently being investigated.

Xavier has significant problems with his communication skills. We have not done a referral to speech and language therapy as in our experience there will be no support for Xavier from the agency as they will argue that his communication skills are in line with his cognitive abilities. However, in order to support Xavier in this area we use our own internal communication consultant to advise us on how to improve Xavier’s vocabulary and understanding. Over the years Xavier has been supported in this area of learning in a variety of ways – 1-1 language extension work, small group work on co-operation and team work, paired work on sequencing, plus many other techniques. Despite significant interventions, Xavier’s vocabulary remains

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incredibly basic, his grammatical sentence construction poor and his understanding poor.

In addition we are concerned about Xavier’s emotional wellbeing and sense of self-worth. He still bed wets and has issues with going to toilet at school. He is very immature and very easily led. He has no close friends in school, although he is in a class with some very kind children who look out for him and take care of him. We are extremely concerned about this for the future. Once again over the years we have put into place many initiatives to support Xavier in this area of his life (see above).

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6b. Resources used by the setting to support needs of child young personEvidence of the use of Pupil Premium or Pupil Premium Plus (if Child in Care)

Schools are expected to provide additional support which costs up to a nationally prescribed threshold per pupil per year. The Local Authority may provide additional top-up funding where the cost of the special educational provision required to meet the needs of an individual pupil exceeds the nationally prescribed threshold.

The 3 Funding Elements explained:

• Element 1 (or “core education funding”)The mainstream unit of per-pupil funding. For pre-16 pupils, this is the age-weighted pupil unit (AWPU), while for post-16 this is the mainstream per-student funding as calculated by the national 16-19 funding system, to include Pupil Premium and Pupil Premium Plus.

• Element 2 (or “additional support funding from within the school”)A clearly identified budget for institutions to provide additional support for high needs pupils up to an agreed level i.e. the notional SEN budget

• Element 3 (or “top-up funding from the Local Authority”)Funding above elements 1 and 2 to meet the total cost of the education provision required by a high needs pupil based on the assessed needs.

Please note: Consideration of a request for Element 3 – ‘Top up’ funding via the statutory assessment process is dependent on evidence of the appropriate use of Element 1 and Element 2 funding in relation to meeting the additional needs of this child.

6b. Provide “evidence that where progress has been made it has only been as a result of much additional intervention and support over and above what is usually provided?”Details of staffing, materials and equipment (including ICT) currently being provided by school/setting, funded from the school’s delegated budget and Element 2 to support this child. Include Individual Timetable and data from provision map.

The Pupil Premium money for Xavier is being used in the following ways:School Trips - £150Laptop (to use at school) - £300Co-writer software license - £179Reading Doctor software license – £100Homework Club – £120 (Once a week with TA and 2 other pupils, so Xavier pays 1/3 of the staffing bill)Small Group Work 2 afternoons a week with TA 1-1 – £1200Ipad for use at home - £185

Details of intervention specific programmes.

Class/Group size

By Whom?Teacher/TA

For how long?

Hours/Mins

Provided by

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3 hours of 1-1 support in class every morning to support with differentiated QFT for core subjects

TA 15 hours week School

Read Write Inc including Precision teaching

C (teacher) 2 hours per week 1-1 teaching

School

Small group of 3 numeracy intervention – Numicon

TA 2 hours week School

Co-writer – software programme to support writing. group of 3

Mr H 1 hour weekly School

Reading Doctor software 3 sessions weekly of 40 minutes

SENCO / TA 2 hours per week

School

Curriculum Differentiation – 1:1 ‘pre learning’ and ‘over learning’ for core subjects

Mrs H teacher 1 hour per week

School

7. Evidence of implementation of setting and external recommendations and the impact that these have had on the progress through 2 review cycles

Date of review (Attach evidence pertinent to review please) June 2014

Date of review (Attach evidence pertinent to review please) Oct 2014

Date of review (Attach evidence pertinent to review please) February 2015

Provide “evidence that despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child, the child has not made the expected progress?”

Every other term a personal profile (like an IEP) is drawn up between Xavier, mum and the class teacher. This is an opportunity to talk about what Xavier is good at, what’s important to Xavier, what best helps him and his targets. Previous targets are reviewed at the meeting and new targets set.

Xavier’s targets in June 2014 were.

What do I find tricky?

My targets How will I achieve my targets

How will I know when I have reached my

target

How have I done?

To read words with sounds I don’t know

To be able to say the RWI rhymes for oi, ea, a-e, i-e, o-e and u-e and use the sounds in my reading.

I will practise saying my rhymes every day with Mrs (TA), doing the correct action.I will read books with Mrs W every day that have these sounds in them and I will try and sound out the words correctly using my sounds to help me.

I will be able to say the rhymes and do the actions for these sounds when my teacher shows me the sound card.I can read a book and sound out all the words with these sounds correctly.

I can say all the rhymes and do all the actions.

I can sometimes sound out words with these sounds but not all the time and I find the split diagraphs (a-e,i-

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To say the right word (verb) when I’ve done something.

To know whether my writing makes sense or not

To know that run, come, go, swim and drive become ran, came, went, swam, drove in the past tense (when I’ve already done them)To check that my sentences make sense

To work on this target daily with Mrs W by looking at pictures and writing sentences about what has happened using these words.To check my writing to check I have used the correct past tense word

To work on this target every day with Mrs W. I will say a sentence out loud. I will write my sentence. I will say what I have written out loud and point to each word. I will then decide if it makes sense with Mrs W’s help.

I will be able to say a sentence using these past tenses accurately and then write it accurately.

I will be able to write the sentences I want in a Big Write (independent writing) and check them and they will make sense.

e,o-e,u-e particularly tricky.

I still find this tricky to remember and even when an adult reminds me I find it difficult to remember the next day.

I can check an easy sentence makes sense but my teacher tells me that when it gets more complicated I can’t see that it doesn’t make sense.

Xavier’s targets in October were:

What do I find tricky?

My targets How will I achieve my targets

How will I know when I have reached my

target

How have I done?

To read words with sounds I don’t know.

To remember my 3x tables

To be able to say the RWI rhymes for ow, oa, ai, er, ew and use the sounds in my reading.

To be able to say my 3x table in the right order e.g. 1x3, 2x3,3x3 etc

I will practise saying my rhymes every day with Mrs W (TA), doing the correct action during my 1-1 RWI sessions.I will read books with Mrs W every day in my 1-1 RWI session that have these sounds in them and I will try and sound out the words correctly using my sounds to help me.I will use Reading Doctor (multi-sensory reading software to help me read words with these sounds)I will try different resources to help me remember my 3x tables e.g. coloured cuisinaire rods. My teacher will put the tables in a probe which I will read every day with Mrs W (the probe will help to put these facts into my long term memory). I will try singing the tables to Mrs W’s song and doing the actions.

I will be able to say the rhymes and do the actions for these sounds when my teacher shows me the sound card.I will be able to read a book and sound out all the words with these sounds correctly.

I will be able to say my 3x table in order to 3x12 correctly

I can say all the rhymes and do all the actions.

I can sometimes sound out words with these sounds but not all the time

I can get to 5x3 but then I get stuck.

This is Xavier’s complete Personal Profile (IEP) for February 2015, which will be reviewed next term.

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Xavier WhiteWhat people like and admire about me:I have a good sense of humour.I am a good friend.I am good at football, rugby and tennis.I am very practical and enjoy making things.I like to please people and am delighted by their positive reactions.Important to me:The people who are important to me at home are – Mum, Nan, Grandad, John, Dad, brothers and sister. At school the important people are Mrs H and my friends.At home I like playing on the PS4 and playing football and playing with my family.At school I like playing on the field, doing fun things and in Maths I enjoying learning to tell the time. In Literacy I am enjoying Lost in Space.A good day starts at home having breakfast with my family. After school it’s a good day if I can play on my PS4 or play outside.To best support me:I find Maths tricky and it helps me if I work with a Teaching Assistant or if I use practical resources to help me.I find it tricky when people are talking and I am trying to listen. It helps me if I use the ear defenders.It helps me if I make sure I am sitting in the right place so I can see the board clearly. This is because I have a bilateral squint in my left eye.I find it difficult to remember things, so to help me to remember my spellings and reading words, I use the probe sheet to learn them, as this puts them into my long term memory. I also use the probe sheet, to help me remember my x tables.I find it difficult to remember my sentence when I am writing, so it’s helpful to use co-writer to remind me and support my writing.I find it tricky to copy from the class whiteboard as I lose my place. It is helpful to have it written on a whiteboard next to me.I get confused if I am given too many instructions, so I need only 1-2 instructions at a time, which are simple and clear to follow.I am very sensitive and worry about change and new situations. I find it helpful if I can be reassured in a calm way.

Targets

What do I find tricky?

My targets How will I achieve my targets

How will I know when I have reached my

target

How have I done?

To remember everything I should for

To come to school with everything I

My teacher will give me a checklist with pictures of what I need each day. I will

For a whole week I will have everything I need in school.

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school

To do my homework on time

To spell words that I don’t know very well

need for the day (reading book, reading record, spelling folder, PE kit)

To hand in on my homework on time

To use my set 2 RWI sounds in my spellings

check this every morning at home before I leave for school.

I will go to Homework Club each week to do my Homework. If I do not get it finished in the club I will use my Trust Pass to stay in at lunchtime to finish it.

When I am doing independent writing I will use my fingers to sound out a word that is tricky. I will think about what set 2 sounds I can use in the words and write the word. I will check all the sounds are in the word.I will work with

My homework will be handed in on time for 3 weeks in a row.

As has been stated earlier, we feel that as a school we already have in place provision for Xavier as outlined in the EP report – see above. How the School addresses the EP’s recommendations for Xavier Holmes. He is supported on his next steps to learning academically through a differentiated multi-sensory, largely 1-1 curriculum. In order to support Xavier with some life skills now, we chose 2 more life skills targets for his current IEPs and one academic target, as we felt it was important that these life skills areas were addressed as well as his academic progress.

In addition to Personal Profiles, every other term a Provision Map is drawn up by the class teacher listing all the interventions to support Xavier. These are reviewed every other term and then new targets and interventions set. Xavier’s Provision Maps for this year are attached – Provision Maps 2014/5.

8. Summary of child and young person’s physical needs(include toileting needs, physical coordination – both fine and gross, feeding, dressing, age appropriate self-care) – evidence here the child’s physical needs and what is being done to meets these needs

Xavier is still in nappies at night and is receiving support from the School Nurse Team. He refuses to go to toilet at school all day and does not drink much because he is worried about wetting himself at night. He is able to feed and dress himself and has age appropriate self-care skills.

9. Summary of health needs of child or young person(Include any medical diagnosis/conditions which impacts on their learning) - evidence here the child’s health needs and what is being done to meets these needs

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Xavier has an eye condition in his left eye (a bi-latrical squint) – which means he has virtually no sight in it, (further details in the reports from Doctors and mother’s report). He is currently undergoing investigation into his hearing and the possibility that he may need his adenoids removing. He has an appointment on 24th June with Mr A G P of the ENT Team at Peterborough Hospital.At present his eye condition affects his learning in that he needs to be sat at the front of the class. We have had informal support from PT from VI which has always been to just make sure that Xavier is seated appropriately in the classroom. His glasses help to compensate for his lack of vision in his left eye. We have never felt the need to do a formal referral to VI.Home and school noticed deterioration in Xavier’s hearing in recent months and hence the current investigation. Until the results are known it is difficult to analyse the impact this has had on Xavier’s learning. We currently take the necessary steps to ensure that his hearing needs are best met through strategies such as siting near the teacher, checking his understanding before doing a task, etc.

10. Summary of social care needs - evidence here the child’s social care needs and what is being done to meets these needs

Xavier has been under social care (11.11.13 – 31.10.14). There was concern at the time for the children’s emotional wellbeing. This support has now finished. The social worker involved was MP.

11. Summary of social emotional and mental health needs - evidence here the child’s social emotional and mental health needs and what is being done to meets these needs

Xavier is a very emotional child who struggles to cope with change. He can become very anxious about new situations such as a school trip to London or the school residential to the extent where he doesn’t want to go and it can cause him to bed wet more frequently. Xavier has no close friendships in school, but is included in games and activities by a group of thoughtful boys in his year. He is very immature and can be quite unkind in his interactions with other children. Xavier is easily influenced by other children and sometimes gives inappropriate responses or behaviour towards them.

12. Supply evidence, of what will be required to support a young person over the age of 18 to complete their education or training.

N/A

Background information:

Xavier has 3 siblings: Adam White (his brother), Brian Adams (his step-brother) and Carol-Anne Adams (his step sister). He lives in W with these siblings and his step dad. There have been many incidents of Adam bullying Xavier and the siblings have an unstable relationship. Relationships at home have been quite physical in the past and this has added to Xavier’s emotional state.Xavier is a summer born child and should be in Year 6. However he was kept down a year before joining John Brown School in EYFS.

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Checklist – please ensure that all listed information is sent with request.

This Form Attached

The views of the child (to be included in Section 1 of this form) Yes / No

The views of the parents /carers (to be included in section 2 of this form) Yes / No

Last three Reviews Yes / No

All relevant and available reports from educational professionals, including an Educational Psychologist

Yes / No

Reports from other professionals, where available Yes / No

Discussed with parent/carer: Yes Date:

Signature of parent or carer:

Signature of person making request:

Position held: SENCo

Date:

It is expected that the ‘Responsible Person’, who will normally be the Headteacher will sign this form.

Return completed form to:- Sandra Craker, SEN, Rutland County Council, Catmose, Oakham, LE15 6HP

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