School-based data/information 2020/21

How many students did we have at our school with statements or EHC plans at the end of July 2021?


10 EHC plans




How many students did we have at SEN Support at the end of July 2021?



49 pupils

What were the outcomes for children within our school with SEND for 2020/21?


Many of our children with EHCPs are assessed using the Learning Journey system developed by Willowdene School, a partner school in the Compass Partnership of schools. 

Precise assessment and personalisation of provision is central to the way in which children’s learning pathways are determined at Halstow. Further information can be found by following the link below.

Other children with SEND are assessed against National Curriculum standards; for many of our children with SEND we also track other aspects of their wider curriculum offer, such as personal, social and emotional progress.

End of Reception data showed our SEND children made good progress and benefitted from the additional support they received.

End of key stage one data showed a very small gap between children with SEND who achieved the expected standard in reading, writing and maths compared to children without SEND.

63% of our SEND children achieved the expected standard in reading, writing and maths at the end of key stage two.





 What training did staff at our school have in SEND over the last 2-3 years

 Record of LSA Professional Development


Type of Development

LSA Observations Autumn 1



Oral and written individual feedback

given to each LSA by Beckie and Julie.

learning journeys

Autumn 1

LSAs beginning to use this document to assess our complex needs children - by collecting information through observations, work samples, photographs and video.

SALT  group leaders trained.

Autumn 1

SALT groups set up. LSAs trained to run them. Observed by speech therapist- material and resources provided.

Groups monitored by SALT and Julie.

Phonics Training

Autumn 1

Sam to lead

Adrenal crisis training



Training given by specialist nurse and parent for a specific child.

Peer observations

Autumn 2

New LSAs given the opportunity to watch experienced LSAs work with individuals/groups.

Sensory circuits

Autumn 2

Training  run after school by Claire Bayfield Willowdene.

Sensory circuits set up for 5 SEN children.

Circuits monitored by Claire on subsequent visits.

Willowdene Outreach

Autumn 2

Observations and meetings/resources given to problem solve specific issues related to the children these LSAs are supporting.

Website training

Autumn 2

Training to support Holly in updating the website with photos and information.


Spring 1

STEPs to success literacy program training.

Word up program training.



Start write/Stay write Handwriting program. Trained by OT.

Learning Mentor

Spring 1/2

Jane attending a sequence of training to become a Learning Mentor

Spring 1

LSA Observations

Oral and written individual feedback given to each LSA by Beckie and Julie.

Training on new curriculum and assessment system.

Spring 1

Sam to provide training on the new curriculum and assessment system.






What was in the Headteacher’s report to the Governors about SEND in 2020/21


Beckie Williams and Julie Pepperrell have carried out both formal and informal observations of the LSAs working with individuals and groups of children during periods of the last year where all children have been in school. We have met regularly to discuss, plan, assess and monitor the provision we offer children with SEND.


The children with a Statement/EHCP have continued to have support during periods of lockdown; most children were in school during these periods. All children with SEND were supported during lockdown, with many having small group tuition, 1:1 home visits, drama workshops and extra Google meetings with their teachers. Many children with SEND were also asked to come into during during the sustained period of Lockdown in January, February and March 2021.


This term we have developed the number and range of speech and language groups we offer children on the SALT case load.  The groups include ‘news groups’, social skills groups, one lego therapy group, one active listening group and one ‘chatterbox’ group. These groups have targeted children from reception to year 6.

Numerous LSAs have received training and support from our SALT team Lauren, Robin and Becky to enable them to run these language intervention groups.  They have spent time talking and planning these sessions with the therapists and watched the therapists demonstrate the groups. The therapists and myself have observed these sessions. We have regularly filmed these sessions and used this as a basis for further discussion and staff development. Each session has a planned structure and framework and specific language targets are focused on and progress towards these targets are tracked.  The effective use of visuals has been a focus for all LSAs working with the children as underpinning all these sessions visual support is essential.

In addition to supporting us in setting up the language groups the SALT team has completed individual assessment work and therapy sessions with targeted children on the case load.

The SALT system of working with pupils at Universal, Targeted and Specialist level has been working well. Becoming a Targeted pupil ensures that additional support continues, but does not require the Speech and Language Therapist to observe and write reports.

Keena has continued to work with our LSAs this term. Class teachers with Statemented children or children with an EHC Plan have had 2 sessions with Keena where they have had opportunities to take films of them interacting and have had opportunities to discuss this with Keena.


Four more children have been identified with dyslexia this term and we have 3 more referrals awaiting a full assessment. The STEPs team have continued to support us in this area. New teachers have received dyslexia training at the STEPs centre to support them with identifying and developing dyslexia friendly teaching strategies.


We continue to build networks across the Compass Partnership to share SEND expertise, ensure consistency and improve the outcomes for our learners.  Pupils with Special Educational Needs (SEN) continue to make progress above national average indicators. Standards remain high because teachers deliver effective inclusive practice through high-quality everyday personalised teaching.

 The SEN Support children, together with the children with Statements of Educational Need and those with EHCs, form the SEND Register.

 SEN Categories 

July 2021

% Of the school Population

SEN Support



Statements/ EHC

9 (one pending application)


Total Number with SEN




In addition to the SEN register we have a group of children whom we are carefully monitoring. There are six children on the Monitoring List.

We continue to refer to a number of outside agencies to help us support pupils with SEN. Through consulting with other professionals we are able to equip teachers and teaching assistants with proficient skills in addressing the needs of our pupils.

Beckie Williams and Julie Pepperrell continue to manage regular Inclusion team meetings to discuss pupil progress, the type of support required and the outcomes of intervention programmes. We are constantly adapting our practice to meet the needs of the pupils.

Educational Psychology Service

Our Psychologist Gladys van der Spiegel has continued to make valuable contributions to the cases she has been involved with this term. Her work has included parent consultation sessions, observations, assessments of children and contributing to professional meetings with both teaching staff, LSAs and other outside agencies.

Learning Mentoring

The Learning Mentor Jane Thompson continues to be highly effective in supporting children with emotional difficulties. She works in the school for half her time as a learning mentor and has 15 children who she helps each week.

Partnership SEN links

We have continued to build the links with Willow Dene this year.  Claire Bayfield (Head of ASD Willow Dene) has visited us with a specialist LSA on several occasions. We were able to film the demonstration cooking session they carried out with 2 of our children and their LSAs.  We shared this film with all LSAs at our next meeting so all could benefit from watching the session. We focused particularly on the effective use of visuals with the children. We now type all recipes using the ‘communicate in print’ visuals to support the children with reading and following the recipe with a greater level of independence.


After pupil progress meetings Beckie Williams and Julie Pepperrell review the children receiving Lexia support which is our screen based phonics intervention. We look at the effectiveness of the program for individuals and make changes to those children receiving this intervention. We have included some additional children who have English as an additional language who may benefit from a short period of this intervention.

Additional SEND Music

Additional music sessions with Simon Eastwood have been hugely popular and successful. Children with a Statement of need have an additional session each week, giving them opportunities to use a wide range of musical instruments, experiment with sounds, whilst also developing listening and collaborative skills.

Whole School Trips /Events

These were severely curtailed during the last 12 months. We aim to get trips up and running ASAP.


We have made several referrals to the Dyslexia support group in the Borough (STEPS). As a result we do have some more children with a diagnosis of Dyslexia.

As reported last term, we have now purchased an additional computer program, which is recommended by STEPS, called ‘Wordshark’ which supports children with Dyslexia or who simply need help with Phonics and spelling. We have been providing short 20 minute sessions several times a week for some children who need this intervention. These interventions are highly structured; some are on a one to one basis and others are two to one.  Indicators of success so far have been very positive and we have adapted the intervention to meet need. Next academic year the school will be reviewing practice to renew our Dyslexia Friendly School status.

Provision Mapping

Provision Mapping continues to be an effective way to measure intervention success rates and individual pupil progress. As a result we continue to write Individual Learning Plans for pupils who have a statement /EHC plans and pupils where a statutory assessment may be being considered.