"The term ‘Special Educational Needs’ is used to describe learning difficulties or disabilities that make it harder for children to learn than most children of the same age. Children with Special Educational Needs (SEN) are likely to need extra or different help from that given to other children their age. This help is known as special educational provision."
Extract from : Family Lives https://www.familylives.org.uk/advice/your-family/special-educational-needs/what-are-special-educational-needs/
The name of the Special Educational Needs Coordinator is Mrs L. Alliband. Mrs Alliband can be contacted via the school email on office @oakhillprimaryschool.org.uk 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 :
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 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 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.
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 and will need support from an adult at a level dependent on type of need. Any pupil an EHCP will receive 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 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 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.
Interventions for pupils at SEN Support
Each pupil's support is recorded half termly and the outcomes from their support tracked to ensure support is effective. Support will evolve and adapt in line with the pupil's development and progress.
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. Interventions are tracked for the duration of a pupil being on the special educational needs register at a single source so that any teacher can access information about previous interventions. The supports transitions between year groups. This is accordance with the Graduated Response set out in the Code of Practice for Special Educational Needs.
The SENCo monitors the progress of interventions regularly and gives feedback and recommendations to teachers.
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. 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.
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.
Planning and Tracking Provision for a pupil with an EHCP
Staff pay regard to the content of the EHCP 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.
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, what ever 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.
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.
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 email@example.com.