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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 educational need does Oakhill cater for?
We cater for pupils who have the following broad areas of needs :

  • communication and interaction
  • cognition and learning
  • social, emotional and mental health difficulties
  • sensory and/or physical need

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

Special educational needs 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.

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.


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 Special Educational Needs Register.

An identification of some special educational 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. If the identified condition impacts significantly on the pupil’s ability to access teaching and learning, then the pupil will be placed on the Special Educational Needs register. If required, accommodations for pupils with an identified condition but who are fully accessing teaching and learning are put in place, in order for their school experience to be improved.

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.

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 recommendations at home.

How is the curriculum adapted to enable pupils with Special Educational Needs 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 are responsible for the planning and delivery of provision for pupils with special educational needs. Planning and delivery of all teaching and learning is monitored by Senior Leaders to ensure the curriculum is fully inclusive. The teacher may liaise with the SENCo to develop provision or the SENCo may review provision if pupils are not making appropriate progress.

All pupils, regardless of ability, are encouraged to become independent learners. A pupil with a statement or an EHCP, has very specific needs and will often need support from an adult. Any pupil with a statement or an EHCP 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.

Pupils with special educational needs are included in all school trips. A risk assessment is made and necessary adaption put in place. These may include providing additional transport, enhanced preparation for the pupil or deploying an additional adult.

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 TEEACH area; 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.

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. Interventions are marked on the pupil’s individual provision chart so that changes to provision are clear. The provision charts are passed to the next teacher so that appropriate interventions are put in place after transition to a new year group. This is accordance with the Graduated Response set out in the Code of Practice for Special Educational Needs.

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

In numeracy pupils are taught using Maths Mastery which ensures all children have access to a challenging curriculum. All pupils have access to ‘Hot Spot’ sessions to address errors and difficulties made throughout each week.

For pupils who have social, emotional or mental health difficulties, small targets are set for all areas of school life via the Family Support Team, SENCo and class based staff. The assessment tool ‘The Boxall Profile’ is also used to provide information about areas of need. Pupils may then have a daily passport with small steps targets. A Support Plan is written to identify issued and strategies. These are adapted throughout the year. This is reviewed in detail at transition to a new class with the current teacher so that the new teacher has information about needs and effective strategies from the onset of the new school year.

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 proactively. The SENCo and Family Support Team work closely together to combine classroom and Family Support Team provision effectively.

All staff are trained in Emotion Coaching to manage pupils displaying mental or emotional distress or presenting with challenging behaviour.

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

Each pupil with an EHCP has a provision plan for each area of need. These plans are written using the EHCP milestone outcomes in view. Parents take part in setting new milestones for each area of need for pupils at Annual Reviews. Teachers and parents focus on what the pupil is able to do and has achieved as well as identifying new milestones. Consideration is given to a child’s aspirations, both short term and long term including into adulthood.

Staff Training and Expertise

Training for all staff 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.

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

A SENDS advisory teacher for Oakhill may provide direction for provision for pupils with special educational needs if the school request their input. Expertise from other outside agencies may also be accessed. The educational psychologist may provide advice and recommendations for children with complex needs.



The SEND profile of each cohort is monitored to ensure that appropriate resources are allocated to each class. If a pupil has an EHCP, 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 profile of the school's SEND register is monitored regularly to identify where adjustments to resources are needed.

An Inclusion Meeting takes place weekly between senior leaders and the Lead Learning Mentor to monitor and adapt provision for pupils who are experiencing significant difficulties at school.

How will a pupil be involved in their provision?

Pupils with significant needs will complete a one-page Pupil Profile with a member of staff and their parents. This gives the pupil a voice to express their likes and dislikes, worries, aspirations and how they like to be helped at school. In the case where a request for an assessment for an EHCP is undertaken, this one-page profile will form part of communicating the pupil’s views within the request. These views are taken into account when planning provision.

If a child has an EHCP they will be invited to the annual review meeting. The length of time spent at the meeting will vary according to the age and needs of the pupil. The pupils will have the opportunity to share aspirations and take part in discussions about how the pupil's needs can be best met. The pupil will be prepared for the meeting in advance to ensure they are able to give their views fully.

Family Support Team undertake regular ‘Helping Hands’ assessments when the pupil has a discussion with a member of the team around all aspects of school. The pupil and member of staff collaborate to set targets and to plan what support the pupil will have to achieve their targets.


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 electronic record keeping system.

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.

The Family Support Team offer transition to high school activities and also offer enhanced transition programmes for pupils with special educational needs

The SENCo and/or the year 6 teachers meet with staff from the new school to pass information. Primary files are copied and passed on.

If a pupil moves school before year 6, a copy of their special educational needs file if copied and sent to the new school within ten working days.

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 electronic record keeping system and the new staff alerted to provide immediate access. It may be appropriate for some assessment to take place at the discretion of the teacher and the SENCo.


How do I make a complaint?

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 via the school email