Oakhill Primary School
SEND Policy and School Information Report
Our SEND policy and information report aims to:
Set out how our school will support and make provision for pupils with special educational needs (SEN) and disabilities
Explain the roles and responsibilities of everyone involved in providing for pupils with SEN and disabilities.
This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
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 co-ordinators (SENCOs) and the SEN information report
A pupil has SEN 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 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.
The name of the Special Educational Needs and Disability Coordinator is Mrs L. Alliband.
Mrs Alliband can be contacted by current parents by DoJo or otherwise via email firstname.lastname@example.org or a message can be left 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 or disability.
Roles and Responsibilities
The SENCo will:
Work with the head teacher and SEN governor to determine the strategic development of the SEN policy and provision in the school;
Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans;
Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching;
Advise on the graduated approach to providing SEN support;
Advise on the deployment of 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 pupils and their parents are informed about options and a smooth transition is planned;
Work with the head teacher and governing board 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 SEN and disabilities up to date.
The SEN Governor is Ms Rhiannon Buddin
The SEN governor will:
Help to raise awareness of SEN issues at governors’ 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 SEN and disability policy and provision in the school.
The head teacher
The head teacher will:
Work with the SENCo and SEN governor to determine the strategic development of the SEN and disability policy and provision in the school;
Have overall responsibility for the provision and progress of learners with SEN and/or a disability.
Each class teacher is responsible for:
Planning and delivering an inclusive curriculum day to day catering for all pupils in their class whatever their special educational need or disability;
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;
Working with the SENCo to review each pupil’s progress and development and decide on any changes to provision at point of need and through regular Assess Plan Do Review with the SENCo;
Ensuring they follow this SEND policy.
The name of the Special Educational Needs Coordinator is Mrs L. Alliband. Mrs Alliband can be contacted via the school email on email@example.com 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 including self help
How do we identify children who may have a special need?
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 or learning difficulties 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 enhanced.
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. They may be identified pre-school admission via the Health Visitor or private nursery. 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 wherever possible 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.
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 and or a disability .
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 an EHCP, has very specific needs which will be addressed through appropriate provision. Any pupil an EHCP 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.
Pupils with special educational needs and / or disabilities are included in all school trips. A risk assessment is made and necessary adaption 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 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.
Provision for pupils at SEN Support
Provision for pupils at SEN 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. Focus is placed on pupils’ strengths as well as areas for development and regard is paid to each pupil’s aspirations and wishes.
The SENCo monitors the progress of pupils at SEN Support and works in partnership with teachers and any other staff involved to develop provision according to needs.
For pupils who have social, emotional or mental health difficulties, a Behaviour Support Plan may be co designed by the Family Support Team, SENCo, class based staff and parents. Parents/carers and pupils may be asked to adopt a school 'contract' which identifies expectations, consequences and also support offered by school staff. 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 proactively.
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.
Provision for pupils with a disability
Where a pupil’s identified disability 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 electronic record.
Where a pupil’s disability impacts on their learning or access to school life, they will be placed on the special educational needs register and be included in all aspects of special needs provision whilst taking into account and developing support around their disability.
Whether a pupil with a disability meets the threshold for the special educational needs register is decided on a case by case basis.
Planning and Tracking Provision for a pupil with an EHC Plan
Staff pay regard to the content of the EHC plan and adapt and review provision throughout a year. 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.
The SENCo works closely with all staff to ensure school makes their best endeavour to adhere to the recommendations of the EHC Plan.
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 , the Educational Psychologist or representative of another outside agency may provide recommendations for provision for pupils with special educational needs if the school request their input.
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.
How will a pupil be involved in their provision?
Pupils with special educational needs have access to 'Assessment for Learning' which supports them to identify their progress, especially when these steps are small, both in their areas of need and their wider learning. Likewise, staff also support pupils to identify their next steps, regardless the area of need. This is in line with school policy for all pupils.
Pupils who have a school 'contract', are involved in designing and agreeing on the content of the contract.
All pupils on the SEN register have a Learning Profile which follows them through school whilst they are on the register. This records their aspirations and wishes at regular intervals.
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.
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 and individual Learning Profiles.
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 firstname.lastname@example.org.