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 2026-27

 

This report explains how we support children with special educational needs and disabilities (SEND), and how we work with families to ensure every child can thrive.

A pupil has SEND if they have a learning difficulty or disability that requires special educational provision to be made for them that is additional to or different from that normally available to pupils of the same age.

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.

Being on the SEND Register helps us monitor progress closely, plan support effectively and review outcomes regularly. It does not mean a child will automatically require an Education, Health and Care Plan.

 

Oakhill Primary Academy's Accessibility Plan sets out how we improve access to the curriculum, physical environment and information for pupils with disabilities. Copies are available on the school website.

Types of Needs We Support
- Communication and interaction (e.g. autism, speech and language difficulties)
- Cognition and learning (e.g. dyslexia, dyspraxia)
- Social, emotional and mental health (e.g. anxiety, attachment difficulties)
- Sensory and/or physical needs (e.g. visual or hearing impairments)

How We Identify SEND
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 identify needs early.

Speech and Language Needs
Speech, language and communication needs may be identified by families, school staff, health professionals, or through ongoing assessment. We provide targeted support and interventions where appropriate and work closely with Speech and Language Therapy services to implement recommendations and support progress across school.

Working in Partnership with Families
We involve parents/carers from the start. When we think a child might need SEND support, we will:
- 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 are seeking a formal diagnosis, we can support the process by providing relevant information about your child’s strengths, needs, and presentation in school to the appropriate services.
 

Listening to Pupils (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

Monitoring Progress: The Graduated Response
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 Team all work together to review progress and adjust provision.  Parents and, where appropriate, pupils are involved throughout the Assess-Plan-Do-Review process and contribute to setting and reviewing desired outcomes.

Support During Transitions
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

-Examples of ordinarily available provision at Oakhill include visual timetables, adapted resources, scaffolding, pre-teaching of vocabulary, structured routines, sensory adaptations and targeted intervention programmes.
- 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.

How We Adapt Learning
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 needed.

Extra Help 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 Therapy). Interventions are reviewed regularly to ensure they’re helping.
Pupils with an EHC Plan have a personalised provision plan overseen by the SENCo Team.  We promote independence, communication, self-advocacy, resilience, and problem-solving skills to prepare pupils for future education and adulthood.

Staff Training and Expertise
Our staff receive regular training on SEND. The SEND Team helps teachers plan and deliver the right support. Staff also have access to online training and can consult outside professionals like the Educational Psychologist.

Resources and Equipment
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.
 

Attendance and Wellbeing Support

Our Family and Pupil Support Team helps children and families with well-being and emotional needs..  We work with a School Education Mental Health Practitioner who supports children and families with mild to moderate emotional wellbeing needs, including anxiety and low mood.

Where attendance is affected by SEND or emotional wellbeing needs, we work with families and external agencies to identify barriers and provide support.

Monitoring How Well SEND Support is Working
- We review every child’s progress regularly through the Assess–Plan–Do–Review cycle
- The SENCo Team 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

 

The Governing Body has a statutory duty to ensure that arrangements are in place to support pupils with SEND and to monitor the effectiveness of provision across the school.

Inclusion in School Life
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.

Emotional and Social Development

We are committed to promoting positive emotional wellbeing for all pupils. Through our curriculum, assemblies, and daily interactions, children are supported to develop confidence, resilience, emotional literacy, and positive relationships.

Children with additional needs may also:

-Have an Inclusion Plan.

-Receive support from our Pupil Support Team.

-Receive support from the School Education Mental Health Practitioner to develop strategies for managing anxiety, emotional wellbeing and other mild to moderate mental health difficulties.

-Take part in small groups or individual interventions focused on emotional regulation, self-esteem, friendships, and resilience.

We may use assessment tools such as the Boxall Profile to help identify needs and monitor progress over time.

Working with Other Agencies
We work closely with health professionals, social care, and support services where appropriate. This might include sharing information or holding meetings together with families.
We will support applications for Education, Health and Care Plans (EHCPs) by collecting the required evidence and working with the Local Authority.

Complaints About SEND Support
We aim to resolve any concerns quickly and positively.
- Speak to the SENCo Team (Mrs Alliband/Mrs Hancock) or the Head Teacher (Mr Smith) in the first instance.
- If you still have concerns, contact the Chair of Governors (Mr Toft) at: office@oakhillprimaryschool.org.uk
- You can also contact the SEND Tribunal if you believe there has been disability discrimination.

Support Services for Parents
SENDIASS Stoke-on-Trent
Provides free, impartial advice and support for families.
☎ 01782 234701 or 01782 234847
Stoke Local Offer website: http://localoffer.stoke.gov.uk/kb5/stoke/directory/home.page

PEGIS (Parent Engagement Group)
Monthly meetings for parents/carers to talk about SEND issues and share experiences.
☎ Michelle Craggs: 07935 557380

Key Contacts in School
- SENCo Team: Mrs L. Alliband / Mrs S.Hancock – office@oakhill.orchardct.org.uk
- Head Teacher: Mr S.Smith  – office@oakhill.orchardct.org.uk
- Chair of Governors: Mr. Toft – office@oakhill.orchardct.org.uk

Let us know if you'd like this in a different format, or translated—we’re here to support you and your child every step of the way.

 

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