We will always contact parents if we have a concern that a child or young person may have a special educational need. We work closely with children and young people with SEN and their parents to agree outcomes and how we will all work towards these, and then to review progress. We do this in a variety of ways and according to the needs of an individual, including termly review meetings (3 across the year), parent consultations in the autumn and spring terms, using home/school communication books, scheduled phone calls.
We offer a broad and balanced curriculum for all children and young people including those with SEN. We plan a creative, values-lead curriculum taking into account the needs of all children in every class. The way we adapt this for children with SEN and disabled children is set out in the School Accessibility Plan.
As part of this accessibility curriculum we also offer:
Lunch time homework club in KS2
Use of Numicon throughout the school to support Maths
A variety of evidence-based intervention programmes to support language, emotional development, social interaction, reading and maths skills
Our SENCo holds the Postgraduate certificate in Literacy Difficulties, and has worked for Oxfordshire’s Dyslexia Advisory Team. All staff have basic awareness level training in autism (AET) and Team Teach techniques. We have staff who have received enhanced training and experience in autism. Teaching assistants are trained to support the particular needs of the children they work with. Between them, our SEN Governors have over 20 years’ experience working with children with SEN, including training in specific intervention programmes and attend training linked to their role. We also have access to a range of specialist support services including:
SENSS, who support children with communication and language, sensory needs and physical needs and oversee the management of the resource base.
Child and Adolescent Mental Health Services (CAMHS)
Oxfordshire School Inclusion Team
Therapy services, including Speech and Language Therapist, Occupational Therapist
Early Intervention Hub
Children’s Social Care
We always discuss the involvement of specialist SEN services with parents first. We also work with other services and organisations that are involved with a family, with the family’s permission.
The progress of all children/young people is tracked throughout the school through our own cohort tracking system which includes information on Integris. In addition for children/young people with SEN we regularly review progress towards agreed outcomes, assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age related expectations.
When we run special intervention programmes for groups of children we assess how successful they have been and use that information to decide on how best to run them in the future.
Information about how the governing body evaluate the success of the education that is provided for pupils with SEN is contained in the governors’ annual SEN report, which is available on the school’s website. LINK
All children and young people are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We talk to parents and young people when planning trips so that everyone is clear about what will happen. There is information about activities and events for disabled children and those with SEN in Oxfordshire in the
All children have the opportunity to share their views through their School and Eco Council representatives. We listen to the views of children/young people with SEN by including them in the progress review process. We take bullying very seriously. We help to prevent bullying of children/young people with SEN by discussing our whole school values, having a focussed annual Anti Bullying week and by celebrating our varied strengths.
We encourage all new children to visit the school before starting. For children/young people with SEN we hold transition/planning meetings, with relevant secondary school representatives, ahead of starting.We begin to prepare young people for transition into the next stage of their education or training by organising visits to their next setting and liaising closely with their new teachers.
If you are concerned about your child contact the class teacher in the first instance. If you’d like to feedback, including compliments and complaints about SEN provision, contact Paula Phillips (Head Teacher). We aim to respond to any complaints within 2 working days.
Our school has contributed to the county’s Local Offer through attendance at a training workshop and through trialling of new guidance and systems