Life on the water for Woodbridge Road Academy students
Year 10 pupils are enjoying sailing as part of their Duke of Edinburgh’s Award. This is an important part of their personal development and enables them to develop teamwork, confidence and resilience.
Cultural Capital on Coastal Visit for KS1 at Piper’s Vale
Year 1 and 2 had a fantastic time at the beach, exploring the area, and looking at how it changed as they got closer to Felixstowe Port. The children also created artwork inspired by Jon Foreman, painted stones with watercolours, built sandcastles and even had a paddle in the sea! (despite the very windy weather!). A great time was had by all!
Swimming success for Culloden
The Y5 and Y6 swimming team did exceptionally well in the Tower Hamlets Swimming Gala on 12th June. They came 5th overall out of 10 schools, and achieved 2 silver medals, 1 bronze and 7 children in the final. This is a huge achievement for the children, well done!
Artburst at Old Ford
ArtBurst is currently working with the Reception children at the East London school each week for six weeks, and have already created some wonderful pieces of artwork.
Artburst is a not-for-profit organisation set up in 2006 that has won local and national awards. Their sessions increase confidence, communication skills and pride in creative achievements for children and families.
Solebay gets inspired by Hockney
Pupils in Solebay’s Year 3/4 class have been channelling their inner David Hockney this week – and the results are nothing short of a pop art masterpiece! Taking inspiration from Hockney’s digital work, pupils explored how to show movement and emotion in their own designs using Canva. Each group snapped action shots of themselves playing their favourite games, capturing everything from the thrill of a tag to the focus of a skipping challenge.
Murrayfield pupils overcome the challenges on residential
Year 6 pupils from Murrayfield had a fantastic time on their residential trip to Mersea Island. They pushed their boundaries in a range of testing challenges including rock climbing, tackling high ropes and braving the Leap of Faith!
Navigating the Challenges of SEND Funding: How School Governors can Make a Difference
Over the last few years there has been a marked increase in the number of pupils identified as having special educational needs (SEN). This includes both pupils with Education, Health and Care Plans (EHCPs) and those receiving SEN support.
The scale of this increase – as highlighted by the National Audit Office – puts considerable pressure on school funding. Delays in EHCP applications are common, and the financial strain this causes is deeply felt across our schools.
This is where governors play a vital role. Strategic oversight and financial stewardship are more important than ever in navigating these challenges and ensuring the needs of all pupils are met.
Understanding SEND Funding
SEND funding comes from multiple sources, including the mainstream school budget – notably the notional SEN budget – and the high needs funding allocated by local authorities. It’s crucial to remember that the notional SEN budget is a planning guide, not a cap. Schools remain legally obligated to meet pupils’ needs regardless of this budget.
However, the funding environment varies significantly depending on where you are in the country. In Suffolk, for example, schools can apply for high needs funding every term, and this is available to both pupils with EHCPs and those receiving SEN support. In contrast, Tower Hamlets generally only allocates high needs funding to a school after an EHCP is in place – and this process can take more than a year.
This places a heavier financial burden on Paradigm’s London schools, which often must fund support internally while waiting on EHCP decisions that are not guaranteed.
Emerging Trends and Local Insights
Internal analysis reveals important trends in this area:
- An overall increase in the percentage of pupils with SEN, consistent with both national and local patterns.
- A lower proportion of pupils receiving SEN support in the Tower Hamlets schools compared to the average number in the borough, which may indicate issues with identification practices.
These variations highlight how important it is for governors to be well informed in the area of SEND.
How Governors Can Make a Difference
A governor can engage effectively by:
- Understanding the school’s SEN profile
Regularly reviewing data on EHCPs, SEN support, and the specific needs of pupils. - Scrutinising SEN spending
Ensuring funding, including the notional SEN budget, is being allocated in alignment with actual pupil needs. - Engaging with local authority funding processes
Familiarising themselves with local timelines, criteria, and procedures to help ensure timely and accurate funding applications. - Championing early identification
In areas like Tower Hamlets, where EHCP processes are slow, early identification is critical to getting the appropriate support. - Monitoring financial sustainability
Understanding the costs of different SEN models, such as specialist units or intervention classes, and ensuring they are financially viable in the long term.
Strategies at Paradigm Trust
Paradigm is taking a number of proactive steps to meet these challenges head-on:
- Reviewing and streamlining high needs application processes to reduce delays and maximise funding.
- Using tools like Edukey to rigorously track SEN-related costs and funding, ensuring a sustainable approach.
- Maintaining a close watch on pupils receiving SEN support to identify those who may become eligible for top-up funding.
- Applying a strong early intervention strategy in schools to enable pupils to reintegrate into mainstream classes with reduced support, demonstrating the long-term value of timely and effective SEN provision.
While the financial landscape around SEND remains complex and often challenging, Paradigm Trust is confident of overcoming these difficulties by working together. With informed governance, proactive leadership and a relentless focus on early intervention, we can continue to create inclusive, supportive environments where every child has the opportunity to thrive.
Ipswich Academy find success at the Junior Maths Challenge
36 students from Ipswich Academy took part in the Junior Mathematics Challenge on the 1st May. The 60 minute, 25 multiple choice challenge encourages mathematical reasoning, precision of thought and fluency to make students think. The problems on the Junior Mathematical Challenge are accessible yet still challenge those with more experience
There were some good scores and overall there were 3 Gold, 9 Silver and 10 Bronze certificates, with one student being invited to the next stage, the Junior Kangaroo. Well done to all!
The importance of accountability for trustees
Accountability is the foundation for an effective and ethical board, but what does it look like in practice?
This is the question Paradigm Trust CEO Bill Holledge, Emma Vehit, company secretary and data protection officer, and David Willis chair of the board of trustees, have been addressing in this article from the latest edition of TES, read it here.