SEN Information Report
The information below relates to the points outlined in Chapter 6.79 of the Special Educational Needs Code of Practice (2014), this document forms the school's SEN Information Report which will be updated and published on an annual basis;
The kinds of special educational needs for which provision is made at Oakwood School
Oakwood is a busy mainstream environment that complies with the requirements outlined in the Special Educational Needs Code of Practice (2014). Staff undertake ongoing training to support practices within the classroom, this helps them make reasonable adjustments to their practices and in doing so comply with The Equality Act (2010).
We work with and support learners who may have difficulties in the following areas:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Sensory and/or Physical Needs
At Oakwood there is a specialist centre for students with Communication and Interaction difficulties. These are akin to students with Autism/Asperger’s Condition and Speech, Language and Communication difficulties (SLCN). Within the mainstream setting students with Dyslexia, Dyspraxia, ADHD, MLD, VI/ HI, Mental Health and Medical difficulties are supported by a range of well trained staff and external agencies.
We make reasonable adjustments to our practices so as to comply with the Equality Act (2010)
What policies are in place for identifying learners with SEN and assessing their needs?
As part of the schools admission policy, all students are assessed in English and Maths on entry to provide Standardised Scores, Reading and Spelling ages, Maths Ages. Additionally in Year 7 all students will be assessed using CAT4 to determine their academic potential.
For students moving into Key Stage 4 assessment of need is undertaken in Year 9 to identify those students requiring Access Arrangements for Controlled Assessments and Examinations.
Students with SEN will be part of the Assess, Plan, Do, Review cycle, providing a graduated response in ensuring that their needs are met or that further external assessment is required in providing evidence for Education, Health and Care Plans (EHCPs).
The progress of all learners is monitored regularly by subject teachers, Year Group Leader, Heads of Faculty , Head of ALF and the Senior Leadership Team so that when a pupil is not making expected progress in a particular area of learning the school can identify the need for additional support through Wave 2 and 3 of Pathway Process.
What is the school's approach to teaching students with special educational needs?
The SENCo supports teachers to adopt a multi-sensory approach to learning and teaching. Teacher Toolkits are provided by Access to Learning Faculty (ALF) for teachers and regular strategies are provided. Guidance and support is provided by the SENCo and the ALF team to teachers as ‘best endeavours’ to ensure an inclusive approach is maintained within the classroom. At times students with SEN will receive small group work (Wave 2 provision) or individual support/intervention (Wave 3). As part of the process these students will be supported back in the classroom so that impact of the intervention may be measured against student outcome and progress.
How does the school adapt the curriculum and learning environment for students with special educational needs?
- Oakwood makes “reasonable adjustments” in their teaching styles in order to include and support learners
- Discussion with parents/cares along with the student
- Students will have their timetables personalised as required when accessing the mainstream class becomes too challenging. During this time interventions take place and a plan to include the student back into the classroom is drawn up in collaboration with student and parents.
- Student Profile Plans are drawn up with the student and distributed to parents and all teachers with strategies to be implemented in the classroom.
- Student briefings are also carried out for teachers. This will also include any information and recommendations for ensuring the learning environment is appropriate for students with SEN.
What additional support for learning is available to students with special educational needs?
There are extensive Wave 1, 2 and 3 programmes for students within English, Maths, Science, Mental Health & Well Being including Behaviour and the COINs Centre. These programmes are delivered by staff that have been trained in a range of areas such as Dyslexia, Elklan, Emotional Literacy (ELSA) and Social, Emotional and Life Skills, (SEALS), Literacy and Mathematics.
How does the school enable students with special educational needs to engage in the activities of the school (including physical education) together with children who do not have special educational needs?
We have a whole school approach to inclusion which supports all students in engaging in activities together. Any barriers to learning or engagement that are identified are discussed with plans put in place to help overcome these issues. We make reasonable adjustments so that learners can join in with activities regardless of need. Steps are taken to make sure that we comply with the Equality Act (2010).
Students with SEN are supported in all areas of the curriculum. Differentiation is embedded into teacher planning and implementation of programmes and learning both academically and physically. Modifications have been made to the buildings were necessary and a route for wheelchairs has been identified. There is the use of a lift in the Science Block as required. At all times students are encouraged to participate in the curriculum despite their SEN and strategies are put in place to overcome any barriers to achievement. Parents are involved in the planning discussions where appropriate.
Information will be gathered from a range of sources to ensure that appropriate equipment is being used by students with SEN so that it improves their outcomes. i.e. Physical and Sensory Support, websites, local authority and external agencies such as ‘I Can’
What support is there for improving emotional and social development?
At Oakwood Student Services plays an important role in supporting students with emotional, mental and social development difficulties. There is close collaboration between the SENCo and Access to Learning Faculty (ALF) and the Student Welfare Manager to ensure that ‘best endeavours’ are made to support students experiencing emotional and mental health difficulties.
What experience and training do staff have in order to support learners with SEN? How does the school involve specialists in staff training with student suppport?
- The SENCO has additional SEN qualifications and 20 years’ experience of working within the field of SEN and attends regular meetings and training including conferences to keep abreast of the latest thinking and legislation in relation to SEN.
- The Deputy Head of the Access to Learning Faculty is a trained Specialist Assessor for educational and psychometric testing.
- There are a number of TAs with HLTA and ALTA status.
- It is important that within the ALF team staff are trained in ELKLAN, ELSA and SEALs. Through workshops these skills are disseminated throughout the team at regular meetings.
- The school also has adopted a Restorative Approach system and a Solution focussed approach, whereby ALF staff have been trained by external agencies. i.e. Behaviour Support and Educational Psychologist. There is an induction programme for NQTs/ITTs on a variety of SEN issues.
- Meetings with Heads of Faculties are undertaken to share best practice on a range of SEN including SEND14.
- Drop-in sessions are available weekly from the SENCo, Behaviour support and COIN Centre Manager for staff. A Teacher Toolkit is also available for teachers.
- A training programme, to improve teacher knowledge of students with SLCN, Autism, Dyslexia and Behaviour, has been identified and is now part of their Performance Management. It is the responsibility of the SENCo to ensure that up-to-date training is undertaken as new programmes are recommended by a range of agencies including the local authority.
What are the arrangements for assessing and reviewing children and young people's progress towards outcomes, including the opportunities available to work with parents and young people as part of this assessment and review?
Through the Assess, Plan, Do, Review cycle
Assess: Data on the student held by the school will be collated by the class/subject teacher in order to make an accurate assessment of the student’s needs. Parents will always be invited to this early discussion to support the identification of action to improve outcomes.
Plan: If review of the action taken indicates that “additional to and different from” support will be required, then the views of all involved including the parents and the student will be obtained and appropriate evidence-based interventions identified, recorded and implemented by the class/subject teacher with advice from the SENCo.
Do: SEN support will be recorded on a plan that will identify a clear set of expected outcomes, which will include stretching and relevant academic and developmental targets (this may including for young people, targets around preparing for adulthood) that take into account parents’ aspirations for their child. Parents and the student will also be consulted on the action they can take to support attainment of the desired outcomes. This will be recorded and a date made for reviewing attainment.
Review: Progress towards these outcomes will be tracked and reviewed termly with the parents and the student
- EHCP annual review
- Parents evenings
- Regular reports
- Parents/carers are encouraged to engage in dialogue through email, telephone or face to face with staff who work with their children
- Parents/carers are involved in all decisions made regarding their child in choosing options for key stage 4, post 16 choices and support throughout their school career.
The arrangements for consulting young people with special educational needs and involving them in, their education.
At Oakwood, students are at the heart of their education. We adopt a student centred approach to all aspects of their learning journey. This is evident in the initial meeting to set up individual programmes including:
- Changes to timetables
- EHCP Annual Reviews where students present their work and provide their opinions
- Student Profile Plans where they identify their strengths and difficulties and strategies to support them within school
- Evaluation of interventions as part of their reflection
- Student Voice, Peer Mediators and Peer mentor schemes
Who is the SENCO and how do I cantact them?
How does the school involve other bodies, such as health and social care
Where it is clear that students need support over and above that which the school is able to offer, then external agencies are invited in to support and share expertise. Parents and students are consulted before these agencies come in and are also included during meetings so that their views and wishes are shared and taken into account.
- A school nurse visits weekly
- There is a school based counsellor available to learners should a need arise
- The Pupil Services Department works closely with the Speech and Language Services, using it for staff training and assessing the needs of targeted learners
- The county ASC (Autistic Spectrum Condition) Outreach Service works closely with the
- Other outside agencies working with the school include: The school has regular visits Specialist Teachers for Inclusive Practice (STIP) who provide advice to the ALF Team in supporting the success and progress of individual students. Occupational Therapists; Educational Psychologist; Learning and Language Support; CAMHS, Physical and Sensory support service; REMA.
- We have a designated teacher whose responsibility is to work with Looked After Children and make sure that any barriers to learning are removed in order to support their access to the curriculum.
- The Governor with specific responsibility for SEN should complete the SEN Governor training
- The contact details of support services for the parents of students with special educational needs, including those for arrangements made in accordance with Section 32. (Section 32 refers to the LAs duty to provide information on mediation) is www.surreyparentpartnership.org.uk/
What are the arrangements for supporting learners in moving between phases of education and in preparing for adulthood?
Oakwood has a variety of arrangements for supporting students with special educational needs in a transfer between phases of education or in preparation for adulthood and independent living. During the summer term at Key Stage 2-3 there is a clear embedded Transition Programme between Primary Feeder Schools and Oakwood. This ensures a smooth transition from Key Stage 2 to Key Stage 3. Strategies such as School visits, Taster Days, exchange of Code of Practice information, Parent tours and Taster sessions including Open Evening in September of each academic year are embedded practice.
What are the arrangements for handling complaints from parents of schildren with SEN about provision made at the school?
Should you wish to discuss issues concerning your child, your first point of contact should be your child’s tutor or Head of Year.
Other key people who have a role in your child’s education include the Year Group Leader, SENCo, Deputy Head.
In the event of your concern not being fully addressed and you wish to make a complaint then the school's complaints procedure can be found on the school website