Special Educational Needs and Disability
By the time all children leave The Oaktree School, we want them to be confident, and independent individuals, who are equipped with the skills to live fulfilling lives. We strongly believe that every child has the right to be included and educated alongside their peers, and we respect the unique contribution that every pupil can make to the community.
We believe every child is special and we aim to motivate and inspire children, building and developing on each individual child’s strengths and talents. We are fully committed to ensuring that the needs of all children are met within an environment which embraces the highest possible academic aspirations, whilst accepting individual differences in ability, aptitude and level of skill. We are passionate in striving to ensure that every child at The Oaktree School is valued and their achievements celebrated.
We value the social and emotional well-being and positive mental health of the pupils in our care and education. This is reflected in our school development plan, our curriculum, our way of teaching and the support with provide for individual pupils whom require additional intervention or strategies.
Where necessary, we provide appropriate intervention and support to ensure that all of our children achieve their next steps. Miss Harrison is the school Inclusion Lead and SENCo. Mrs Jones is our Assistant SENCo, and together they lead our team of dedicated teachers and support staff, to ensure this is possible.
We value SEND at The Oaktree School and have a dedicated classroom and work space called Badger Class. This room is used to run some of our specific SEND interventions, as well as provide a quiet area for relaxation, therapy time and 1:1 work with external agencies and professionals. Click on the link at the bottom of this page to find out more about Badger Room and access a comprehensive range of SEND resources and websites which may be of use.
We welcome visitors to our school to observe our high quality SEND practice and provision. If you have any questions or require any further information regarding SEND at The Oaktree School, please contact the main school office via phone or email and ask to speak to Miss Harrison or Mrs Jones.
How do we meet the Statutory Requirements for SEND?
- We follow and adhere to The SEND Code of Practice (2015)
- We adhere to the Surrey Local Offer and access the wide range of resources and documentation.
- We follow The Graduated Response and The SEND Profiles of Need 2019.
- We ensure a systematic approach to identify needs, using the: assess, plan, do and review model.
The SEND Code of Practice 2015 outlines Class Teacher Responsibilities and focuses on the importance of quality first teaching in order to support all pupils. At The Oaktree School, we believe this is our starting point in order to meet the needs of all our pupils. This includes ensuring:
- Teachers are responsible and accountable for the progress and development of all the pupils in their class, including where pupils access support from teaching assistants and/or specialist staff.
- Lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement.
- The first response should be high quality teaching, differentiated for individual pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.
In addition to The SEND Code of Practice, we follow The Graduated Response and The SEND Profiles of Need (2019). The Graduated Response is the support put in place for children with identified special educational needs. By doing this, barriers to learning can be removed.
The Graduated Response covers 4 areas of need:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Sensory and Physical
There are 4 stages of support for each of these areas, starting with Quality First Teaching and increasing to School SEND Support, Specialist SEND SUPPORT and Statutory Support, where applying for an Educational Healthcare Plan (EHCP) takes place. At every stage within the graduated response, schools we involve the child and their parents/carers.
The SEND Profiles of Need is a statutory toolkit to support teacher’s to identify pupil needs in the first instance.
Supporting Documentation -The Oaktree School
Supporting Documentation and Resources - External