Name of SENCO: Mrs L Alliband

Contact phone: 01782 235238

Contact Email: office@oakhill.orchardct.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 2025-26

At Oakhill, we aim to provide every child with the support they need to thrive. Some children may need extra help or different support because of special educational needs or disabilities (SEND). This report explains how we identify and support pupils with SEND, and how we work with families to ensure every child can succeed. 
 
Types of Needs We Support 
- Communication and interaction (e.g. speech and language difficulties) 
- Cognition and learning (e.g. dyslexia, dyspraxia) 
- Social, emotional and mental health (e.g. autism, anxiety) 
- Sensory and/or physical needs (e.g. visual or hearing impairments) 

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

We regularly check how pupils are progressing in school. If a child isn’t making expected progress, we carry out additional assessments and provide targeted support. 
If progress is still limited, we will meet with you to talk about placing your child on the SEND Register, where we can monitor and plan support more closely. 
Children can be added to the SEND Register based on professional diagnosis (e.g. autism, ADHD, dyslexia), or if there is enough evidence to suggest significant needs—even before a formal diagnosis. 
In Early Years, we also liaise with nurseries, health visitors and other professionals to spot needs early. 
 
Speech and Language Needs 
Speech and language difficulties can be identified by families, school staff, or health professionals. Our trained staff in Nursery assess children on entry and provide early interventions where needed. Referrals to NHS Speech and Language Therapy are made when appropriate, and any plans are followed up in school. 

Consulting and involving parents / carers

We involve parents/carers from the start. When we think a child might need SEND support, we’ll: 
- Discuss your child’s strengths and areas of difficulty 
- Listen to your concerns 
- Agree on the next steps and desired outcomes 
- Ask you to sign a form confirming placement on the SEND Register 
If you're seeking a formal diagnosis, we’ll help gather and submit school-based information to the appropriate services. 

Pupil Voice

Children’s views are really important to us. We: 
- Ask children about their support and goals 
- Create a "Pupil Profile" for those with an EHC Plan, reviewed yearly 
- Include pupils with SEND in whole-school surveys 

Assessing and reviewing pupils' progress towards outcomes

We follow a cycle of: Assess → Plan → Do → Review 
This helps us adapt teaching and support to meet each child’s changing needs. Class teachers, support staff and the SENCo all work together to review progress and adjust provision. 

Supporting pupils moving between phases and preparing for adulthood

We help pupils move smoothly from one year group to the next or from/to another school by: 
- Sharing key information between staff 
- Liaising with nurseries, primary and secondary schools 
- Holding transition meetings (e.g. in Year 5 for EHCP pupils) 
- Providing extra support where needed 

Our approach to teaching pupils with SEND

Teachers are responsible for all children in their class, including those with SEND 
- Quality First Teaching is the foundation of all support 
- Interventions may include: speech and language work, social/emotional support, phonics/reading catch-up 
- Some children may need a highly personalised curriculum or learning environment 
We aim to include children with SEND in every aspect of school life. 

Adaptations

We tailor support to meet individual needs. Examples include: 
- Adapted resources and equipment 
- Visual aids and memory prompts 
- Supportive seating arrangements 
- Access to quieter environments 
- Modified or personalised curriculum 
Classroom and school environments are adjusted based on need. For example: 
- Pupils with ASD may have access to a quiet space 
- Pupils with dyslexia may have extra time or coloured overlays 
- Equipment is provided as recommended by professionals 
All pupils are included in school trips, with risk assessments and adjustments where neede

Additional support for learning

Some children may need additional adult support in areas such as: 
- Reading, writing and phonics 
- Social skills or friendship groups 
- Forest School activities 
- Emotional well-being and self-regulation 
We work closely with external agencies when necessary (e.g. CAMHS, Occupational Health). Interventions are reviewed regularly to ensure they’re helping. 
Pupils with an EHC Plan have a personalised provision plan overseen by the SENCo. We aim to build independence and prepare them for the future. 
 

Expertise and training of staff

Our staff receive regular training on SEND. The SENCo and Senior SEND Practitioner help teachers plan and deliver the right support. Staff also have access to online training and can consult outside professionals like the Educational Psychologist. 

Securing equipment and facilities

We regularly check that classes have the right resources to meet pupils’ needs. Pupils with EHCPs or specialist needs are provided with personalised equipment or materials as recommended. 
Our Family and Pupil Support Team helps children and families with well-being and emotional needs. We also have access to a Mental Health Practitioner one day a week. 

Evaluating the effectiveness of SEND provision

We review every child’s progress regularly through the Assess–Plan–Do–Review cycle 
- The SENCo and leadership team check data three times a year 
- Annual Reviews are held for all pupils with an EHC Plan 
- Subject leaders and senior staff monitor interventions and wider learning opportunities 

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

Children with SEND are included in: 
- Clubs and extracurricular activities 
- School trips and residentials 
- Sports Day, plays, special workshops 
If needed, we provide additional adult support or make reasonable adjustments to ensure every child can take part. On a small number of occasions, when an activity or trip is not accessible then an appropriate alternate will be offered.  

Support for improving emotional and social development

Children with SEND are included in: 
- Clubs and extracurricular activities 
- School trips and residentials 
- Sports Day, plays, special workshops 
If needed, we provide additional adult support or make reasonable adjustments to ensure every child can take part. In a small number of occasions, when an activity or trip is not accessible then an appropriate alternate will be offered.  
 

Access to an NHS Education Mental Health Practitioner for one day a week enables pupils to received support for emerging mental health issues to prevent escalation. This can be one to one or in a group.

Working with other agencies

Children with SEND are included in: 
- Clubs and extracurricular activities 
- School trips and residentials 
- Sports Day, plays, special workshops 
If needed, we provide additional adult support or make reasonable adjustments to ensure every child can take part. In a small number of occasions, when an activity or trip is not accessible then an appropriate alternate will be offered.  

Complaints about SEN provision

Children with SEND are included in: 
- Clubs and extracurricular activities 
- School trips and residentials 
- Sports Day, plays, special workshops 
If needed, we provide additional adult support or make reasonable adjustments to ensure every child can take part. In a small number of occasions, when an activity or trip is not accessible then an appropriate alternate will be offered.  

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

 

Contact details in school for raising concerns

Mrs. L. Alliband SENCo      office@oakhill.orchardct.org.uk

Mr S.Smith Head teacher   office@oakhill.orchardct.org.uk

Mr. J Toft Chair of Governors office@oakhill.orchardct.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