Name of SENCO: Mrs L Alliband

Contact phone: 01782 235238

Contact Email: office@oakhillprimaryschool.org.uk

Our vision and values are at the core of everything we do. They underpin our teaching and learning, and provide an environment which prepares our pupils as confident, happy citizens.

Pupils with special educational needs and/or a disability are encompassed within this vision.

Our vision is: We develop the whole child, so they leave Oakhill Primary School with the skills to continue to thrive and achieve academically and personally and make a positive contribution to the community…whatever their starting points. We recognise that some pupils have barriers to accessing teaching and learning and the whole school experience to its fullest extent. Therefore, we strive to develop the environment, accessibility and expertise of all staff so that each pupil who had special educational needs and/or a disability is embraced within the school vision.

We address special educational needs and disability holistically and proactively by considering learning behaviours, well-being, self-esteem and preparation for adulthood, through the curriculum and additional support. This is in recognition of the impact additional needs can have on the whole child’s personal development.

Ofsted recognised this during their inspection in October 2023 where they reported, "The school’s accurate identification of pupils with special educational needs and/or disabilities (SEND) means that staff are able to provide the right support for pupils with SEND. The school works closely with external agencies to provide specialist support for pupils. The curriculum is ambitious for pupils with SEND, which supports them to do their very best."

Oakhill SEND School Information Report 2023-24

Contents:

The kinds of SEND that Oakhill provides for………………………………………………………………………………..1

Identifying pupils with Special Educational Needs (SEN) and/or a disability (D) and assessing their needs……………………………………………………………………………….......……………………………………….…2

Consulting and involving parents carers………………………………… ……………………………………………..…2

Assessing and reviewing pupils' progress towards outcomes…………................................................................2

Supporting pupils moving between phases and preparing for adulthood…………………………   ………………3

Our approach to teaching pupils with SEND……………………………………………………………………………….3

Adaptations to the curriculum and learning environment……………………………………………………………….3

Additional support for learning……………………………………………………………………………………………….3

Expertise and training of staff…………………………………………………………………………………………………4

Securing equipment and facilities……………………………………………………………………………………………4

Evaluating the effectiveness of SEND provision………………………………………………………………………….4

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND…5

Support for improving emotional and social development……………………………………………………………..,5

Working with other agencies………………………………………………………………………………………………….5

Complaints about SEN provision……………………………………………………...……………………………………..6

Contact details of support services for parents of pupils with SEND………………………………...………………6

Who to contact in school about concerns………………………………………………………………………………….7

The Local Authority Offer……………………………………………………………...………………………………………7

The kinds of SEN that Oakhill provides for

Our school currently provides additional and/or different provision for a range of needs, including:

Communication and interaction, for example, speech and language difficulties

Cognition and learning, for example, dyslexia, dyspraxia

Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD) autism, anxiety or emotional distress

Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties

Page 2

Identifying pupils with Special Educational Needs (SEN) and/or a disability and assessing their needs

SEN are identified through the gathering of evidence relating to progress, attainment, learning behaviours, social interaction and ability to access the curriculum and school life in general. This is done by discussion between teachers, other staff, the SENCo and parents.

Pupils not making expected progress are quickly identified by teachers and Senior Leaders. Initially pupils in this category receive additional target work to see if they are able to make accelerated progress.

If the target work does not have the desired outcome, following consultation between the teacher, SENCo and parents, it may be agreed that the pupil is placed on the SEND Register.

An identification of disability has to be made by other professionals, with school and parents providing information. This includes autism, dyslexia, dyspraxia and ADHD. If the diagnosed disability impacts significantly on the pupil’s ability to access teaching and learning, then the pupil will be placed on the SEND register. 

In Foundation Stage, where appropriate, there will be liaison with agencies involved with the pupil and previous settings before starting either in Nursery or Reception to support early identification of special educational needs/disability or to maintain an existing identification.

Speech and language difficulties are often identified by parents, teachers or other adults working with a pupil. They may be identified pre-school admission via the Health Visitor or private nursery. A school based speech and language specialist will assess the pupil and implement programmes to support the pupil. In some cases, a referral to speech therapy will be made. A member of staff may accompany parents to appointments and then deliver the recommended actions at school and support parents in delivering recommendations at home. If the pupil's needs have been identified pre-admission, their programme will be continued within school and liaison with the speech therapist established.
 

Consulting and involving parents / carers

We have an early discussion with parents /carers when identifying whether their child needs SEND provision. These conversations will make sure that everyone develops a good understanding of the pupil’s areas of strength and difficulty and that parents’ / carers’ concerns are taken into account. It will be clear what outcomes are being sought for the pupil and what steps will be taken to achieve the outcomes. Parents/carers will be asked to sign an Initial Identification Form which is confirms that the pupil is being placed onto the SEN Register. Where a parent/carer is seeking a diagnosis of a disability, school will support by offering school information to the relevant professionals.

Assessing and reviewing pupils' progress towards outcomes

We follow the graduated approach and the four-part cycle of Assess, Plan, Do, Review as laid out in the SEN Code of Practice. 

The classteacher works with the SENCo to carry out a clear analysis of the pupil’s needs. This is based on teacher’s experience of the pupil, historic information, and assessments of all areas of identified needs including those covering social emotional and mental health. All staff involved with the pupil contribute to this.

All staff who work with the pupil will be made aware of the pupil’s needs, the outcomes sought, the support to be provided, and any teaching strategies or approaches that are required. Impact of support is evaluated regularly through Assess Plan Do Review and monitoring of outcomes.

      Page 3

Supporting pupils moving between phases and preparing for adulthood

Transition within school to the next year group is managed by senior leaders to ensure pupils' provision is continuous. Teachers pass on information informally to the new teacher and information and SEND history is available to the new teacher via the school’s record keeping system and transition Assess Plan Do Review.

The school liaises with early years’ settings, other primary schools and the pupil's future secondary school whenever a pupil is transferring schools, ensuring all relevant information is either obtained or passed on. Pupils with an EHCP have a transition meeting to plan for secondary school in year 5.

School liaises with high schools to provide all SEND information and to facilitate enhanced transition. All school SEND records are sent to the high school and a copy archived at school.

When a pupil with special educational needs is admitted transferring from another primary school, the special education needs information received will be reviewed by the SENCo and information uploaded to the record keeping system and the new staff alerted. It may be appropriate for some assessment to take place at the discretion of the teacher and the SENCo.

Pupils are included in all aspects of preparation for adulthood through the teaching of self-regulation, resilience, a positive work ethic through the school values of Respect Confidence Resilience Ambition Empathy and Independence under the school motto of “Working together for a brighter future”. Pupils are also prepared for adulthood through teaching to manage their own well-being and mental health. Life skill such as managing money are also taught.

Our approach to teaching pupils with SEND

Teachers are responsible and accountable for the progress and development of all the pupils in their class. High-quality teaching is our first step in responding to pupils who have SEND. This includes access to the wider curriculum and whole school experience.

Interventions for pupils with SEND focus on Speech and Language/Social emotional and mental health/additional reading and phonics support. Pupils with SEND also have access to all additional interventions, such as on the day review and practice, alongside all pupils. Pupils may have access to a specific intervention as recommended by an outside agency.

Some pupils have a coordinated plan of provision which involves a number of other staff.

Adaptations

Access to the curriculum and the learning environment is led by the needs of the pupil. Examples include: support materials in class; scaffolding of learning and tasks; increased opportunities to practice and embed skills; access to a distraction reduced or free quiet environment; a short term or long term fully differentiated curriculum when working below the National Curriculum in KS1 or KS2; strategies to support full engagement and access to whole class teaching and learning; optimum seating arrangements. These may vary from class to class according to needs.

Pupils with SEND are included in all school trips. A risk assessment may be made and necessary adjustments put in place.

The environment of each classroom is adapted to meet the needs of the cohort. Some examples include: Pupils with ASD may have access to an individual area; pupils with indicators of dyslexia may have additional time for tasks; adapted equipment is available to pupils with dyspraxia as recommended; memory aids may be available to pupils with poor working memory; teachers and/or learning support staff trained in particular areas of need may be deployed to a particular cohort.
 

Additional support for learning

All pupils are encouraged to become independent learners displaying positive learning behaviours. Pupils with SEND may need more support to achieve this but the long term aim is to prepare the pupil for future learning and employment through independence and resilience.

Pupils may have additional adult support through planned and structured activities in reading, phonics and spelling; speech therapy and speech and language development; as well as same day support for learning alongside all pupils. Pupils with social, emotional and mental health needs may receive interventions to develop self-esteem; reduce anxiety and emotional distress; or to develop friendship skills.

When recommended by outside agencies, specific interventions will be delivered wherever possible.

Provision for pupils at School Support is planned through regular Assess Plan Do Review in line with the principles of the Graduated Response. Support will predominantly be through Quality First Teaching. Some additional interventions may take place if appropriate. However, the aim is for pupils to be present in class so that they can access the wider curriculum alongside their peers. Pupils at School Support access the wider curriculum and this is monitored and developed by subject leaders and the SENCo. Essential interventions take place at times which minimise impact on access to the wider curriculum.

The SENCo monitors the progress of pupils at School Support and works in partnership with teachers and any other staff involved to develop provision according to needs. All staff involved with a pupil work closely together to ensure provision is consistent both in and out of the classroom.

In a small number of cases, an outside referral to CAMHS, paediatrician, Occupational Health or other support agency may be made with consent of parents/carers.

Where a pupil has an identified disability which does not impact on their learning, they may require an Accommodations Plan which supports access to school life. This is reviewed regularly or as needed and held on the school record system. (Where a pupil’s disability impacts on their learning or access to school life, they will be placed on the SEND register and be included in all aspects of SEND provision. Whether a pupil with a disability meets the threshold for the SEND register is decided on a case by case basis.)

A pupil with an Education Health Care (EHC) Plan, has very specific needs which will be addressed through appropriate provision. Any pupil an EHC Plan usually receives some support from a range of adults but the aim will always be to foster independence in order to prepare the pupil for their future life. Support is planned through an EHC Plan Personalised Provision Chart identifying the Graduated Response throughout an academic year for each area of need, closely overseen by the SENCo.

School will make their ‘best endeavour’ to fulfil the provision set out in the EHC Plan in liaison with the Local Authority where appropriate.

  Page 4

Expertise and training of staff

The SENCo works with all teachers and teaching assistants to develop skills for supporting the pupils with SEND in their cohort. Specific SEND Training for the whole school is provided according to the needs of the school population.

All support staff have annual performance management with development objectives relating to their work with all pupils including those with SEND.

A SENDS advisory teacher, the Educational Psychologist or representative of another outside agency may provide recommendations for provision for pupils with SEND if the school request their input. 

Whole school training to improve teaching and learning overall includes improving access for all pupils which impacts positively on pupils with SEND.

Staff have access to a wide of training via the National College.

Securing equipment and facilities

The SEND profile of each cohort is monitored to ensure that appropriate resources are allocated to each class. If a pupil has an EHC Plan, identified resources are allocated to that pupil. If a pupil requires specialist resources as identified by school or outside agencies, these are purchased for the pupil’s use.

The school has a Family and Pupil Support Team which works to enhance pupils’ wellbeing and support families in times of challenge. There is equal access to this team for pupils with SEND.

A Forest School is resourced through two members of staff. Pupils access Forest School on a rota basis or according to special educational need/disability.

Evaluating the effectiveness of SEND provision

The progress of individual pupils is evaluated through regular Assess Plan Do Review.

The SENCo and deputy Head review the assessment data three times a year at a school, cohort and individual pupil level to identify effective provision and areas for development.

The impact of interventions such as additional one to one reading and speech therapy are reviewed regularly by outcomes by subject leaders.

Senior leaders and subject leaders evaluate effectiveness of provision across the wider curriculum through Peer Reviews and Development Drop Ins.

Annual Reviews evaluate the effectiveness of provision for individual pupils with EHC Plans. Outcomes are submitted to the Local Authority.

The SENCo and Head teacher meet regularly to evaluate effectiveness of provision.

  Page 5

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs. All pupils are encouraged to go on our year 6 residential trip to Stanley Head. If required, additional support is deployed or reasonable adjustments made.

All pupils take part in sports day/school plays/special workshops. No pupil is ever excluded from taking part in these activities because of their SEN or disability. If required, additional support is deployed or accommodations made.

When a pupil with a disability is admitted to Oakhill, a Risk Assessment may be put in place via the School Business Manager to support access.

In some cases, pupils with SEND may have priority for access to wider activities.

Support for improving emotional and social development

All pupils with SEND have access to whole class teaching and learning on personal development and supporting well-being through a whole school scheme and approach. 

For pupils who have social, emotional or mental health difficulties, an Inclusion Plan may be co designed by the Family Support Team, SENCo, class based staff and parents. The assessment tool ‘The Boxall Profile’ is also used to provide information about areas of need and track progress or escalation of need.   

The Family Support Team works extensively to support the well-being of pupils so that they are ready to learn, both at point of need and though planned provision. This can be through pastoral support; specific interventions which are planned or support at point of need. Support will be one to one or small group and may take place across playtime and lunchtime to support friendships and social skills.

Account is made of other SEND needs which may be impact and interact with social, emotional and mental health needs and pastoral support  and teaching planned accordingly.

Pupils with SEND are included in all well-being related questionnaires.

Working with other agencies

Support and involvement with other agencies is welcomed when it is appropriate to the pupil. Liaison with appropriate staff in school is facilitated.

The SENCo will facilitate the provision of all requested information from outside agencies. School work with health professionals to create a holistic profile of a pupil’s needs where appropriate and adapt provision accordingly.

The Family Support Team and the SENCo work with Social Care to support pupils with SEN needs in the home and school where appropriate.

All information from outside agencies is collated into the secure school record keeping system to ensure that information remains available.

School request assessments for an EHC Plan with the Local Authority through adhering to their guidelines and requirements.

  Page 6

Complaints about SEN provision

In the first instance, complaints about matters relating to special educational needs should be made either to the SENCo or to the Head Teacher, in person or in writing. Every effort will be made to resolve any issues at this point.

If you wish to pursue a complaint further, you should contact the Chair of Governors, Mr. Toft, via the school email jtoft@oakhillprimaryschool.org.uk.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

Suspensions

Provision of education and associated services

Making reasonable adjustments, including the provision of auxiliary aids and services

Contact details of support services for parents of pupils with SEND

SENDIASS Stoke on Trent:

“The service provides information, advice and support to children with Special Educational Needs and/or Disabilities (SEND), their parents, and young people with SEND. We provide free, accurate, impartial information, advice and support on the special educational needs to enable children, their parents, and young people to play an active and informed role in their education and care. We help to promote independence and self-advocacy.”

We can support by:

• Listening to parents/carers/young people’s views and concerns about their child/young person’s special educational needs and disabilities;
• Offering accurate and unbiased and confidential information by independently trained staff;
• Offering support for those who need it, in attending meetings, writing letters/reports and filling in forms;

Signposting to Parent/Carer Forums and other relevant organisations.” (extract from website) SENDIASS Local Offer

Telephone: 01782 234701 or 01782 234847

PEGIS (Parent Engagement Group) Stoke on Trent:

“A forum/support group for:

• parents/carers of children and young people with Special Educational Needs and/or Disability (SEND)
• young people (up to the age of 25) with SEND to engage in informal discussion around educational issues and concerns.

How often do you meet?

We have informal meetings on the first Wednesday of every month at Westfield Children’s Centre, Buccleuch Road, Longton, SoT, ST3 4RF.  Meetings will last for 1-2 hours.

Who can attend?

Any parent or carer of a child/young person with special educational needs, or young person with SEN and/or Disability.

What sort of things will be on the agenda?

• Welcome and introductions, tea and coffee.
• Update on SEN issues - local and national.
• Discussion of concerns and share experiences.
• Ideas for future meetings - a chance to tell us what YOU want out of the group.
• Visiting speakers from the Local Authority or organisations.” (Extract from website PEGIS Parental Engagement Group +

Telephone: Michelle Craggs 07935 557380

  Page 7

o

Contact details in school for raising concerns

Mrs. L. Alliband SENCo      office@oakhillprimaryschool.org,uk

Mrs. Leach Head teacher   office@oakhillprimaryschool.org,uk

Mr. J Toft Chair of Governors office@oakhillprimaryschool.org.uk

The local authority local offer

Our local authority’s local offer is published here: http://localoffer.stoke.gov.uk/kb5/stoke/directory/home.page

Oakhill Primary School

SEND Policy 2023-24

At Oakhill, we develop the whole child, so they leave Oakhill Primary School with the skills to continue to thrive and achieve academically and personally and make a positive contribution to the community…whatever their starting points. We recognise that some pupils have barriers to accessing teaching and learning and the whole school experience to its fullest extent. We recognise that some pupils have barriers to accessing teaching and learning and the wider school life. Therefore, we strive to develop the environment, accessibility and expertise of all staff so that each pupil who had special educational needs and/or a disability is embraced.

Special educational needs and disability are addressed holistically and proactively by considering learning behaviours, well-being, self-esteem and preparation for adulthood, through the curriculum and additional support. This is in recognition of the impact additional needs can have on the whole child’s personal development. Account is also taken of other disadvantage experienced by the child.

Legislation and guidance

This policy complies with our funding agreement and articles of association. This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice  and the following legislation, which we follow:

• Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
• The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN coordinators (SENCOs) and the SEN information report

Definitions

A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. They have a learning difficulty or disability if they have:

• A significantly greater difficulty in learning than the majority of the others of the same age, or
• 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

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

Roles and responsibilities

The SENCO is Mrs L Alliband

The SENCO will:

• Work with the head teacher and SEN governor to determine the strategic development of the SEND policy and provision in the school
• Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual pupils with SEND including those who have EHC plans
• Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high-quality teaching
• Advise on the graduated approach to providing SEND support
• Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
• Be the point of contact for external agencies, especially the local authority and its support services
• Liaise with potential next providers of education to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
• Ensure the school keeps the records of all pupils with SEND up to date
• Ensure that those pupils with a disability which does not impact on academic attainment, have due consideration to appropriate accommodations to enhance access to school life overall.

The SEND governor will:

• Help to raise awareness of SEN and disability issues at governing board meetings
• Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
• Work with the head teacher and SENCO to determine the strategic development of the SEND policy and provision in the school  

The head teacher will:

• Work with the SENCO and SEND governor to determine the strategic development of the SEND policy and provision within the school
• Have overall responsibility for the provision and progress of learners with SEN and/or a disability 

Each class teacher is responsible for:

• The progress and development of every pupil in their class
• Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
• Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision
• Ensuring they follow this SEND policy

Expertise and training of staff

The SENCo works with all teachers and teaching assistants to develop skills for supporting the pupils with SEND in their cohort. Specific SEND training for the whole school and/or individual members of staff, is provided according to the needs of the class/cohort/school school population. Whole school training to improve teaching and learning overall includes improving access for all pupils which impacts positively on pupils with SEND. Staff have access to a wide variety of training via the National College.

A SENDS advisory teacher, the Educational Psychologist or representative of another outside agency may provide recommendations for provision for pupils with SEND if the school request their input. 

Identifying pupils with Special Educational Needs (SEN) and/or a disability and assessing their needs

SEN are identified through the gathering of evidence relating to progress, attainment, learning behaviours, social interaction and a child’s ability to access the curriculum and school life. This is completed by discussion between relevant staff, the SENCo and parents.

Pupils not making expected progress are quickly identified. Initially pupils in this category receive additional targeted work to see if they are able to make accelerated progress.

If the targeted work does not have the desired outcome it may be agreed, through consultation with the teacher, SENCo and parents, that the pupil is placed on the SEND Register.

An identification of disability is made by other professionals, with school and parents providing information. This includes autism, dyslexia, dyspraxia and ADHD. If the diagnosed disability impacts significantly on the pupil’s ability to access teaching and learning, then the pupil will be placed on the SEND register and their needs provided for. This includes without and pre-diagnosis if there is evidence of additional need.

In Foundation Stage, early identification of special educational needs/disability will be through liaison with previous settings and with agencies involved.

Speech and language difficulties are often identified by parents, teachers or other adults working with a pupil. They may be identified pre-school admission via the Health Visitor or private nursery. A school based speech and language specialist will assess the pupil and implement programmes to support the pupil. In some cases, a referral to speech therapy will be made. A member of staff may accompany parents to appointments and then deliver the recommended actions at school and support parents in delivering recommendations at home. If the pupil's needs have been identified pre-admission, their programme will be continued within school and liaison with the speech therapist established.

Our approach to teaching pupils with SEND

Teachers are responsible for the progress and development of all pupils in their class. Quality first teaching is our first step in responding to pupils who have SEND. This includes access to the wider school life.

Interventions for pupils with SEND focus on Speech and Language; social emotional and mental health; additional reading and phonics support. Pupils with SEND also have access to all additional interventions, such as on the day review and practice, alongside all pupils. Pupils may have access to a specific intervention as recommended by an outside agency.

Some pupils have a coordinated plan of provision which involves a number of other staff.

Adaptations

Access to the curriculum and the learning environment is led by the needs of the pupil. Examples include: adapted equipment/workspace; memory aids; support materials; scaffolding of learning and tasks; increased opportunities to practice and embed skills; access to a distraction reduced, or free quiet environment; a short term or long term fully differentiated curriculum when working below the National Curriculum in KS1 or KS2; strategies to support full engagement and access to whole class teaching and learning; optimum seating arrangements. These will vary according to needs.

Where needed the classroom is adapted to meet the needs of the cohort. Some examples include: Pupils with ASD may have access to an individual area; pupils with indicators of dyslexia may have additional time for tasks;  adapted equipment is available to pupils with dyspraxia as recommended; memory aids may be available to pupils with poor working memory; teachers and/or learning support staff trained in particular areas of need may be deployed to a particular cohort.

Pupils with SEND are included in all school trips. A risk assessment may be made and necessary adjustments put in place.

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

Extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs. All pupils are encouraged to go on our year 6 residential trip to Stanley Head. If required, additional support is deployed or reasonable adjustments made. All pupils take part in sports day/school plays/special workshops. No pupil is ever excluded from taking part in these activities because of their SEN or disability. If required, additional support is deployed or accommodations made. When a pupil with a disability is admitted to Oakhill, a Risk Assessment may be put in place via the School Business Manager to support access.

In some cases, pupils with SEND may have priority for access to wider activities.

Assessing and reviewing pupils' progress towards outcomes

We follow the graduated approach and the four-part cycle of Assess, Plan, Do, Review as laid out in the SEN Code of Practice. 

The classteacher works with the SENCo to carry out a clear analysis of the pupil’s needs. This is based on teacher’s experience of the pupil, historic information, and assessments of all areas of identified needs including those covering social emotional and mental health. All staff involved with the pupil contribute to this.

All staff who work with the pupil will be made aware of the pupil’s needs, the outcomes sought, the support to be provided, and any teaching strategies or approaches that are required. Impact of support is evaluated regularly through Assess Plan Do Review and monitoring of outcomes.

Evaluating the effectiveness of SEND provision

The progress of individual pupils is evaluated through regular Assess Plan Do Review. The SENCo and deputy Head review the assessment data three times a year at a school, cohort and individual pupil level to identify effective provision and areas for development. The impact of interventions such as additional one to one reading and speech therapy are reviewed regularly by outcomes by subject leaders. Senior leaders and subject leaders evaluate effectiveness of provision across the wider curriculum through Peer Reviews and Development Drop Ins. Annual Reviews evaluate the effectiveness of provision for individual pupils with EHC Plans. Outcomes are submitted to the Local Authority. The SENCo and Head teacher meet regularly to evaluate effectiveness of provision.

Behaviour

Children who have an additional need or Educational Health Care Plan are expected to follow the behaviour policy. However, in line with the equality act, reasonable adjustments will be made for some individuals. Advice from the school SENCo and external agencies will be taken, shared and implemented when appropriate to support individuals. Alternative strategies will also be employed as appropriate following SEND review meetings. Children demonstrating a high need of behaviour support will have a bespoke behaviour plan written by the SENCo.

Transition

Transition for SEND pupils is carefully managed by the SENDCo, with individual transition plans developed where necessary.

Pupils with additional needs N-Y5

For pupils with additional needs, enhanced transition will be planned in consultation with key staff at Oakhill. This may include:

• Additional transition visits
• Work with PST team on enhanced transition
• ‘Check-in’ in September
• Teachers given draft APDR’s in July
• SENCo to meet with class teacher’s early in Autumn 1

Transition from Y6 to Y7

• Y6 teachers share relevant information with secondary school staff, completing paperwork where necessary
• SENDCo to SENDCo contact made early
• Classroom high school preparation
• 2x transition days
• Transfer of records to high school

Pupils with additional needs Y6

For pupils with additional needs, enhanced transition will be planned in consultation with key staff at Oakhill and the receiving secondary school. This may include:

• Extra visits to the secondary school, both in and out of the school day
• Meetings with key secondary school staff
• A secondary school ‘buddy’
• Map of the secondary school
• ‘What to expect’ leaflet, or information sharing session
• Individualised parents’ meetings

Pupils with Medical Conditions

Please see the Medical Policy

Complaints about SEN provision

In the first instance, complaints about matters relating to special educational needs should be made either to the SENCo or to the Head Teacher, in person or in writing. Every effort will be made to resolve any issues at this point.

If you wish to pursue a complaint further, you should contact the Chair of Governors, Mr. Toft, via the school email jtoft@oakhillprimaryschool.org.uk.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

Suspensions

Provision of education and associated services

Making reasonable adjustments, including the provision of auxiliary aids and services

Contact details of support services for parents of pupils with SEND

SENDIASS Stoke on Trent:

“The service provides information, advice and support to children with Special Educational Needs and/or Disabilities (SEND), their parents, and young people with SEND. We provide free, accurate, impartial information, advice and support on the special educational needs to enable children, their parents, and young people to play an active and informed role in their education and care. We help to promote independence and self-advocacy.”

We can support by:

• Listening to parents/carers/young people’s views and concerns about their child/young person’s special educational needs and disabilities;
• Offering accurate and unbiased and confidential information by independently trained staff;
• Offering support for those who need it, in attending meetings, writing letters/reports and filling in forms;

Signposting to Parent/Carer Forums and other relevant organisations.” (extract from website) SENDIASS Local Offer

Telephone: 01782 234701 or 01782 234847

PEGIS (Parent Engagement Group) Stoke on Trent:

“A forum/support group for:

• parents/carers of children and young people with Special Educational Needs and/or Disability (SEND)
• young people (up to the age of 25) with SEND to engage in informal discussion around educational issues and concerns.

How often do you meet?

We have informal meetings on the first Wednesday of every month at Westfield Children’s Centre, Buccleuch Road, Longton, SoT, ST3 4RF.  Meetings will last for 1-2 hours.

Who can attend?

Any parent or carer of a child/young person with special educational needs, or young person with SEN and/or Disability.

What sort of things will be on the agenda?

• Welcome and introductions, tea and coffee.
• Update on SEN issues - local and national.
• Discussion of concerns and share experiences.
• Ideas for future meetings - a chance to tell us what YOU want out of the group.
• Visiting speakers from the Local Authority or organisations.” (Extract from website PEGIS Parental Engagement Group +

Telephone: Michelle Craggs 07935 557380

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Contact details in school for raising concerns

Mrs. L. Alliband SENCo      office@oakhillprimaryschool.org,uk

Mrs. Leach Head teacher   office@oakhillprimaryschool.org,uk

Mr. J Toft Chair of Governors office@oakhillprimaryschool.org.uk

The local authority local offer

Our local authority’s local offer is published here: http://localoffer.stoke.gov.uk/kb5/stoke/directory/home.page

Links with other policies and documents

This policy links to our policies on:

• Accessibility Plans
• Behaviour
• Equality information and objectives
• Supporting pupils with medical conditions
• School SEND Information Report

Next Review Date: Sept 2024