SEND
At Oaktree, we welcome each child into our school community as a valued member and acknowledge that every individual has particular qualities and needs.
A person has Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At school age, this means he or she has a significantly greater difficulty in learning than the majority of others the same age, or, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
Pupils may have different types of SEND:
A person has Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At school age, this means he or she has a significantly greater difficulty in learning than the majority of others the same age, or, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
Pupils may have different types of SEND:
- communication and interaction (eg. speech and language difficulties, ASD)
- cognition and learning (general or specific learning difficulties such as dyslexia)
- social, emotional and mental health (eg. ADHD, attachment disorders)
- physical and sensory.( eg. hearing , visual impairment, dyspraxia, hyper-sensitivity)
At Oaktree we aim to identify pupils with SEND and ensure that their needs are met so that that they make the best possible progress, achieve their full potential and join in with all the activities of the school. We aim to work in partnership with pupils and parents at all times.
Day to day support for all pupils is directed by the class teacher with additional support from Teaching Assistants.
Should you have any further queries please feel free to approach your child’s class teacher or Bronwyn Haffner (Special Educational Needs Coordinator) who can be contacted via email on senco@oaktree.swindon.sch.uk or by phoning the school office on 01793 521903.
What is the Local Offer?
The LA Local Offer
The Children and Families Bill was enacted in September 2014. From this date Local Authorities (LA) and schools are required to publish and keep under review information about services they expect to be available for children and young people with special educational needs (SEN) aged 0-25. The LA refer to this as the ‘Local Offer’. Swindon has published its local offer. It is available from the website: www.mycaremysupport.co.uk.
This is Oaktree’s part of Swindon’s Local Offer
Oaktree Nursery & Primary School
Address: Priory Road, Park South, Swindon, SN3 2HA
Website: www.oaktree.swindon.sch.uk
Opening hours: The school day is 8.40am- 3.10pm, but we offer breakfast club from 8.00am which can be booked on ParentPay
Key person to contact for further information: Mrs Rees- Head teacher.
Email address: head@oaktree.bluekitetrust.org
Telephone number: 01793 521903
Age range of children/young people catered for: 2-11 years
Access criteria: School admissions, for children entering Reception to Year 6, are carried out by Swindon Borough Council. The admission of children with statements is managed by Swindon’s Special Educational Needs Assessment Team. For pre-school admissions, please contact the school office.
Cost of services: There is no charge for Nursery or school provision. Acorns sessions cost £15 for each 3 hour session, unless your child receives 2 year funding. Breakfast club costs £1 per day and after school club costs £3 per day.
Links with other organisations: The school works with a range of other agencies as appropriate to the needs of the child. This includes professionals from Education (eg. Educational Psychologist), Health (eg. speech and language therapists) and Social care (eg. Children & Families Services).
How does the school know if children need extra help?
Children are identified as needing extra help through a variety of ways:
How will I be able to raise any concerns I may have?
Talk to us- please speak to your child’s class teacher in the first instance. You are also welcome to contact the SENCo, Nurture Room leader or Head teacher as appropriate. We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to be the same with us.
How will the school support my child?
All pupils benefit from high quality first teaching, differentiated as appropriate. Class teachers plan the curriculum, in consultation with other staff (eg. other teachers in the year group, SENCo ) if necessary. They then deliver it with support from teaching assistants as appropriate. Your child will receive additional support to enable them to work towards their learning goals if necessary.
How will the curriculum be matched to my child’s needs?
The curriculum is planned to ensure that the learning is matched to your child’s abilities. This may involve adapting resources and/or content, and varying the level of additional support as appropriate. The school’s policy is that if a child cannot learn the way we teach, then we must teach the way they learn.
How will I know how my child is doing and how will you help me to support my child’s learning?
You are welcome at any time to make an appointment with your child’s class teacher, who can offer advice and practical ways that you can help your child at home. The school offers parents formal parent meetings, to report on pupil progress to date and the next steps in their learning. At these meetings parents are encouraged to share their views and the school may suggest ways in which they can support their child’s learning. Written reports will be shared at these meetings twice a year. Additional meetings can be arranged as necessary. A home/school book or reading log may also be used. If your child has a Statement of Educational Need, then a formal Annual Review meeting will take place at least once per year.
What support will there be for my child’s overall wellbeing?
We are an inclusive school; we welcome and celebrate diversity. All school staff strive to ensure that every child feels safe, happy and valued. All pupils follow the school’s PHSE curriculum. All members of staff follow the school’s behaviour policy, and parents are informed of incidents and support given as necessary. Parents and pupils’ views are valued. Staff liaise with external agencies such as social workers or parent support advisers as necessary.
The school has an award winning nurture room, called the Rainbow room, which has 3 members of staff. They work with pupils individually or in small groups to support emotional, social or behavioural issues.
Good attendance is encouraged through an incentive scheme. Attendance is regularly monitored and absences are followed up by school staff. Educational welfare officers give support on matters of attendance, if necessary.
Medical needs are discussed with the School Nurse if appropriate, and an individual health care plan may be drawn up in full consultation with parents.
What specialist services and expertise are available at or accessed by the setting / school?
The SENCo is a qualified teacher who has years of experience and additional training in many aspects of SEN. Teachers and teaching assistants have, or receive training in, supporting SEN children as appropriate. Training needs for all staff are continually monitored and updated as necessary. The school can access a range of support from external agencies. These include: Speech & Language therapists, Educational Psychologists, and social workers.
How will my child be included in activities outside the classroom including school trips?
All pupils are included in aspects of school life as appropriate. The school makes reasonable adjustments to ensure that activities are accessible. A risk assessment is carried out prior to any trips/visitors. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school.
How accessible is the setting / school?
The ground level of the building is accessible to wheelchairs. Disabled toilet facilities are available. School asks parents if they require help with understanding English and aim to make arrangements to support them if required. (eg. interpreters, translation)
How will the setting /school prepare and support my child to join the setting /school, or transfer to a new setting /school or the next stage of education and life?
We encourage all new children to visit the school prior to starting. Staff may visit the child at home or in their current school prior to transition. There is close liaison with staff at preschool settings and secondary schools for all pupils at transition times. All relevant information is shared between schools to ensure the best possible start for the pupil. In addition to the usual induction programme, additional visits for SEN children may be arranged, if appropriate. We may prepare social stories or visual resources if necessary. If your child has a Statement, an annual review meeting may be used as a transition meeting.
How are the setting’s / school’s resources allocated and matched to children’s special educational needs?
When an individual pupil’s needs have been assessed, school will plan how to allocate resources from the SEN budget to support them to the best of the school’s ability from the funds available. If additional funding is required to meet a higher level of need, school, in consultation with parents, will apply to the SEN assessment panel from the Local Authority, who will then decide if the pupil meets the criteria for the additional funding.
How is the decision made about what type and how much support my child will receive?
School regularly assesses pupils and reviews their progress, and therefore identifies those at risk of underachievement. As part of a graduated response, teachers may then differentiate the tasks as necessary. If a pupil requires further support, such as short term interventions with a particular focus, this will be discussed by the class teacher, the SENCo and relevant members of the SLT. Interventions are then put in place and the impact of this is measured and reviewed. If there is limited progress further interventions may be offered and advice may be sought from other professionals. At each stage of this process, parents and pupils are consulted.
1. Who can I contact for further information?
Age range of children/young people catered for: 2-11 years
Access criteria: School admissions, for children entering Reception to Year 6, are carried out by Swindon Borough Council. The admission of children with statements is managed by Swindon’s Special Educational Needs Assessment Team. For pre-school admissions, please contact the school office.
Cost of services: There is no charge for Nursery or school provision. Acorns sessions cost £15 for each 3 hour session, unless your child receives 2 year funding. Breakfast club costs £1 per day and after school club costs £3 per day.
Links with other organisations: The school works with a range of other agencies as appropriate to the needs of the child. This includes professionals from Education (eg. Educational Psychologist), Health (eg. speech and language therapists) and Social care (eg. Children & Families Services).
How does the school know if children need extra help?
Children are identified as needing extra help through a variety of ways:
- Liaison with previous school/pre-school
- Child performing below age expected levels
- Information provided by parent/carer
- Concerns raised by teacher regarding behaviour or self-esteem
- Information from other professionals
How will I be able to raise any concerns I may have?
Talk to us- please speak to your child’s class teacher in the first instance. You are also welcome to contact the SENCo, Nurture Room leader or Head teacher as appropriate. We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to be the same with us.
How will the school support my child?
All pupils benefit from high quality first teaching, differentiated as appropriate. Class teachers plan the curriculum, in consultation with other staff (eg. other teachers in the year group, SENCo ) if necessary. They then deliver it with support from teaching assistants as appropriate. Your child will receive additional support to enable them to work towards their learning goals if necessary.
How will the curriculum be matched to my child’s needs?
The curriculum is planned to ensure that the learning is matched to your child’s abilities. This may involve adapting resources and/or content, and varying the level of additional support as appropriate. The school’s policy is that if a child cannot learn the way we teach, then we must teach the way they learn.
How will I know how my child is doing and how will you help me to support my child’s learning?
You are welcome at any time to make an appointment with your child’s class teacher, who can offer advice and practical ways that you can help your child at home. The school offers parents formal parent meetings, to report on pupil progress to date and the next steps in their learning. At these meetings parents are encouraged to share their views and the school may suggest ways in which they can support their child’s learning. Written reports will be shared at these meetings twice a year. Additional meetings can be arranged as necessary. A home/school book or reading log may also be used. If your child has a Statement of Educational Need, then a formal Annual Review meeting will take place at least once per year.
What support will there be for my child’s overall wellbeing?
We are an inclusive school; we welcome and celebrate diversity. All school staff strive to ensure that every child feels safe, happy and valued. All pupils follow the school’s PHSE curriculum. All members of staff follow the school’s behaviour policy, and parents are informed of incidents and support given as necessary. Parents and pupils’ views are valued. Staff liaise with external agencies such as social workers or parent support advisers as necessary.
The school has an award winning nurture room, called the Rainbow room, which has 3 members of staff. They work with pupils individually or in small groups to support emotional, social or behavioural issues.
Good attendance is encouraged through an incentive scheme. Attendance is regularly monitored and absences are followed up by school staff. Educational welfare officers give support on matters of attendance, if necessary.
Medical needs are discussed with the School Nurse if appropriate, and an individual health care plan may be drawn up in full consultation with parents.
What specialist services and expertise are available at or accessed by the setting / school?
The SENCo is a qualified teacher who has years of experience and additional training in many aspects of SEN. Teachers and teaching assistants have, or receive training in, supporting SEN children as appropriate. Training needs for all staff are continually monitored and updated as necessary. The school can access a range of support from external agencies. These include: Speech & Language therapists, Educational Psychologists, and social workers.
How will my child be included in activities outside the classroom including school trips?
All pupils are included in aspects of school life as appropriate. The school makes reasonable adjustments to ensure that activities are accessible. A risk assessment is carried out prior to any trips/visitors. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school.
How accessible is the setting / school?
The ground level of the building is accessible to wheelchairs. Disabled toilet facilities are available. School asks parents if they require help with understanding English and aim to make arrangements to support them if required. (eg. interpreters, translation)
How will the setting /school prepare and support my child to join the setting /school, or transfer to a new setting /school or the next stage of education and life?
We encourage all new children to visit the school prior to starting. Staff may visit the child at home or in their current school prior to transition. There is close liaison with staff at preschool settings and secondary schools for all pupils at transition times. All relevant information is shared between schools to ensure the best possible start for the pupil. In addition to the usual induction programme, additional visits for SEN children may be arranged, if appropriate. We may prepare social stories or visual resources if necessary. If your child has a Statement, an annual review meeting may be used as a transition meeting.
How are the setting’s / school’s resources allocated and matched to children’s special educational needs?
When an individual pupil’s needs have been assessed, school will plan how to allocate resources from the SEN budget to support them to the best of the school’s ability from the funds available. If additional funding is required to meet a higher level of need, school, in consultation with parents, will apply to the SEN assessment panel from the Local Authority, who will then decide if the pupil meets the criteria for the additional funding.
How is the decision made about what type and how much support my child will receive?
School regularly assesses pupils and reviews their progress, and therefore identifies those at risk of underachievement. As part of a graduated response, teachers may then differentiate the tasks as necessary. If a pupil requires further support, such as short term interventions with a particular focus, this will be discussed by the class teacher, the SENCo and relevant members of the SLT. Interventions are then put in place and the impact of this is measured and reviewed. If there is limited progress further interventions may be offered and advice may be sought from other professionals. At each stage of this process, parents and pupils are consulted.
1. Who can I contact for further information?
Please contact the school office to discuss joining our school. If your child has special educational needs a meeting may be arranged with the SENCo. If your child has a Statement of SEN you must first contact Swindon Borough’s Special Educational Needs Assessment Team (Tel. 463062) to discuss any change of placement.