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Special Educational Needs and Disability

 

 

SEND and Inclusion at The Oaktree School

 

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 SENCo and leads our team of dedicated teachers and support staff, to ensure this is possible. 

 

We are lucky to have an SEND class room at The Oaktree School, known as Badger Room. 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 range of SEND resources.

 

We welcome visitors to our school to observe our SEND practice. 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. 

 

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 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. 

 

The table below outlines provision at each stage of The Graduated Response:

 

Universal

School SEND Support

Specialist SEND Support

Statutory Assessment

Assess  - Identify the primary need of the individual pupil by highlighting the Profiles of Need tool.

Plan/ Do - Implement strategies and resources, and liaise with class staff and year group leader.

Do - Meet with parents to share your concerns and agree your actions moving forwards.

Do - Complete a One Page Profile, home and school to be combined

Review – Review your universal approach, after an appropriate period of time.

Repeat this cycle at least twice.

Hold another meeting with the parent to express your on-going concerns.

Assess and analyse the impact the primary need is having on the pupil’s progress, attainment and data (this includes SEMH and well-being).

The pupil may have made good progress where the needs can now be met at the Universal stage. This is in agreement with the parents.

SENCo to collate and cost the pupil’s provision map.

Complete a ‘request for pupil/parent support from the SEND Team’ form.

 

Class teacher to hold a SEND Support Arrangements Plan review meeting with the parents.  At the review meeting, share evaluated outcomes, with the focus being made on pupil progress. Subsequently, agree new outcomes that reflect the pupil’s current increased needs.

The SEND Support Arrangements plan is to be reviewed at least three times in the year.

SENCo to collate evidence from:

Intervention records

ISP outcomes records

Observation records

Parent meeting records

Specialist questionnaires

Agency referrals

Agency reports/advice

Agency review records

Parents to complete section 3 of the SEND Support Arrangements Plan.

SENCo to refer to relevant agencies, external support for additional advice and strategies.

The referral needs to be evidenced based from the previous stages (School SEND Support and the Universal stage).

The class teacher/team will be required to complete any questionnaires needed to submit the referral.

Class Teacher/SENCo to meet with the parents to discuss the referral and to sign their consent.

SENCo to copy and post the referral.

SENCo to analyse and collate pupil attainment and progress.

 

Class teacher to complete section 4 of the SEND Support Arrangements Plan.

SENCo to identify and implement any staff training that may arise from the increased need of the pupil.

SENCo to complete the EHCP application and apply for Statutory Assessment.

Assess and analyse the impact the primary need is having on the pupil’s progress, attainment and data (this includes SEMH and well-being).

SENCo to refer to relevant agencies, external support for staff training in order to provide the required intervention programme to meet the increasing needs of the pupil.

 

Set an ISP with SMART targets – section 5 of the SEND Arrangements Plan, in agreement with parents and the SENCo.

Records must be kept and analysed to see progress or increased difficulties.

Once the SEND Support Arrangements Plan has been reviewed at least three times and in agreement with external advice/reviews and parents, it may be deemed appropriate to collate evidence to apply for Statutory Assessment.

 

 

Record on the Provision Map targeted intervention and support.

Record on the Provision Map targeted intervention and support.

 


 

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