SEN(d) and Inclusion


Our inclusion leader at The Oaks Primary School is Mrs Tonna, who can be contacted via the school office:


Some pupils require additional or different support in order to meet their particular needs.  This number is continually monitored and updated throughout the year in conjunction with the class teacher’s progress meetings.  Parents are also an essential part of this process.  Those that are tracking below can be placed on the Special Educational Needs (SEND) register.  They include pupils with one or more of the following areas of need:

  • Communication and Interaction, eg. pupils with speech and language difficulties;
  • Cognition and learning, e.g. children with moderate learning difficulties or a specific learning difficulty such as dyslexia;
  • Social, emotional and mental health e.g. pupils on the autistic spectrum or those who need support with managing their feelings and relationships with others;
  • Sensory and/or physical disabilities
  • In addition, some children may have medical needs



At The Oaks, there are dedicated Teaching Assistants who deliver support and interventions.  We also have three full time Learning Mentors and a part time speech Therapist.  Support is provided by working in a variety of ways, including English as an additional language (EAL), one to one support, small group teaching and support within the classroom.  Specific teaching programmes help children who have difficulties with particular skills or subjects.  The aim of intervention  is to support pupils in moving forward with their learning, narrowing the gap and to enable them to access the curriculum whatever their attainment.  There are two levels of support:

  1. School support: Support in small groups occasionally 1:1 plus support from outside agencies e.g. the Learning and Behaviour team
  2. A Education Health and Care Plan (EHCP): A very small proportion of pupils with more complex specific needs will require more specialist support.

Children that are on the SEN register usually have an IEP (Individual Education Plan).  This identifies their particular strengths, areas for development and strategies to support pupils.  Progress is discussed at the Autumn and Spring parent meetings and in the end of year report.  In addition, pupils with EHCPs have an Annual review Meeting when parents, teachers and other professionals meet to review the pupils’ progress and to plan the support the pupil needs to meet the requirements for the plan for the following year.



At The Oaks we support those children who have EAL (English as an Additional Language) through classroom differentiation and specialist interventions outside of the classroom. Our Speech and Language Therapist can assess children and make recommendations on their learning.



Quality First Teaching is used to target children’s specific needs which include using lesson plans with clear differentiation and the identification of any children with additional needs highlighted.  Class provision maps outline additional provisions for individual children or groups.  In most instances, interventions are carried out by the teaching assistants who have received specific training in order to carry out the provision.  If external agencies are involved then the class teacher and teaching assistant will discuss the child’s progress and review the child’s targets appropriately.