Special Education Needs Information Report 2018-2019
This report is designed to inform you of the different types of support available for your child at The Oaks CP School.
How does The Oaks CP School approach the teaching of children with Special Educational Needs and/or a Disability (SEND)?
All pupils in school receive quality first teaching, this means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs. Some children require specific interventions in small groups or on a one to one basis.
What support will there be for my child’s overall well-being?
Your child’s overall well-being is paramount and at the centre of all we do at The Oaks. Please refer to our Waves of Intervention Map (attached to this document) for our staged approach to supporting social, mental and emotional health.
How will I know how my child is doing in school?
The progress that your child is making and their attainments in comparison with National Age Related Expectations will be discussed with you at parents evenings in Autumn and Spring Terms. You will be able to discuss how well your child is doing in school at these meetings. There is also an informal parents drop in every week where classteachers are available and parents are welcome to look at pupil’s learning on the walls and in books. School operates an ‘open door’ policy where parents are always welcome. Mrs Grundy, the SENCO, is also available to meet with parents, please make an appointment.
Teachers use ongoing assessments to inform their planning. These assessments allow staff to monitor if children are making the desired amount of progress. Children’s progress is monitored through teacher’s formative assessments, Y1 Phonics Assessment, Termly tests, end of Key Stage SATs and Suffolk Reading Tests. Assessment data is analysed by teachers, the SENCO and the Assessment Co-ordinator and any issues that arise are addressed. If staff have any concerns, they will contact parents.
What should I do if I think my child has a Special Educational Need or disability?
If you think that your child has a Special Educational Needs and/or a Disability (SEND), please make your concern known to the school by speaking initially to your child’s class teacher, who will raise this concern with the SENCO in school. The concern will be discussed with you and following this discussion, school will carry out the necessary checks to ensure your child’s needs are met. We will share our findings with you and agree the next steps for your child.
How does The Oaks CP school involve children in their education and the decision making process?
At The Oaks we ‘Bring Learning to Life’ for all our children. One of the main principles is that all children are involved in planning their learning. All project learning follows the children’s interests so children are always kept involved with the path their project will take. Children are aware of their targets or next steps in their learning (age appropriate). English and Maths targets are an integral part of daily teaching and learning. Any specific social, emotional or behavioural targets are set with the individual children and referred to appropriately. In addition to this, children get feedback from teaching staff regarding immediate next steps in their learning, this may be verbal feeback or written comments in their books.
Who outside of school, can I turn to for advice and support?
If you want advice from professionals outside school, your local GP is a good first point of contact. There are many agencies that can provide you with support, some of which are listed below:
Type of support offered
|Information, Advice and Support Services Network
|Information, Advice and Support Services offer advice and support to parents and carers of children and young people with special educational needs.||
|Pupil and Student Services||Offer support and advice on school admissions.||
School Nurse Service
|Offer in school support and advice for a child’s health and well-being.||
|SEND Assessment Service
SEN Officer – Alison Holden
|Advice on Education, Health and Care Plans||01204 338653|
For further information about the wide range of support agencies available to you, please refer to the Bolton Local Authority offer.
How should complaints concerning SEN provision be made and how will they be dealt with?
If a parent/carer wishes to make a complaint about SEN provision they should first contact the class teacher who will voice the concerns to the SENCO. If the problem is still unresolved the parent may wish to speak directly to the SENCO who may approach the head for advice or support. If the concern continues, the parent/carer may wish to speak directly to the head who may in turn need to address the issue with governors to discuss the situation and possible solutions explored.
Where can I get a copy of the SEN policy?
A copy of the policy is posted below or alternatively a copy can be requested from the school office.
Contact details for Special Educational Needs Co-ordinator:
Waves Intervention ~ Whole School Provision Map
|Area of Need||
Cognition and Learning
|Differentiated curriculum planning, activities, delivery and outcome
In-class TA support
In-class targeted teacher support
Increased visual aids/ modelling
Use of writing frames
Access to Laptops, iPads, cameras
Team Teach trained staff
Cooperative learning strategies
|Catch up programmes and booster group interventions
In class support from TAs
Guided Reading sessions
Additional phonics groups
Language for Thinking
|Toe By Toe
Individual Guided Reading sessions
1:1 support for phonics and spelling
1:1 support for specific needs
Advice from Ladywood Outreach
Advice from Educational Psychologist
Speech and Language Therapy Support
Communication and Interaction
|Structured school and classroom routines
Co-operative Learning Strategies
Increased visual aids
Use of symbols
Now and next
Use of clicker symbols
|Speech and Language support
Advice from Ladywood Outreach Service
Educational Psychologist advice
Elklan trained staff
Additional Life Skills Trips within the local community
Social, Mental and Emotional Health
|Whole school learning and behaviour policy
Whole school reward and sanctions system
PSHE curriculum and circle time
Playleaders to support Rec and KS1 at lunchtime
After School Clubs
Whole School Golden Assembly
|Circle of Friends
Play leaders at lunchtime
In class support for Behaviour
Small group circle time
Language for thinking
|Small group and 1:1 support for social skills
Advice and interventions from Behaviour Support
Individual reward and sanctions systems
Mentoring of vulnerable children
Sensory and Physical
|Flexible teaching arrangements
Reception Outdoor Provision Area
Team Teach Training (Moving and Handling)
|Additional keyboard skills training
Additional fine motor skills practice
Writing/reading coloured overlays
|Individual support in class during appropriate subjects.
Trained TAs on duty at playtime and lunchtime
Use of appropriate resources including radio aids
Acorn room – quiet area away from open plan classes.
Advice from Occupational Therapy
Advice from sensory support
Sign along trained staff
Additional Physical Activities