SEN Information Report – Summer 2025

In summary the numbers of learners joining us from Primary School with additional needs increase year on year. With this addition in numbers there is also an increase in the complexity of need. As a result, as a school we are continuing to strive to increase the support we are able to offer children/young people by upskilling and expanding the team at Kepier. This has included a whole school approach to Autism, in which 12 lead teachers are becoming Autism Champions, allowing them to deliver professional development to all teaching and pastoral staff at Kepier.

National Context – SEN (DfE, June 2025)

Around 19.6% of all pupils in England are identified with SEND (1.7 million pupils).
14.2% receive SEN Support and 5.3% have an Education, Health and Care Plan (EHCP).
SEN numbers have risen 5.6% year-on-year. EHCPs increased by 11.1% and SEN support by 3.7%.
56.2% of pupils with EHCPs are educated in mainstream schools.
Most common primary needs (EHCPs): Autism Spectrum Disorder (33.6%), SLCN (20.7%), SEMH (20.7%).
Gender split: 71.4% male (EHCP), 61.2% male (SEN Support).
Peaks in prevalence: Age 10–11 (EHCP), Age 9 (SEN Support).

1. School Context and SEND Profile

Year	No. of SEND	No. of SEND Monitoring	% of SEND Support	No. EHCP	% EHCP	% of Cohort SEND	Comm. & Int.	Cog & Learn	Sensory & Physical	SEMH
*SEND Profile – Autumn Term 2025accurate as of September 2025***							Main Presenting Need (Pupil No.)
7 (235)	50	2	21.20%	7	2.90%	24.20%	17	20	5	8
8 (226)	46	11	20%	5	2.20%	23%%	19	11	5	8
9 (248)	54	19	28%	3	1.20%	22%	20	23	3	8
10 (237)	47	18	20%	3	1.20%	21%	18	17	5	7
11 (206)	45	19	22%	1	0.40%	22%	20	13	2	10

Communication and Interaction, and Cognition and Learning are the two largest areas of need in all year groups. The difference between the two is very small, in most year groups. The current SEMH numbers are small, but that is because we have worked over the previous years in developing a bespoke MHWB provision. These learners have all been provided with support to address their barriers to learning, but we have not always added them immediately to the SEN register. Over the coming months we will see more of these learners added to the SEN register which will see the SEMH category grow.

The general distribution of SEN across year groups is similar. The big change is that with increasing cohort sizes in the year groups coming through. As the general cohort size increases, as does the SEN cohort.

The gender split is fairly similar, the main stand out being Year 9 where there is a higher than usual gap between boys and girls with SEN, with the latter having a far greater percentage. This doesn’t mirror the national picture where there are substantially more boys (61%) requiring SEN support compared

The most notable change since the last report has been the increasing number of learners requiring SEN support and having EHCPs who are arriving with us from Primary School. The year group leaving in Year 11, had 1 EHCP and 29 on SEN support. At present we have 50 learners coming into us currently requiring additional SEN support with 8 EHCPs.

The level of need of those learners with cognition and learning difficulties is becoming increasingly severe, with more and more learners joining us who are working at significantly below age related expectations. In some cases this is pre key stage 2.

2. Identification and Assessment

Teachers and parents have access to the ranges documentation used by Sunderland LA, which are available on the SEND classroom of the website. We gather views of both parents/carers and teachers when collecting this information.

We also use a range of external/internal tools to identify areas of need.

An SEN support poster is available on the SEND classroom section of our website which gives parents/carers an outline of the timeliness and processes we follow from concerns being raised, to placing CYP on the SEN register and any future steps.

Also on the SEND classroom are links to the 4 Broad Areas of Need, with possible signs/characteristics that CYP might show signs of. If you believe your CYP, shows signs of any of these then please fill in the form and send it to the school.

3. Provision and Support

We have a team of HLTAs and LSAs in school that offer both Holistic and Academic interventions. CYP access this support where there is an identified barrier to learning, that we feel needs additional support over and above our ordinarily available offer.

Our Ordinarily Available Offer, which is available on the school website in the SEN classroom outlines the basic support we expect all teaching staff to offer all CYP to ensure access to a broad and balanced curriculum.

Where more bespoke provision is required, for instance in terms of assistive technology, the school ensures provision is in place to support those CYP so they can access the mainstream curriculum wherever possible.

We also have a dedicated, specialist team of HLTA/LSAs who support those CYP with barriers to learning stemming from MHWB.

CPD for staff is built into the whole school professional development programme, and ensures that both current and future areas of need are addressed.

When it becomes apparent that a CYP needs additional support, we liaise closely with a mixture of external agencies and professionals. This includes CAMHs, CYPs, Educational Psychologists, Early Help, Speech and Language and Autism Outreach. The reports that they generate are summarised and built into the support we offer in school, so where necessary we can ensure CYP who require additional support are directed down the appropriate pathway.

Throughout the process of identification, allocation of provision and support we try to ensure that the voice of the CYPs voice and the voice of the parent/carer is central to all we do. To support this each CYP on the SEND register will be allocated a designated HLTA support member of staff.

As a school we recognise that transition from Primary to Secondary and from Secondary to Further Education are key milestones that must be managed carefully. We have enhanced bespoke transition plans for all SEND learners, and especially for those with EHCPs. All of our KS4 learners also receive additional support and guidance as they start their journey to move on from us. This includes a bespoke Pathway to Adulthood curriculum that they can access throughout KS4. Participation in this programme leads to the completion of AQA Unit Award certificates that can be used during the college application process.

4. Progress and Outcomes

	SEN (29)	NON SEN (191)	SEN LBand	NON SEN LBand
Average Attainment 8	26.51	46.04	15.4	23.59
9-7 English	6.9	14.1	0	0
9-7 Maths	3.4	16.2	0	0
9-5 English	17.2	50.8	0	3.8
9-5 Maths	17.2	45.0	0	1.9
9-4 English	27.6	68.1	5	21.2
9-4 Maths	41.4	69.1	15	15.4
5 standard passes (E/M)	24.1	57.1	0	5
5 strong passes (E/M)	10.3	39.3	0	0

If we look at the banding data for this year group, 20 out of the 29 SEN learners were placed in the lower band from KS2. In comparison there were 52 out of the 191 NON SEN learners in the lower band.

Parents of individual learners were clear on the support provided to their children/young people during the year.

‘During year 11, she has felt supported from Miss Forster, she always checked to see how she was doing and if feeling okay. During the exams, Miss Forster ensured daily that she was okay and knew where she was going and had everything she needed. She knew if she had a problem or if she felt unwell that she could see Miss Forster and she would receive the support she needed.

Overall, I have huge appreciation for the teachers at Kepier School.’

‘’Throughout the 5 years at Kepier both myself and she thought that the endless support that she was given was outstanding. Any problems she came across throughout those years were sorted without any problem. If she ever needed any quiet time or just to rant due to being overwhelmed with certain things she could go to whoever was her LSA was for the year and they would let her let off steam and then send her back to her lesson. If I had any concerns about Jenny the sen team were just a phone call or email away and they would any any concerns without a problem.’’

‘My daughter was supported brilliantly through school with Mrs Forster she had a great relationship and would always speak highly of Mrs Forster I feel as parents myself and her dad were always involved and supported.’

5. Inclusion, Participation and Wellbeing

– Attendance

	Y7	Y8	Y9	Y10	Y11	Total
All (%)	92.83	91.67	90.72	87.55	85.10	89.80
SEND (%)	89.12	84.92	83.09	80.27	74.30	83.30
Non-SEND (%)	93.86	93.69	92.68	89.60

-Suspensions

	Y7	Y8	Y9	Y10	Y11	Total
All	46	87	64	46	22	265
SEND	32	38	32	23	2	126
Non-SEND	14	49	32	23	20	138

Understanding what a child/young person’s behaviour is communicating is an important part of our behaviour system. There are addendums to the whole school behaviour policy to ensure we take into account the needs of individual learners with specific additional needs.

– Participation in extracurricular and enrichment:

SEN learners have been to an average of 4.46 trips/visits each.

Non-SEN learners have been to an average of 4.57 trips and visits each.

This has included participation on trips to London, Amsterdam, France and Kingswood. To support our SEN cohort and ensure they have accessibility to all trips we endeavour to send a member of the SEN support team on all visits. This helps ensure equality of opportunity and provides additional parental confidence.

There have been specific activities organised for the SEN cohorts during the year (primarily this has been targeted at Ks3) These have included;

Active 8 events every half term around different schools. snowboarding, colour run, rounders and other sporting activities
Pentathlon Event where we came 2nd place KS3
Youth leadership leadership event Year 7 & 8 with famous female ex boxer
KS3 sports ability event
Social skills, solar panels on school roof, certificates, team building games and a party
Bush craft skills at Hamseterly Forest.

Parents/carers of CYP are invited to fill in questionnaires after every parent’s evening, so we can follow up on any areas of concern. We also invited parents to contribute and work with us when we generate and review support plans.

This year we also ran a group of parents/carers who volunteered to act as a forum where we could discuss the general provision we offer in school, and how we can improve what we do.

The wellbeing of all CYP is central to all the work we do in school. Where CYP present with issues around MHWB we have a dedicated team of HLTAs/LSAs and a Senior Leader who co-ordinates both internal and external support. This ensures that wherever possible, CYP are able to access as much of the mainstream curriculum as physically possible.

6. Compliance and Statutory Duties

The SEND Policy and Accessibility Plan were reviewed by the SENCO, SEN Governor and a selection of parents at the end of June 2025. A new SEND information report was written for September 2025.

The school site has a lift for accessibility to all floors and accessibility ramps to allow movement into all areas of the building. There are also disabled toilets on floors. For those presenting with sensory issues, we have breakout areas and a sensory room, as well as quiet spaces to access at busy social times.

The SEND classroom on the website is constantly reviewed and updated. It is regularly shared with key stakeholders, including parents, SEND workers from the Local Authority and other professionals to ensure it provides as much information as possible.

EHCP review meetings are calendered and take place formally to ensure statutory compliance, while named HLTA/LSA support staff contact parents/carers directly on a regular basis. Feedback is taken from a sample of parents/carers of CYP with EHCPs throughout the year to gather their feelings on our support and processes.

Funding is allocated based on individual need. This may include additional adult support, specialist equipment, or small-group interventions. We have a team of HLTAs who offer holistic and MHWB support and mentoring, as well as specialist English and Maths HLTA who deliver small group intervention. Where it is felt that CYP require additional support over and above quality first teaching, we will look at allocating them additional support in these areas,

Arrangements for involving parents as part of the graduated approach are in place, and we are always seeking to improve the contact that we have with parents/carers.

7. Governance Oversight

The most recent governor visit was in June of the last academic year. This was a follow up visit to a meeting earlier in the month, where we had set up a new format for quality assurance and oversight.

Mr Slassor, visited the SEN mentor programme that runs at lunch time and spoke to the learners about how the mentor programme works, what they have got out of it and what their plans are for the future.

Key messages that came across from the meeting were that the link governor felt that he had a good understanding of the ethos/vision for SEN in the school and understood the current pressures around increasing numbers and need. We also discussed the challenges of engaging parents in the work that we do, and the plans we have moving forward to address this.

An action point was for the SENCO to consider the most effective training methods for governors to increase their understanding of SEN in school.

8. Strategic Priorities / Next Steps

The strategic priorities for the next academic year (and further ahead) are outlined fully in the schools SEN improvement plan, which is based around the EEF model of effective SEN provision.

Our priorities are set after reviewing, current provision, examining current and future areas of need.

All staff undertake external training from Autism Education Trust. This is a two year investment into a professional development plan that will increase the confidence of staff when working with CYP with a diagnosis of autism, and also improve the consistency of our support.
Lead teacher is undertaking ELSA training to support provision in school.
Key staff continue to be upskilled in supporting learners with MHWB.
All staff continue to work on teaching and learning strategies that tackle key barriers to learning, such as working memory, processing speed and cognitive overload.
Continue to ensure we provide the best possible support for improving emotional and mental health development.
Continue to work with CYP and their families to ensure we offer meaningful inclusion.

9. Contacts

Should you require any further information you can contact the SENCO via email,

senco@kepier.com or visit our parent website kepier.com/send-classroom/

We encourage all parents/carers to keep in touch with us on a regular basis so we can deal with any worries or concerns in a prompt manner. However, if you are not satisfied with any of the provision we offer you can follow the school’s complaints policy, available on the website.

The link below takes you to the Sunderland SEND Local Offer if you require any further information on SEND support.

https://www.togetherforchildren.org.uk/article/21485/Sunderland-Local-Offer