Oakhill Primary School
Oakhill Primary School is an inclusive school which ensures that all pupils achieve their potential, regardless of educational need.
Who to contact
Where to go
- Oakhill Primary School
Stoke on Trent
- ST4 5EN
- Contact Name
- Mrs L. Alliband
- Contact Telephone
- 01782 235238
- Contact Email
- Secondary Contact Email
- Local Offer Age Bands
- 4-11 years
- What kinds of SEND does the school provide for?
We cater for pupils who have the following broad areas of needs:
- communication and interaction
- cognition and learning
- social, emotional and mental health difficulties
- sensory and/or physical needs.
- How does this setting know if their children/young person needs extra help and what should I do if I think my child/young person may have special educational needs?
Special needs are identified through the gathering of evidence relating to progress, attainment, learning behaviours and ability to access the curriculum.
The progress of all pupils is tracked and those not making expected progress are quickly identified by teachers and Senior Leaders. Initially pupils in this category receive additional target work to see if they are able to make accelerated progress . Parents will be informed if your child is in this target group.
If the target work does not have the desired outcome, following consultation between the teacher, SENCo and parents, it may be agreed that the pupil is placed on the Special Needs Register. The provision for the pupil is adjusted in light of evidence gathered. Most pupils have general learning difficulties or learning delay.
An identification of some special needs has to be made by other professionals, with school and parents providing the data and information. This includes pupils on the autistic spectrum, dyslexia, dyspraxia and ADHD.
In Foundation Stage, where appropriate, there will be liaison with agencies involved with the pupil before starting either in Nursery or Reception. Speech and language difficulties are often identified by parents, teachers or other adults working with a pupil. A school based speech and language specialist will assess a pupil and implement programmes to support the pupil. In some cases, a referral to speech therapy will be made. The speech and language specialist will accompany parents to appointments and then deliver the recommended actions at school and support parents in delivering recommendations at home.
- How will the setting support my child/young person?
All staff at school work together to ensure all pupils are supported. The teacher is responsible for providing day to day support for a pupil with special educational needs. However, teachers are supported by senior leaders inclduing the SENCo. The Family Support Team, Lead Learning Mentor, Learning Mentor and Home School Link Worker, are also involved in ensuring that children are well supported in school paying particular regard to their well being. Governors at the school ensure pupils are well supported and included in all areas of school life. The governors also ensure that all statutory duties regarding provision for pupils with special needs are fulfilled.
- How will teaching approaches and the curriculum be matched to my child or young person's needs?
Teaching and learning activities are planned by teachers to meet the learning needs of all pupils, including those with special needs. Teachers plan and deliver lessons to ensure that any difficulties or barriers to learning of any pupils are addressed. In addition to receiving high quality first teaching, pupils may have additional interventions to address gaps in learning. These are delivered by experienced support staff under the direction of the teacher.
All pupils, regardless of ability, are encouraged to become independent learners. A pupil with a statement or an EHC, has very specific needs and will often need support from an adult. Any pupil with a statement or an EHC will receive support from a range of adults and the aim will always be to foster independence in order to prepare the pupil for their future life. Teachers work closely with the Senco to ensure tasks are accessible and relevant to the pupil's area of need.
Planning and delivery of all teaching and learning is monitored by Senior Leaders to ensure the curriculum is fully inclusive.
- How will both you and I know how my child/young person is doing and how will you help me to support their learning?
Progress is monitored regularly and information fed back to parents/carers, both formally and informally, including how to support their child. Progress is assessed and monitored regularly to ensure they are making expected or accelerated progress. If a pupil has a complex cognitive need, expected or accelerated progress will be measured accordingly. If a pupil is not making good progress, senior leaders work promptly with relevant staff to improve provision.
Further assessment of underlying specific needs may take place and appropriate provision put in place if required. In this case, parents will be asked to contribute their experiences and observations and be informed of the outcomes of all such assessments. Parents' Evenings take place twice a year with teachers. In addition, parents may meet with the SENCo to discuss their child's special need. and progress in their area of need.
Parents/carers have the opportunity to seek clarification of how to support their child at home via the class teacher at set reviews or informally throughout the academic year. If parents/carers are concerned about their child's progress or how to support them in their learning, the classteacher, SENCo, or a member of the Family Support Team are available. Parents receive copies of all reports by outside agencies and are invited to meet advisory teachers, educational psychologists, occupational therapists as appropriate.
- What support will there be for my child's/young person's overall wellbeing?
All teaching, support and non teaching staff have a joint responsibility to ensure children’s well being. In addition, three members of staff form a full time Family Support Team : Lead Learning Mentor, Learning Mentor and Home School Link. All staff at school are involved in supporting all chidlren's well being. The Family Support Team works with pupils and their families to support pupils who are suffering emotional or mental distress. This may mean coordinating with outside agencies such as CAMHS or Social Care. In January 2015 the OFSTED report stated:
The extent to which the school ensures that all pupils are looked after well is exceptional. Dedicated staff work tirelessly with identified pupils to ensure they are ready to learn when they are at school.
- What specialist services and expertise are available at or accessed by the setting?
A Family Support Team consisting of a Lead Learning Mentor, a Learning Mentor and a Home School Link Worker is available to all pupils and their families. This team works with families to address a range of needs which could impact negatively on a pupil's ability to thrive at school. A qualified specialist speech and language practitioner coordinates all language programmes delivered within school. Staff delivering programmes work closely with parents or carers. This includes accompanying parents to appointments with the speech therapist and providing updates on progress. A SENDS advisory teacher for Oakhill may provide direction for provision for pupils with special needs if the school request their input. The educational psychologist may provide advice and recommendations for children with complex needs.
We will access information from any appropriate outside agency, including : speech & language therapy, occupational therapy, Child and Adolescent Mental Health Service (CAMHS).
Where a pupil has a health need, advice is also sought from paediatricans and the school nurse.
- What training are the staff supporting children and young people with SEND have had or are having?
Training for all staff is provided according to the needs of the school population. Training has included:
- whole staff training on the New Code of Practice
- whole staff training on Emotion coaching to support the needs of children with attachment difficulties
- whole staff training on understanding the needs of pupils with ASD
- staff with pupils with ASD in their classes receive specialist training in supporting children with ASD
- all practitioners trained in delivering phonics, with particular reference to the needs of each cohort and age group
- some Foundation Stage staff trained in using Makaton
- training for individual practitioners in delivering reading interventions in KS2
- Foundation Stage staff trained in delivering various language programmes including Time to Talk
- teachers in KS1 and Foundation Stage have received training via Stoke Speaks Out.
All Support Staff have annual performance management with development objectives relating to their work with all pupils.
All staff have access to relevant training offered by the Local Authority and other providers when appropriate.
- How will my child/young person be included in activities outside this classroom including school trips?
Pupils with special needs are included in all school trips. A risk assessment is made and necessary adaption put in place. These may include providing additional transport, enhanced preparation for the pupil or deploying an additional adult.
- How accessible is the environment?
The environment of each classroom is adapted to meet the needs of the cohort. Some examples include: Pupils with ASD may have access to a 'work station'; pupils with indicators of dyslexia may have an electronic spell checker; pencil grips or other adapted equipment available to pupils with dyspraxia; memory aids may be available to pupils with poor working memory; teachers and/or learning support staff trained in particular areas of need may be deployed to a particular cohort.
The accessibility of the school for those with a disability and/or additional need is reviewed each year with senior leaders and governors. The three accessibility plans cover:
- Sharing of Information,
- Access to Teaching and Learning
- Physical Environment.
These are available to view on the school website at the following link: http://www.oakhillprimaryschool.co.uk/ed.asp%20
The school has wheelchair access and a lift to the second floor of the rear end of the school. If wheelchair access were required for the upper floor of the front of the school, location of year groups would be adjusted to ensure a pupil or member of staff had full access to their classroom. There are two toilets for the disabled located at the front and the centre of the school.
- How will the setting prepare and support my child/young person to join the next stage of education and life?
Transition within school to the next year group is managed by senior leaders to ensure pupils' provision is continuous. The Senco meets with each teacher in Summer Term to discuss the needs of pupils in their new class and give support and advice where needed. The whole school takes part in transition time in their new classes before the end of the Summer term to enable pupils to get to know their new teacher and support staff.
The school liaises with early years settings, other primary schools and the pupil's future secondary school whenever a pupil is transferring schools, ensuring all relevant information is either obtained or passed on. Pupils with a statement or EHC have a transition meeting to plan for secondary school in year 5.
The Family Support Team offer transition to high school activities to year 6 pupils. They may also deliver enhanced transition programmes, including additional visits to the high school for those pupils who need extra support to transition successfully to high school. If a child transfers to special school, staff are involved in supporting the pupil through an individually designed transition programme.
- How are the setting's resources allocated and matched to children's/young people's special educational needs?
The send profile of each cohort is monitored to ensure that appropriate resources are allocated to each class. This includes recommended equipment and/or appropraitely trained staff. If a pupil has an Education and Health Care Plan, identifed resources are allocated to that pupil. Provision for a pupil with an EHC may take place 1:1 or in a small group. The profile of the school's send register is monitored weekly by the SENCo to identify where adjustments to resources are needed. Senior Leaders and the Lead Learning Mentor meet weekly to review and make adaptations to provision for pupils accessing the Family Support Team.
- How is the decision made about what type and how much support my child/young person will receive?
Senior Leaders support teaching staff in planning to provide approporiate provision for pupils on the SEN Register in their classes. Provision is reviewed termly by teaching staff. Evaluations of progress and effectiveness of teaching and learning inform the next term's provision.
If a pupil has an EHC, senior leaders ensure that all provision is in place for that pupil to receive the support required to access teaching and learning and make progress.All teachers have regular meetings with senior staff to review progress of all pupils including those with special educational needs.
- How will our child and young person be involved in the decisions about their learning?
Teachers plan times during lessons for children to reflect on their learning. Children are routinely asked to show where they have applied new learning, enabling them to recognize progress or what they need to do next.
If a child has an EHC they will be invited to the annual review meeting. The length of time the pupil spends at the meeting will vary according to the age and needs of the pupil. The pupils will have the opportunity to share aspirations and take part in discussions about how their needs can be best met. Pupils with SEN will be invited to attend the annual meeting with the SENCo.
- How will we be involved in the decisions about the learning of our children and young people?
Every parent is invited to two meetings a year with the classteacher to discuss their child's needs and provision. Meetings with the SENCo are arranged as required. If the school applies for an EHC, parents will have the opportunity to meet with the educational psychologist to discuss their child's needs. Members of the Family Support Team and the SENCo will meet with parents to develop an understanding of their aspirations for their child.
If a pupil has an EHC, parents/carers will also be invited to an Annual Review of provision and progress. Reading and homework diaries can be used for communication between parents and teachers. If a parent or carer needs to speak to a teacher, an appointment can be made through the school office. Parents can also contact teachers through the Dojo system as the need arises.
- How are parents involved in the setting? How can I be involved?
Parents are involved in a variety of volunteer activities, including helping with clubs or listening to readers. The school office will provide information on how to obtain the necessary checks to volunteer in a school. Parents can also become a school governor. Training and support is given.
- What do I I do if I want to make a complaint?
In the first instance, complaints about matters relating to special needs should be made either to the Senco or to the Head Teacher, in person or in writing. Every effort will be made to resolve any issues at this point.
If you wish to pursue a complaint further, you should contact the link governor for SEN, Mr I. Crawford. Mr Crawford can be contacted via the school email email@example.com . If you do not have access to email, then you can request contact with him via the school office.
- What other support Is available to parents and how can I contact them?
Stoke Safeguarding Board :Tel : 01782 235100
SENDIASS: SEND Information Advice and Support Services Tel : 01782 234701/234847, email : firstname.lastname@example.org
SENMAS: Special Needs Monitoring and Assessment Tel: 01782 231863, Email: email@example.com
Social Care: Tel: 01782 235100