Oakhill Primary School - Organisations

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Oakhill Primary School is an inclusive school which ensures that all pupils achieve their potential, regardless of educational need.  

This report explains how we support children with special educational needs and disabilities (SEND), and how we work with families to ensure every child can thrive.

Oakhill Primary SEND Information Report 2025–26

At Oakhill, we aim to provide every child with the support they need to thrive. Some children may need extra help or different support because of special educational needs or disabilities (SEND). This report explains how we identify and support pupils with SEND, and how we work with families to ensure every child can succeed.

Types of Needs We Support

- Communication and interaction (e.g. speech and language difficulties)
- Cognition and learning (e.g. dyslexia, dyspraxia)
- Social, emotional and mental health (e.g. autism, anxiety)
- Sensory and/or physical needs (e.g. visual or hearing impairments)

How We Identify SEND

We regularly check how pupils are progressing in school. If a child isn’t making expected progress, we carry out additional assessments and provide targeted support.
If progress is still limited, we will meet with you to talk about placing your child on the SEND Register, where we can monitor and plan support more closely.
Children can be added to the SEND Register based on professional diagnosis (e.g. autism, ADHD, dyslexia), or if there is enough evidence to suggest significant needs—even before a formal diagnosis.
In Early Years, we also liaise with nurseries, health visitors and other professionals to spot needs early.

Speech and Language Needs

Speech and language difficulties can be identified by families, school staff, or health professionals. Our trained staff in Nursery assess children on entry and provide early interventions where needed. Referrals to NHS Speech and Language Therapy are made when appropriate, and any plans are followed up in school.

Working in Partnership with Families

We involve parents/carers from the start. When we think a child might need SEND support, we’ll:
- Discuss your child’s strengths and areas of difficulty
- Listen to your concerns
- Agree on the next steps and desired outcomes
- Ask you to sign a form confirming placement on the SEND Register
If you're seeking a formal diagnosis, we’ll help gather and submit school-based information to the appropriate services.

Listening to Pupils (Pupil Voice)

Children’s views are really important to us. We:
- Ask children about their support and goals
- Create a "Pupil Profile" for those with an EHC Plan, reviewed yearly
- Include pupils with SEND in whole-school surveys

Monitoring Progress: The Graduated Response

We follow a cycle of: Assess → Plan → Do → Review
This helps us adapt teaching and support to meet each child’s changing needs. Class teachers, support staff and the SENCo all work together to review progress and adjust provision.

Support During Transitions

We help pupils move smoothly from one year group to the next or from/to another school by:
- Sharing key information between staff
- Liaising with nurseries, primary and secondary schools
- Holding transition meetings (e.g. in Year 5 for EHCP pupils)
- Providing extra support where needed

Our Approach to Teaching Pupils with SEND

- Teachers are responsible for all children in their class, including those with SEND
- Quality First Teaching is the foundation of all support
- Interventions may include: speech and language work, social/emotional support, phonics/reading catch-up
- Some children may need a highly personalised curriculum or learning environment
We aim to include children with SEND in every aspect of school life.

How We Adapt Learning

We tailor support to meet individual needs. Examples include:
- Adapted resources and equipment
- Visual aids and memory prompts
- Supportive seating arrangements
- Access to quieter environments
- Modified or personalised curriculum
Classroom and school environments are adjusted based on need. For example:
- Pupils with ASD may have access to a quiet space
- Pupils with dyslexia may have extra time or coloured overlays
- Equipment is provided as recommended by professionals
All pupils are included in school trips, with risk assessments and adjustments where needed.

Extra Help for Learning

Some children may need additional adult support in areas such as:
- Reading, writing and phonics
- Social skills or friendship groups
- Forest School activities
- Emotional well-being and self-regulation
We work closely with external agencies when necessary (e.g. CAMHS, Occupational Health). Interventions are reviewed regularly to ensure they’re helping.
Pupils with an EHC Plan have a personalised provision plan overseen by the SENCo. We aim to build independence and prepare them for the future.

Staff Training and Expertise

Our staff receive regular training on SEND. The SENCo and Senior SEND Practitioner help teachers plan and deliver the right support. Staff also have access to online training and can consult outside professionals like the Educational Psychologist.

Resources and Equipment

We regularly check that classes have the right resources to meet pupils’ needs. Pupils with EHCPs or specialist needs are provided with personalised equipment or materials as recommended.
Our Family and Pupil Support Team helps children and families with well-being and emotional needs. We also have access to a Mental Health Practitioner one day a week.

Monitoring How Well SEND Support is Working

- We review every child’s progress regularly through the Assess–Plan–Do–Review cycle
- The SENCo and leadership team check data three times a year
- Annual Reviews are held for all pupils with an EHC Plan
- Subject leaders and senior staff monitor interventions and wider learning opportunities

Inclusion in School Life

Children with SEND are included in:
- Clubs and extracurricular activities
- School trips and residentials
- Sports Day, plays, special workshops
If needed, we provide additional adult support or make reasonable adjustments to ensure every child can take part. In a small number of occasions, when an activity or trip is not accessible then an appropriate alternate will be offered.

Emotional and Social Development

All pupils are taught how to manage emotions, develop confidence, and build friendships.
Children with additional needs may also:
- Have an Inclusion Plan
- Receive support from our Pupil Support Team
- Take part in small-group or 1:1 sessions to build self-esteem or manage anxiety
We also use tools like the Boxall Profile to track emotional needs and progress.

Working with Other Agencies

We work closely with health professionals, social care, and support services where appropriate. This might include sharing information or holding meetings together with families.
We will support applications for Education, Health and Care Plans (EHCPs) by collecting the required evidence and working with the Local Authority.

Complaints About SEND Support

We aim to resolve any concerns quickly and positively.
- Speak to the SENCo (Mrs Alliband) or the Head Teacher (Mrs Leach) in the first instance.
- If you still have concerns, contact the Chair of Governors (Mr Toft) at: office@oakhillprimaryschool.org.uk
- You can also contact the SEND Tribunal if you believe there has been disability discrimination.

Support Services for Parents

SENDIASS Stoke-on-Trent
Provides free, impartial advice and support for families.
01782 234701 or 01782 234847
Stoke Local Offer website: http://localoffer.stoke.gov.uk/kb5/stoke/directory/home.page

PEGIS (Parent Engagement Group)
Monthly meetings for parents/carers to talk about SEND issues and share experiences.
Michelle Craggs: 07935 557380

Key Contacts in School

- SENCo: Mrs L. Alliband – office@oakhill.orchardct.org.uk
- Head Teacher: Mr Smith– office@oakhill.orchardct.org.uk
- Chair of Governors: Mr. Toft – office@oakhill.orchardct.org.uk