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Special Educational Needs (SEN)

Special Educational Needs have been reformed and a new Code of Practice published. The following information relates to our school’s provision for children and young people with special educational needs (SEN). It is updated annually.

About our school

St Nicholas' Primary School provides for children and young people with a wide range of special educational needs including those with Communication and interaction needs.This includes children who have speech language and communication difficulties including autistic spectrum conditions. 

Cognition and Learning needs

This includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia. 
  • Social, Emotional and Mental Health needs 
  • Sensory and/or Physical needs;  
This includes children who have visual or hearing needs, or a physical disability that affects their learning. We are a mainstream school with a resource base catering for up to 13 children with Communication and interaction needs. 
 
Our special educational needs co-ordinator (SENCo) is: Danielle Ford. She can be contacted on: 01865 242838 or danielle.ford@stnicholasprimaryschool.org.uk
 
Our governors with responsibility for SEN are: Lynn Banerji and Sue Townsend 

How do we identify and give extra help to children and young people with SEN? 

The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’. 

The guidance sets out: 

  • How we identify if a child or young person has a special educational need. 
  • How we assess children and plan for their special educational needs, and how we adapt our teaching. 
  • Ways in which we can adapt our school environment to meet each child’s needs 
  • How we review progress and agree outcomes and involve you and your child in this. 

How do we work with parents and children/young people? 

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.

There are also opportunities for parents and children to contribute to our policies on SEN and Equality through our Disability Equality group meetings (held twice a year).

Adapting the curriculum

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 

What expertise can we offer? 

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:

Educational Psychology 

SENSS, who support children with communication and language, sensory needs and physical needs and oversee the management of the resource base.

Behaviour Support 

  • 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.

How do we know if SEN provision is effective? 

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

How are children and young people with SEN helped to access activities outside of the classroom? 

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 

What do we do to support the wellbeing of children/young people with SEN?  

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.

Joining the school and moving on  

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.

Who to contact 

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 Rachel Crouch (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

 
ofsted e-safety