Oakfield Primary Academy

Transforming lives with exceptional learning - aspiring beyond the expected

SEND

 

Oakfield SEND Guide to Parents

 

Key staff with responsibility for pupils with SEN:

Mrs S Williams:  SENCo

Mrs A Davis: Specialist Teacher

Mrs J Collinson: Executive Headteacher

 Click here for our guide to SEND at Oakfield

To discuss any matters relating to SEN, please contact the school office to make an appointment on  01788 565021 or admin2419@welearn365.com

 

What are special educational needs?

 A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age.

Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England…. Health care provision or social care provision which educates or trains a child or young person is to be treated as special educational provision. (Code of Practice 2014)

 

Provision for children with special educational needs is a matter for the school as a whole. In addition to the Governing Body, the Headteacher, the SENCO and all other members of staff both teaching and support staff have very important day-to-day responsibilities. ‘All teachers are teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility.’

High quality teaching which is differentiated and personalised should be available for all pupils. At the heart of the work of every school class is a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of children. The majority of children will learn and progress within these arrangements. Those children whose overall attainments or attainment in specific subjects fall significantly outside the expected range may have special educational needs. 

 

This SEND information report has been created in collaboration with stakeholders to provide a comprehensive overview of the Academy’s approach to identifying and supporting pupils, to ensure that ALL pupil’s make good progress and that any barriers to learning are recognised and removed as much as possible.

 

Occasionally, some children have difficulties in accessing the National Curriculum and need additional support to help them to learn. At Oakfield Primary Academy, we have experienced support staff across the school who, together with the class teachers, give extra assistance to these children. In addition, there is targeted and higher needs provision in place to support identified needs of individuals and groups of children both for their academic, social emotional, communication and physical needs.

 

Oakfield Primary Academy is committed to inclusion and ensuring that all learning needs, where possible, are met. Please see below our updated SEND policy which includes information about how our SEND provision works at Oakfield Primary Academy as well as a link to the Local Offer in Warwickshire.

 

HOW DO WE IDENTIFY IF A PUPIL HAS SEND?

 

A pupil will be identified as having a SEN where their learning difficulty calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Many will have differentiated work prepared for them by their teacher in conjunction with the support staff which will be additional to and different from the curriculum available for the majority of children of their age.

 

Children could be identified as having SEND through a variety of ways including the following:

 Child performing significantly below age expected levels that require extra provision to be made.

  • Concerns raised by parent or by a previous school
  • Concerns raised by a teacher
  • Liaison with external agencies
  • Information received from health specialists

 

Slow progress and low attainment do not necessarily mean that a child has SEN and will not automatically lead to a pupil being recorded as having SEN.  However, it may be an early indicator of a range of learning difficulties or disabilities.

 

All adults who work with children in school will have a responsibility to monitor emerging difficulties and respond at the earliest opportunity ensuring that parents are partners in the process. 

 

WHAT SHOULD I DO IF I THINK MY CHILD MAY HAVE SEND?

If you have any concern regarding your child’s progress or well-being then please speak to their class teacher, SENCo or Jo Collinson, the Academy’s Executive Head Teacher.

 

WHAT KINDS OF SEND ARE PROVIDED FOR AT OAKFIELD PRIMARY ACADEMY?

 

At Oakfield Primary, children with identified SEND are under all areas of need as outlined in the SEND Code of Practice 2014:

 

  1. Communication and interaction:

For example:

  • Speech, language or communication needs (SLCN)
  • Difficulties with making themselves understood
  • Difficulties with understanding or using social rules of communication

 

  1. Sensory and/or Physical needs

For example:

  • Children who have a disability which prevents or hinders them from making use of the educational facilities generally provided
  • Visual impairment (VI)
  • Hearing impairment (HI)
  • Multi-sensory impairment (MSI)
  • Children with a physical disability (PD)

 

  1. Cognition and learning:

For example:

  • Moderate learning difficulties (MLD) – children who learn at a slower pace than their peers, even with appropriate differentiation.
  • Severe learning difficulties (SLD) – children who are likely to need support in all areas of the curriculum
  • Profound and multiple learning difficulties (PMLD) – children are likely to have severe and complex learning difficulties as well as physical or sensory impairment.
  • Specific learning difficulties (SpLD) – children who have specific difficulties in one aspect of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

 

  1. Social, emotional and mental health difficulties

For example:

  • children who display challenging, disrupting or disturbing behaviours as a result of social and emotional difficulties.
  • Children with underlying mental health issues such as anxiety, depression self harming, eating disorders or attachment disorder

 

WHAT IS OUR APPROACH TO TEACHING CHILDREN WITH SEND?

 

At Oakfield Primary Academy, we recognise that our pupils have a variety of needs.  We are committed to offering a highly differentiated, broad and balanced curriculum which is inclusive of all pupils.

 

The school use the ASSESS – PLAN – DO – REVIEW model outlined in the SEND Code of Practice 0 – 25 (2014). When a pupil has been identified as having SEND, support will be put into place as follows:

  • The class teacher will remain responsible and accountable for the progress and development of the pupil. They will continue to provide high quality teaching and learning opportunities that are differentiated to the needs of the individual pupils.
  • The class teacher and SENCO will meet to discuss the individual needs of the pupil and to discuss possible strategies and intervention programmes to support the child on a half-termly basis.
  • The class teacher will meet with the parents of the pupil to discuss and agree the strategies to be used in school and strategies that could be used at home. This will be recorded on an Individual Education Plan. This will be reviewed on a termly basis.
  • The SENCO will monitor and keep records of the progress made through interventions.
  • The class teacher will liaise with the LSAs providing support for the pupil and use formative assessment strategies to monitor progress made towards IEP targets and then make adaptations where necessary.

The SENDCO will keep an up-to-date list of pupils who are deemed to have SEND including the category of need which best describes the pupils’ needs. All pupils on the SEND register will also be categorised by the level of support received: either SEN Support,  or Education Health and Care Plan. Any pupils who have just left the SEND register or are known to the SENDCO are placed on a School Concerns register and provided with additional monitoring.

The role of the Class teacher in SEND

We believe that all children learn best with the rest of their class. Therefore, pupils with identified SEND work alongside their peers as much as possible and are taught by their teacher.  Class teachers are responsible for ensuring that all children have access to quality teaching and that the curriculum is adapted to meet your child’s individual needs.

 Where appropriate, teachers will adapt their classrooms and learning areas to ensure pupils with specific needs can access the curriculum.

 Class Teachers have overall responsibility for pupil progress and next steps for learning. At times, teachers may direct Support Assistants to work with SEND pupils on a one to one or small group basis. The impact of these interventions is closely recorded and monitored by support staff in weekly records which are held by the class teacher.

 Learning Support Assistants /Teaching Assistants

Learning Support Assistants are directed by class teacher to support pupils.  This could take the form of planned small group or 1:1 interventions.

 

For pupils with very high or complex levels of SEND or disabilities, a Learning Support Assistant may be directed to support an individual pupil for longer periods of the school day.  However, Oakfield Primary aims for pupils to work as independently as possible and with a wide range of peers and adults so even pupils with such high levels of SEN or disabilities are included in classroom activities as much as possible.

 

HOW DOES THE ACADEMY INVOLVE EXTERNAL AGENCIES WITH SEND?

 

Specialist Services and teachers with specialist qualifications may be called upon to provide intensive specific programmes to be followed by all adults coming into active learning situations with the child. The view and opinion of parents/carers will be sought at this time.

External agencies which the school can make referrals to include:

  • Specialist Teaching Service (STS)
  • Integrated Disability Services including the Pre-School, Visual Impairment, Hearing Impairment, and Complex Needs Team
  • Educational Psychologist Service
  • Children's Services
  • COMPASS (School Nursing Team)
  • RISE (Child & Adolescent Mental Health Services and Counselling Services)

 

Once a professional from an external agency is involved in supporting a pupil, they may work with the pupil and the school in a variety of ways, including: direct work, class observations, assessments and more strategic guidance for the school.

 For a very small percentage of pupils, whose needs are significant and complex and the special educational provision required to meet their needs cannot reasonably be provided from within the academy’s own resources, a request will be made to conduct an assessment of education, health and care needs. This may result in and Education, Health and Care (EHC) Plan for the pupil being provided.

 

HOW DOES THE SCHOOL WORK WITH PARENTS AND CHILDREN TO ENSURE THEIR VOICES ARE HEARD?

 

Oakfield Primary holds close links between parents/caregivers and the home environment through class teachers, SENDCO and family support workers as appropriate. Parents' views are sought and included in all aspects of SEND provision specifically at EHC and IEP reviews. 

 

 

 Oakfield Primary strongly encourages student voice and for all of its SENDpupils to feel a sense of ownership over their progress and provision. All SEND children are invited to contribute to their reviews whether it is by attending the meeting or talking to a trusted adult before and after the meeting. 

 

HOW ARE SCHOOL STAFF TRAINED TO SUPPORT PUPILS WITH SEND?

 

All of our teachers are trained to work with children with SEND and staff are provided with regular updates and training to meet the needs of our pupils. Part of the SEND team's role is to identify any training staff may need in order to meet the needs of pupils with SEN.  Staff training takes place in a variety of ways including:

 Staff sharing good practice with each other (e.g. during staff meetings/phase meetings)

  • Staff working alongside one another to improve practice (mentoring)
  • Advice/training from our Specialist SEND Teachers (both planned opportunities and through staff ‘drop-ins’)
  • Attending training courses
  • External agencies leading staff meetings/LSA meetings on specific areas of SEND

 

HOW HAVE WE MADE THE SCHOOL ACCESSIBLE TO PUPILS WITH SEN?

 

Oakfield Primary is disability friendly. In the event of emergencies, Oakfield Primary has all the required resources to evacuate students safely from schools and Personal Emergency Escape Plan when appropriate. 

All of our students have equal access to before school, lunchtime and after school clubs to promote engagement and interest in the curriculum.

 

Oakfield Primary also utilises external agencies which provide specialist support to students with auditory and visual difficulties. Currently, the academy support students with difficulties in both of these areas with hearing and speaking aids being in use as well as reading and typing resources for the visually impaired. 

No child is excluded from a trip because due to SEND disability or medical needs. The academy involves parents and care givers in the planning process for such trips and gives maximum chance for attendance. When possible, Teachers will visit sites with adequate time ahead of trips to discuss alternative arrangements for SEND students.

 

HOW DOES THE SCHOOL SUPPORT PUPILS WHEN THEY ARE JOIN OR LEAVE SCHOOL?

 

We recognise that transition between year groups and between schools can be difficult for a child with SEN or disability and we take steps to ensure that any transition is as smooth as possible.

 

Transition to the Academy

  • Parents visit the Academy for a school tour and are given a prospectus. A meeting is then arranged with a member of the Senior Leadership Team and SENCo who discuss how well suited the learning environment is to the SEND students’ needs as well as to answer any questions the parent or caregiver may have
  • Enhanced transition opportunities are provided for those children transferring who have additional needs. This may include additional visit, photo books or opportunities to get to know key adults. 

 

Transition to a new school

  • We contact the school SENDCO and discuss SEND arrangements or support that need to be made for your child
  • If possible, we arrange additional visits to the new school (particularly when a child is moving from Year 6 to Year 7)
  • We make sure that all records about your child are passed on as soon as possible, and remain in contact with the receiving school if necessary

 

WHAT SHOULD I DO IF I HAVE A COMPLAINT ABOUT THE SCHOOL’S SEND PROVISION?

 

If you are at all unhappy with the support you and your child are receiving, we want to know so that we can make this better. Initially we encourage parents to speak to their child's teacher or the .  the SENDCO and/ or the Headteacher. We will work hard to find a solution between the school and the parents but if a problem still exists parents may seek the advice of the SEND governor and if a child has an EHCP or statement, the Local Authority. Parents may also be signposted to the local Parent Partnership Service. As a last resort parents have the right to go to an independent SEN tribunal.

Parents may also write to the Chair of Governors (Ms Christine Doxford: christinedox@yahoo.com)

The school Complaints policy is available from the policies section of this website.

 

 

FURTHER INFORMATION

Warwickshire SEND Local Offer: https://www.warwickshire.gov.uk/sendannualreport 

Warwickshire SEND Information, Advice and Support Service: https://www.family-action.org.uk/what-we-do/children-families/sendias/warwickshire-parent-partnership-service/