SEN(d) and Inclusion
SEN(D) Information Report – The Oaks Primary Academy and Nursery.
Updated July 2023 (Review date July 2024)
The Oaks Primary Academy and Nursery is part of The Kemnal Academies Trust (TKAT). As a locality group we are committed to being inclusive schools and adopt a similar approach to meeting the needs of all students including those with special educational needs/disabilities (SEND).
We endeavour to ensure that all teachers are able to identify and provide for students who have SEND, and to ensure the safe and happy inclusion of all students in school life.
The Kemnal Academy Trust Locality Schools:
Hilltop Primary School
Seymour Primary School
The Bewbush Academy
Thomas Bennett Community College
The Oaks Primary
The Mill Primary Academy
The Oaks Primary Academy and Nursery is an inclusive school and offers the following range of provision to support children with SEND. Support is tailored to individual needs as a result of assessment by internal and external agencies. Support is aimed at children becoming independent learners.
You can contact the inclusion Lead and SENCo Mrs A.Tonna via the office:
How does the school know if children need extra help?
Class teachers monitor the learning of all children in their class to ensure they make progress with their learning; when teachers are concerned that progress is not in line with their age-expected targets they will liaise with the special educational needs co-ordinator (SENCo) and complete a ‘Teacher Request for Support’ document. Once this has been completed, the Teacher and SENCo will meet to discuss next steps and will monitor and assess a child where needed.
Teachers meet with the Senior Leadership Team (SLT), to review progress of children after data collection, 3 times each academic year. This is an opportunity for both SLT and teachers to discuss individual children. When concerns are raised that the progress of a child is not in line with their age-expected targets the Inclusion Team will monitor/assess the child in collaboration with the Teacher. At this stage, a discussion will also be had with the child's parent/carer. Further referrals may ensue if appropriate, with the consent of the parent/carer. The child will be monitored whilst adaptive strategies are implemented and monitored for evidence of progress. When a child requires support that is above or different to the support that is ordinarily available, they may be placed on the schools SEN register.
When children transfer to The Oaks from another school, or enter The Oaks from Pre-school provision, notes regarding the child’s SEND are generally sent to The Oaks. If this is not the case we may contact the previous school/provision. Parents are advised to bring copies of any notes/reports that they have on their child, to The Oaks for the SENCo’s attention as it may be that the prior school does not have/pass on relevant but important documents.
Parents that view the school can request a meeting with the SENCo to discuss their child, prior to making a decision – please let the office staff know if you require an appointment-this can be carried out face to face, virtually or via telephone. Prospective parents please phone the office to enquire.
What should I do if I think my child may have special educational needs/disabilities (SEND) that may not have been identified previously?
Please discuss this with your child’s class Teacher in the first instance. You can also contact the SENCo through the office email, by letter, or you can call the school to arrange an appointment to speak to Mrs Tonna. firstname.lastname@example.org
My child is starting at The Oaks in Early Years – how will school staff support my child?
The Oaks is proactive with preparing for children’s transition from pre-school settings to Early Years (Reception). Home visits are planned for children joining the school in reception. Staff, including the SENCo, attend transition meetings with nurseries during the term prior to entry, and, where necessary, outside agencies are invited to liaise with staff prior to the child starting.
Entry to Reception is phased over a small number of days.
Some children start with an EHCP already in place, others may be some way along the road to this. Other children may not have had outside agency intervention despite having SEND. In all cases attention is paid to the individual’s needs and every effort is made to provide what the child requires to support their learning and inclusion into the school community.
How do Teachers track the progress of children with SEND?
When a child is placed on the SEND register they have an Individual Education Plan, and if the child requires individual targets to monitor progress these will be incorporated into the profile and reviewed at least once per year or more according to need. This will generally be the case for children with an EHCP or who will be applying for an EHCP.
Not all children on the SEND register in Early Years, or in the school, have individual targets set – children with SEND but not having or needing an EHCP are monitored through the same methods as other children and using recommended strategies from West Sussex’s Ordinarily Available Inclusive Practice Guide
Reception Year uses Tapestry, an online learning journal.
From Y1 to Y6, teachers use regular NTS testing in Reading and Maths to track progress. Writing is monitored through the child’s English work using Teacher assessment and ‘no more marking judgements’.
Senior Leadership and Teachers work together to ensure the levels given to the child, reflect the child’s ability and progress.
Depending on the area of support required; the class teacher, SENCo, other school staff and outside agencies could be involved with a child, this could range from working with a child daily, weekly or fortnightly. Some outside agencies spend time with the school advising staff and therefore may visit once a half term or term.
How will the curriculum be matched to my child’s needs?
Teachers across a year group meet every week to plan their lessons. This is an opportunity for them to adapt their teaching to meet the range of needs in every class. The SENCo monitors planning, hosts regular CPD sessions and advises where necessary.
Learners are placed in both ability and mixed-ability groups, to enable learning opportunities for all.
Additional adults may be used to help groups and individuals and Where necessary visual aids and practical equipment is deployed to support learners. Interventions are generally delivered by Support Staff in the afternoons which are regularly monitored by the SLT.
Teachers adaptive teaching aims to include all additional needs and abilities: SEND, English as an Additional Language, high achievers.
The “Teaching Principles” embedded in the Curriculum Principles of The Oaks ensure high quality provision for all children –
Random generation of responses,
Helicopter Approach mixed with individual and group teaching,
The teacher teaches all ability groups, TAs focus on re-teach/pre-teach, or booster groups.
How will I know how my child is doing?
There are opportunities throughout the year to meet the teacher to discuss your child’s progress, at parent consultation evenings. Your child’s progress is tracked against age -expected targets so you can discuss their progress during these meetings
The Oaks uses the app “School Gateway” and Google Classroom which is a direct and easy way for staff to communicate with parents/carers. Make sure you are subscribed to and can access these platforms so you can keep up to date with communications regarding your child and the school. EYFS also uses Tapestry.
If you wish to discuss your child with the SENCO, contact the Office to arrange an appointment or alternatively pop along to one of our inclusion coffee sessions which we aim to host 3 times a year or fill in the contact form linked above.
My child has an Education, Health & Care Plan – how often will they be reviewed?
EHCPs must be reviewed at least once a year. For children under 5 years the EHCP should be reviewed more frequently. This is to ensure it stays up-to-date and continues to provide the support the child or young person needs. A review can also lead to cessation of the Plan if it is no longer required. Annual reviews can take place both virtually and face to face at request.
How will you help me to support my child’s learning?
We encourage parents to come into school in a variety of ways; open evenings, parent evenings, parents in school, reading sessions and coffee mornings. We run specially designed sessions where parents can come to school and hear from the teachers how they can support their child’s learning and key information about the year ahead for their child.
Parents can access information on the school’s website and via Google Classroom about what each year group will be learning which is a great opportunity for some pre teaching to take place to support your child!
Children have internet access to Google Classroom, quizlet, Accelerated Reader, Times Table Rockstars, Read Write Inc lessons and some teacher videos where appropriate.
The school sends books home to read to all children in the school, with a reading journal for KS1 – parents/carers are encouraged to listen to their child read and to sign the journal, as often as possible. This will encourage good reading habits and maximise progress.
Homework should be adapted to allow access to all pupils and if required your child's teacher will be more than happy to speak with you regarding supporting your child’s SEN needs at home. Alternatively, you are able to speak directly to our Designated School team member arranged by the Inclusion Team or make a parent referral to West Sussex Single Point of Access. More information regarding the DST can be found in a leaflet at the bottom of this page.
What support will there be for my child’s overall wellbeing?
We have a whole school Mental Health and Wellbeing Strategy 2021-2024 where a senior member of the team regularly reviews our school offer. Below is a list of the wellbeing offer we currently provide for pupils.
WAVE 1 (Universal) Support
Weekly Circle Time
The Zones of Regulation
Worry bags in all classrooms
Key adult Check ins
Trained Youth Mental Health First Aiders
Emotional Literacy Support resources
Regulation Station in every Classroom
WAVE 2 (group) and 3 (individual) Support including outside agenciesACE Tutor
EP advice line service (parents able to book)
Mental Health Support Team - Thought-full (referral via school)
CMHLO via SPoA (parent, child or professional referral)
CAMHS (GP or school referral)
Your Space Therapies Play Therapist (school referral wave 3)
Speech and language service (GP, parent or school referral)
Child Development Centre (GP or school referral)
Alternative Provision Centre (School referral)
Learning and Behaviour Advisory Team (School referral)
Autism and Social Communication Team (School referral)
Our school curriculum has PSHE woven throughout many subject areas but we run dedicated lessons using Jigsaw. Our PE Curriculum (REAL PE) has specific lesson outcomes to promote well-being including improving self-esteem, courage, healthy living, resilience and much more.
The school has a school council with representatives from each year group – they are able to ensure that the views of children in their class are shared, listened to and ideas taken on board.
All staff are trained to listen to children, and as part of our safeguarding policy staff are required to pass on any concerns regarding a child’s safety and/or wellbeing to a designated safeguarding lead (DSL). These are currently Mrs Tonna (SLT), Mr Mainwaring (SLT), Miss Watkins (SLT), Miss Armand and Mrs Cheal.
Mrs Cheal is our full-time ACE Lead and a number of Support Staff are trained ACE Tutors, who work conjunction with parents/carers, staff and outside agencies, to ensure children’s well-being needs are met and to remove barriers to learning.
Mrs Sadler supports our children with speech and language needs and also runs 'Racing to English' programme to support those children new to the English language.
We regularly contact parents if there are any concerns regarding a child’s well being and we encourage parents/carers to let us know if their child is experiencing a period of time when they may need extra support.
Each class has a ‘worry bag’. Children can post their worries and request a talk session with a member of staff.
What specialist services and expertise are available at, or accessed by, the school?
Depending on the area of support required; the class teacher, SENCo, other school staff and/or outside agencies could be involved with a child. This could range from working with a child daily, weekly or termly. Some outside agencies spend time with the school advising staff and therefore may visit once a half term or term. Some agencies see the child on site once, and pass information to the school via a report.
We currently have access to the following services/expertise:-
Attendance Officer (on site, 1 day pw)
West Sussex Learning and Behaviour Support Service (termly on request)
West Sussex Social Communication Support Service (termly on request)
West Sussex Educational Psychology Service (for EHCP requests for assessment only)
West Sussex Speech and Language Therapy service
Hearing Impairment and Visual Impairment services as needed.
Paediatric services (through referrals)
CAMHS (Child and Adolescent Mental Health service), and CAMHS Liaison Service
Early Help Services (through referral to Social Services)
Virtual school for Looked after Children
Play therapy (funded by school – in school provision)
Mental Health Support Team - Thought-full
What specific training do the staff have access to, with regard to supporting children in the school?
Below is a list of some current training accessed by staff, however this is constantly being added to and not exhaustive. If you wish to find out in more depth what we are able to offer your child and about specific training our staff hold, please contact the school to speak to the SENCo, Mrs Tonna.email@example.com
Supporting EAL in the classroom
Supporting Dyslexia in the classroom
Safeguarding and PREVENT.
The Speech and Language Therapy service trains relevant staff to deliver SALT packages to individual students.The SENDCo oversees 1-1 work with individual children using Precision Teaching, or 1-1 Handwriting support, delivered by the Support Staff.
The SENDCO has attended training in supporting children with emotional needs through outside agencies such as the Virtual School, or Yourspace Therapies.
Outside agencies, such as the Sensory Support Team, visit the school to advise staff/monitor individual children.
How will my child be included in activities outside the classroom including school trips?
All children will be included in School Trips. Individual needs are discussed with parent/carer as appropriate and plans put in place. Children may be allocated extra support for trips if necessary and a risk assessment completed.
How accessible is the school environment?
The building is wheelchair accessible on the ground floor, and we have disabled toilet facilities. We have an allocated Disabled Parking area. If you wish to ensure this is available please call the office.
The Oaks does have 2 floors in the upper key stage part of the school and we do not currently have a lift. Meetings with parents generally take place on the ground floor. All efforts will be made to ensure you are able to see your child’s work, or to meet staff as requested, by arranging a suitable meeting point on the ground floor.
How will the school prepare and support my child to transfer to a new school either during Primary Phase or transitioning to Secondary School?
Transition arrangements are in place for children moving to other schools in year 6, consisting of transition programmes and visits to their new schools, with extra visits for children that require them. All information is shared with their ongoing school as well as meetings taking place between the two schools to share information.
For children that join the school mid-year we have a successful induction process and children are provided with a buddy, for children that speak a different language we are able to offer young interpreters at request to aid the transition into a new school.
We introduce children to their new classroom at the end of each year in the Summer term, so the class has ample opportunity to see where their new class will be, and to spend time with the new Teacher and Teaching Assistant/s.
How is the decision made about what type and how much support my child will receive?
We ensure that the needs of all children who have special educational needs are met to the best of the school’s ability with the funds available. Resources and specific equipment are budgeted for. Children with SEND, whose need for provision is costed below a specific amount (decided by the Local Authority) who are therefore not eligible for an EHCP, will be funded through the schools allocated SEND budget.
Children with an EHCP in place, are provided for according to the needs and provision stated on the EHCP.
We strive at all times to provide the support needed for every child in the school, with or without SEND.
Should you wish to initiate a complaint in relation to SEND and Inclusion, please follow our TKAT Complaints Policy 2023 which can be found here
For more information on provision within West Sussex please visit: westsussex.local-offer.org
Click here to read more about The Oaks SEND Processes.
Click here to read more about The Oaks SEND Referral procedures.
Click here for more information about The Oaks SEND Register Criteria