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Special Needs Information Report

The name of the Special Educational Needs Coordinator is Mrs L. Alliband. Mrs Alliband can be contacted via email on or alternatively by telephone via the school office on 01782 235238..

Oakhill Primary School is an inclusive school which ensures that all pupils achieve their potential, regardless of educational need.

What kinds of special need does Oakhill cater for?
We cater for pupils who have :
  • General Learning disabilities
  • General learning delay
  • Speech and language difficulties
  • Autism and autistic spectrum disorder
  • Emotional and mental health difficulties
  • Physical impairment
  • Dyslexia, dyspraxia and dyscalculia

How do we identify children who may have a special needs?

Special needs are identified through the gathering of evidence relating to progress, attainment, learning behaviours and ability to access the curriculum.

The progress of all pupils is tracked and those 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 . Parents will be informed if your child is in this target group.

If the target work does not have the desired outcome, the teacher, SENCo and parents may agree that the pupil is placed on the Special Needs Register. The provision for the pupil is adjusted in light of evidence gathered. Most pupils have general learning difficulties or learning delay.

An identification of some special needs has to be made by other professionals, with school and parents providing the data and information. This includes pupils on the autistic spectrum, dyslexia, dyspraxia and ADHD.

In Foundation Stage, unless there is an immediately recognisable physical, cognitive or speech and language need, pupils are not considered for the Special Needs Register until Easter of Foundation Stage 2. This is in recognition of the speed of development possible in a young child when they have access to good quality early years provision. Until this identification point, staff in Foundation Stage work with target pupils to accelerate progress. The staff gather evidence to show if a child has not had the desired outcomes and may therefore have a special need.

Speech and language difficulties are often identified by parents, teachers or other adults working with a pupil. A school based speech and language specialist will assess a pupil and implement programmes to support the pupil. In some cases, a referral to speech therapy will be made. The speech and language specialist will accompany parents to appointments and then deliver the recommended actions at school and support parents in delivering recommdations at home.

How is the curriculum adapted to enable pupils with sen to be fully included?

Teaching and learning activities are planned by teachers to meet the learning needs of all pupils, including those with special needs.

Teachers plan and deliver lessons to ensure that any difficulties or barriers to learning of any pupils are addressed. In addition to receiving high quality first teaching, pupils may have additional interventions to address gaps in learning. These are delivered by experienced support staff under the direction of the teacher. 

All pupils, regardless of ability, are encouraged to become independent learners. A pupil with a statement or an EHC, has very specific needs and will often need support from an adult. Any pupil with a statement or an EHC will receive support from a range of adults and the aim will always be to foster independence in order to prepare the pupil for their future life. Teachers work closely with the Senco to ensure tasks are accessible and relevant to the pupil's area of need.

Planning and delivery of all teaching and learning is monitored by Senior Leaders to ensure the curriculum is fully inclusive.

Interventions for pupils at SEN Support

Each pupil at SEN support has a provision chart for reading, writing and speech and language which tracks their provision across a key stage.

Interventions are learning activities which the child undertakes, usually with an adult, to address additional learning needs . Wherever possible, these take place outside of the main literacy and numeracy lessons.

Each term, teachers and support staff evaluate the progress pupils are making with each intervention and decide whether the intervention should continue, be adapted, or ceased.

The SENCo monitors provision charts each term and gives feedback and recommendations to teachers.

In numeracy, classes from year 2 to year to year 6 are set according to attainment.

Year 2- classes are set between the year group
Year 3 - 5 classes are set across all classes
Year 6 - classes are set between the year group. Any pupils in year 6 at a very low level of attainment in numeracy, will be taught in a fully differentiatied small group, planned by the teacher.

Below is an example of a provision chart for a pupil in KS1 and a pupil in KS2.

For pupils who have emotional or mental health disturbance, small targets are set for all areas of school life via the 'Helping Hands' tool via the Family Support Team.

Planning and Tracking Provision for a pupil with a statement or an EHC

Each pupil with a statement or an EHC has Individual Education Plans for each area of need of the statement.

The IEPs are written in partnership between the SENCo and the teacher and are reviewed each term.
Parents take part in setting targets for each area of need for pupils at Annual Reviews. Parents receive copies of updated IEPs each term.

Teachers and parents focus on what the pupil is able to do and has achieved as well as identifying next steps.

Pupils with a special need are given opportunities to discuss their short and long term goals and aspirations. When a pupil has a statement or EHC, their annual review agenda includes an item to share the pupil's aspirations for future life, including employment.

Staff Training and Expertise

Training for all staff is provided according to the needs of the school population.

Training has included :

  • whole staff training on the New Code of Practice
  • whole staff training on Emotion coaching to support the needs of children with attachment difficulties
  • whole staff training on understanding the needs of pupils with ASD
  • staff with pupils with ASD in their classes recevie specialist training in supporting children with ASD
  • all practioners trained in delivering phonics, with particular reference to the needs of each cohort and age group
  • Foundation Stage staff trained in using Makaton
  • training for individual practioners in delivering reading interventions in KS2
  • Foundation Stage staff trained in delivering various language programmes including Time to Talk
  • teachers in KS1 and Foundation Stage have received ttaining via Stoke Spoeaks Out

All Support Staff have annual performance management with development objectives relating to their work with all pupils.

A Family Support Team consisting of a Lead Learning Mentor, a Learning Mentor and a Home School Link Worker is available to all pupils and their families. This team works with families to address a range of needs which could impact negatively on a pupil's ability to thrive at school. 
A dedicated, well qualified specialist speech and language practitioner coordinates all language programmes delivered within school. Staff delivering programmes work closely with parents or carers. This inlcudes accomnpanying parents to appointments with the speech therapist and providing updates on progress. 

All staff have access to relevant training offered by the Local Authority and other providers when appropriate.

A SENDS advisory teacher for Oakhill provides direction for providing for pupils with special needs. We also access expertise from other outside agencies where appropriate. The educational pyschologist provides advice and recommendations for chidlren with complex needs.


The environment of each classroom is adapted to meet the needs of the cohort. Some examples include: Pupils with ASD may have access to a 'work station'; pupils with indicators of dyslexia may have an electronic spell checker; pencil grips or other adapted equipment available to pupils with dyspraxia; 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.

The accessibility of the school for those with a disability and/or additional need is reviewed each year with senior leaders and governors.. The three accessibility plans cover : Sharing of Information, Access to Teaching and Learning and Physical Environment . These are available to view on the school website at the following link:

The school has wheelchair access and a lift to the second floor of the rear end of the school.  If wheelchair access were required for the upper floor of the front of the school, location of year groups would be adjusted to ensure a pupil or member of staff had full access to their classroom.

There are two toilets for the disabled located at the front and the centre of the school. 


Transition within school to the next year group is managed by senior leaders to ensure pupils' provision is continuous. The Senco meets with each teacher in Summer Term to discuss the needs of pupils in their new class and give support and advice where needed. The whole school takes part in transition time in their new classes before the end of the summer term to enable pupils to get to know their new teacher and support staff.

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 a statement or EHC have a transition meeting to plan for secondary school in year 5.

The Family Support Team offer transition to high school activities to year 6 pupils. They may also deliver enhanced transition programmes, including additional visits to the high school for those pupils who need extra support to transition successfully to high school. If a child transfers to special school, staff are involved in supporting the pupil through an individually designed transition programme. 

The Family Support Team offer transition to high school activities and also work with children who are feeling anxious about this important move.