SEN(d) and Inclusion
SEN(D) Information Report – The Oaks Primary Academy and Nursery.
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Reviewed on: |
4th July 2024 |
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Next Review Due: |
July 2025 |
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Reviewed by: |
Aimee Tonna |
This report has been written in line with the requirements of
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Children and Families Act DfE, 2014
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SEND Code of Practice 2014
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Special Educational needs and Disability Regulations 2014
Definition of SEND (SEND Code of Practice 2014)
A child or young person has a special educational need if they have a difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age, or a young person, has a learning difficulty if he or she:
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has a significantly greater difficulty in learning than the majority of others of the same age: or
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has a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Definition of disability
Many children and young people who have SEN may also have a disability under the Equality Act 2010 - that is…’a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’.
Key StaffThe name of our SENDCo is: Aimee Tonna She can be contacted by: email senco@oaks-tkat.org, 01293 527473, Specialist support staff: Teresa Cheal (Well-being and ACE Lead) Sally Sadler (Speech and Language and English as an Additional Language) |
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At The Oaks Primary school we aim to make the classroom environment accessible for all of our children through the provision of whole school strategies to meet the needs of all our vulnerable learners including those with Special Educational Needs and/or disabilities, medical or health needs, those children who speak English as an additional language, are pupil premium or have outside agency support which require reasonable adjustments to be made. We are able to provide a variety of support ranging from whole class to small groups or individuals. Through a consultation process with the Local Authority, the school is able to meet the needs of some pupils with an Education, Health and Care plan with the following special educational needs; Communication and Interaction differences which includes Autism, developmental delay and any speech and language related needs Social, Emotional and Mental Health challenges including ADHD, anxiety and emotional based school avoidance. Physical and Sensory needs such as hearing and visual impairments. Decisions on the admission of pupils with an Education, Health and Care plan are made by the Local Authority. The admission arrangements for pupils without an Education, Health and Care plan do not discriminate against or disadvantage disabled children or those with special educational needs. |
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At The Oaks Primary School we monitor the progress of all pupils three times a year to review their academic progress. We also use a range of assessments at various points: phonics screening, multiplication tables screening, Accelerated Reader reading assessments. Where progress is a concern, even if a special educational need has not been identified, we may use further assessments such as Literacy Gold reading age, spelling age and reading speed or a Sandwell Numeracy Test to more accurately identify and support areas for development. We may provide small group or individual support to enable the pupil to close learning gaps and accelerate their progress. Some examples of provision we are able to offer are: speech and language support programme e.g narrative therapy, Language Gold reading and spelling programmes and ‘Jump Ahead’ a motor control programme. A child’s needs are identified, planned for and monitored using a cycle of ‘Assess, Plan, Do, Review.’ This is known as the ‘Graduated Approach’. It ensures that a child’s support is planned in response to careful assessment and can be adjusted to reflect a change in need or to promote further progress. It will also ‘flag’ if, despite everyone’s best efforts, a child is not making sufficient progress and may need additional, more specialised support and/or a referral.
Class teachers, in discussion with the SENCO, may monitor a child for a short period of time as ‘Monitoring’. This does not always mean that they will require additional support over a longer period of time or that they will be placed on the SEND register. Some pupils may continue to make less progress than expected, despite high-quality teaching and extra support. For these pupils, and in consultation with parents, we may use a range of assessment tools to determine the cause of the difficulty and make an appropriate referral. At The Oaks Primary we are experienced in using the following assessment tools: Literacy Gold Dyslexia Screener, Sandwell Numeracy Test, Language Progression Tools. We have access to external advisors such as the Speech and language therapy Service, Learning and Behaviour Advisory Team, Autism and Social Communication Team advisors, Community Mental Health Team, the Thought-Full Mental Health Support team, Sensory Support Team and Educational Psychologists who are able to use assessment tools and/or give advice on how to support the pupil’s needs. Consent will always be discussed and parents and the pupil will be involved in the process. An Individual Pupil Plan may be put in place which will be reviewed and refined / revised as appropriate. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional to and different from what is normally available. If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources they will not be identified with special educational needs. When any change in identification of SEN is changed parents will be notified via the Class Teacher in collaboration with the SENCo. Education, Health and Care Plan (EHCP): Most children and young people with special educational needs or disabilities will have needs that can be met by effective use of the resources that are already available in their mainstream school setting. An education, health and care plan (EHCP) is a legal document which describes a child or young person’s special educational needs, the support they need, and the Key Stage outcomes they would like to achieve. It is for children and young people aged up to 25 who need more support than is available through special educational needs support. Parents can request an EHC needs assessment (EHCA) from the local authority and young people aged between 16 and 25 can apply themselves. A request can also be made by anyone else who thinks an assessment may be necessary, including doctors, health visitors, teachers and family friends. More information on making a needs assessment request can be found here. It is important to recognise that the process of gathering evidence for an EHCP is long. This is due to the fact that the assessment team from the local authority requires detailed evidence that the graduated approach (assess, plan, do, review) has been consistently in place for a period of time. Additionally, referrals to multiple external agencies need to be made and the agency professionals, after supporting the child for a period of time, report on the effectiveness or impact of this support. As a school we would welcome a joint approach to making a request where we work together to ensure that we achieve the best outcomes for the child. Once an application has been submitted, the EHCNA process should take up to 20 weeks however currently it is taking significantly longer than this. Parents should be notified by week 16 as to whether a child’s needs will be assessed. The statutory timescales are explained below:
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Pupils with SEND will have their support plan reviewed 3 times per year, which will be informed by the views of the pupil, parents and class/subject teachers. Assessment information from teachers and other feedback will be considered which will evidence pupil progress and wider attainment. This may include formal assessments using SAT-style tests taken across the school 3x per year, or specific assessments such as Literacy Gold spelling age, reading speed or Sandwell Numeracy assessment. All parents of pupils are invited to discuss the progress of their children on 3 occasions a year and receive a written report once per year. In addition we are happy to arrange meetings outside these times. Please speak to the class teacher to arrange this or book an appointment to speak to the SENCo via the school office. Additionally, each child identified as having SEND will have either an individual Pupil Plan describing strategies to support their learning including provision in place and targets which will be reviewed termly or alternatively if a child has some individual provision in the classroom this will be identified by a ‘What's in place’ document. Individual Pupil plans and ‘What's in place’ documents will be shared with parents/carers during parents’ evenings and other scheduled meetings as appropriate and overall provision will be discussed and reviewed. The SEN Code of Practice (2015, 6.17) describes inadequate progress thus: · Is significantly slower than that of their peers starting from the same baseline · Fails to match or better the child’s previous rate of progress · Fails to close the attainment gap between rate of progress · Widens the attainment gap For pupils with an Education, Health and Care Plan there will also be an annual review of their progress and an evaluation of the effectiveness of their provision. Parents and pupils are able to give their views and attend these meetings. A report is completed with recommendations which is sent to the Local Authority for them to agree. More information on this process can be found here. If parents have any concerns or wish to discuss anything relating to their child, we encourage them to speak to the class teacher directly or alternatively request a meeting via the school office with the SENCo. |
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We believe that high quality teaching, adapted for individual pupils, is the first step in supporting pupils who have or may have SEND. Additional intervention and support may be provided in the classroom, through group work or individually, depending on needs, but research shows that children learn best in the classroom. The amount of extra support needed for a pupil to make good progress will be different in each case and may vary over time. This will be discussed when the pupil’s plan is reviewed. We also have additional teaching approaches, which may be advised by internal and external assessments e.g. one to one tutoring / precision teaching / mentoring, small group teaching, use of ICT software learning packages. These are delivered by Learning Support Assistants. Teachers receive advice, support and training to improve their understanding of strategies which help pupils with SEND as well as understand the different types of needs. We will also consider adaptations to the curriculum and learning environments, referring to best practice, research and advice from other professionals. |
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We understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching for instance in. PSHE and relationships education, and indirectly with every conversation adults have with pupils throughout the day.
For some pupils with the most need for help in this area we also can provide the following: mentor time with a TKAT ACE mentor, the Emotional Literacy Support Assistant (ELSA) or a Learning Support Assistant; external referral to CAMHs or the Community Mental Health Liaison Team; referral to the Thought-Full Team; time-out space for the pupil to use when upset or agitated. Pupils who are developing their emotional and social development, because of their special educational needs or other factors will be supported to enable them to develop appropriately. This may require additional and different resources, beyond that provided to all pupils through the curriculum. |
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Our staff have a wealth of knowledge and experience when it comes to teaching children with SEND. Many of our approaches to teaching and learning benefit all children, including those with SEND. For example, the ‘Talk for Reading’ and ‘Talk for Writing’ frameworks have been shown to boost progress regardless of need. Some staff members have been trained in specific aspects of SEND and have expertise in delivering a range of linked interventions. The SENDCo holds the The National Award for SEN Coordination (NASENCO) which is a statutory requirement for all SENCOs. The Inclusion Team keep abreast of the latest approaches to SEND teaching and learning and are proactive in completing training which will benefit the children for whom they are responsible. A programme of continuing professional development is planned to develop staff expertise in adaptive teaching and how to support pupils with special educational needs. Where a training need is identified beyond this we will find a provider who is able to deliver it. Training providers we can approach are Shenstone (TKAT special school), Manor Green, Educational Psychologist, Speech and language therapists, occupational therapists, physiotherapist, specialist teachers in LBAT and ASCT. The table below shows some of the key interventions and resources that are used linked to the four areas of need. This is not an exhaustive list and some of the interventions are beneficial for more than one area of need:
Where external advisors recommend the use of specialist equipment or facilities which are additional to those regularly available in a school, this will be obtained through consultation with the advisors of where to purchase it, or by loan. |
We work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer as seamless as possible. Before a child starts in Reception, teachers consult with the child’s pre-school setting for information about the child and may visit the child in the setting or at home and will invite parents and the child to attend the school for a stay and play session. Similarly, when pupils transition to secondary school, the receiving school will meet with The Oaks teachers to gain knowledge and information about the child. The child’s SEN records will be shared with the receiving school giving them access to assessments, professional reports, and Individual Pupil Plans. |
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We adapt the curriculum and the learning environment for pupils with special educational needs in line with our Accessibility Plan which can be found on the school website. We also incorporate the advice provided as a result of assessments, both internal and external and planning and review meetings with the advisory teams, and the strategies described in Education, Health and Care plans. Curriculum adaptations includes use of IT and IT accessibility tools, modified outcomes and any other reasonable adjustments necessary. Environmental adaptations and accessibility features include ramps, disabled toilet, use of wobble cushions, ear defenders, coloured overlays, fidget toys. We endeavour to ensure that all clubs, trips and activities offered to pupils, are available to pupils with special educational needs either with or without an Education, Health and Care Plan. Wherever possible, the school will use its best endeavours to provide additional support to enable the safe participation of all pupils. In some circumstances a risk assessment or plan may need to be completed to ensure the safety and well-being of all involved. |
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We encourage parents to discuss their concerns with the class teacher initially, followed by the Assistant Headteacher (SENCO) or Deputy Head. The Headteacher will be the final point of contact to resolve the issue before making a formal complaint to the Chair of the governing body. Our Complaints Policy can be found here. There are some circumstances, usually for children who have an Education, Health & Care Plan where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school but instead should be taken directly to the Special Educational Needs Assessment Team (SENAT). |
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We work with a number of agencies and organisations to support our pupils and their families. Below is a list detailing some of the agencies we work closely with:
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Our Designated Teacher for Looked After Children is Aimee Tonna, Assistant Head Teacher/SENCo. Email: senco@oaks-tkat.org . Regular liaison takes place between the designated teacher / SENDCo / Class teachers to ensure that looked after children with SEND receive the same level of support as other children with SEND in accordance with the Code of Practice. Staff attend and contribute to CLA reviews, PEP meetings and all other relevant social care meetings in order to provide information regarding the child’s learning, attainment and any concerns raised by the school. Staff liaise with the West Sussex Virtual School that has responsibility for individual pupils, as appropriate. |
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Pupils will be asked for their views when their individual Pupil plans are written and reviewed. If a pupil has an Education, Health and Care Plan their views will be gathered prior to the Annual Review and whenever possible and appropriate, they will also be able to attend the review meeting. We use quizzes and pupil conferencing to capture pupil voice about what they have learnt in curriculum areas and how best they learn. Pupils with SEND are included in pupil leadership committees such as, school council and the Year 6 ambassadors. |
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The Local Authority’s local offer can be found here West Sussex Local Offer Useful links: West Sussex SENDIAS (SEND Information, Advice & Support) West Sussex SENDIAS Service West Sussex SENDIAS, provides impartial information, advice and support to children and young people who have SEND (special educational needs and/ or disabilities) for those aged 0-25 and their parent carers. IPSEA Independent Provider of Special Education Advice. IPSEA offers free and independent legally based information, advice and support to help get the right education for children and young people with all kinds of special educational needs and disabilities (SEND). https://www.ipsea.org.uk/ |