Oakley Primary Academy

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

The school's system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs.

The school's system includes reference to information provided by:

• Baseline assessment results

•Progress measured against the objectives in the National Curriculum and Early Years Foundation Stage Curriculum • National Curriculum descriptors for the end of a Key Stage • Standardised screening and assessment tools.

•Observations of behavioural, emotional and social development

• An existing Statement of SEND or Education, Health and Care Needs Assessment

• Assessments by a specialist service, such as educational psychology, identifying additional needs

• Another school or LA which has identified or has provided for additional needs Parents/carers are encouraged to raise any concerns with the class teacher

How will early years setting/school/college staff support my child/young person?

Children will be supported in a small group as well as some individualised support for their more unique needs. Provision will run concurrently with differentiated curriculum support. Where needs are similar, it is appropriate to support these children within a group, focusing on the common needs. The group may be taught by the class teacher and also supported by a Teaching Assistant.

How will the curriculum be matched to my child's/young person's needs?

In order to make progress a child may only require differentiation of the plans for the
whole class. The differentiation may involve modifying learning objectives, teaching
styles and access strategies.

Under these circumstances, a child's needs will be provided for within the whole class
planning frameworks and individual target setting. Differentiation will be recorded in
the daily planning by the class teacher.

• The school will ensure that all children have access to a balanced and broadly based
curriculum, and that the National Curriculum programmes of study are flexible
enough to meet every child‘s needs. (No child will be excluded from any learning
activity due to their impairment or learning difficulty, unless it is clearly of benefit to
that individual and leads towards inclusion.)

• Learning opportunities will be absorbing, rewarding and effectively differentiated
and the teaching styles will be diverse.

• Staff will work in a way to avoid the isolation of the children they are supporting,
and will encourage peer tutoring and collaborative learning.

• Schemes of work and policies for each area of the curriculum are in place and are
differentiated to include appropriate learning outcomes for all pupils.

• Differentiation takes a variety of forms within teacher planning. Learning intentions
are always made explicit and then activities may be adapted, or planned separately
as appropriate. Alternative methods of responding or recording may also be planned
for where this is appropriate.

• Children with Sensory or mobility impairments or a specific learning difficulty will
access the curriculum through specialist resources such as ICT where this is
appropriate.

• The school will ensure that the hidden curriculum and extra-curricular activities are
barrier free and do not exclude any pupils.

• Details of our plans for increasing access to the curriculum with targets are
contained in our Access Plan.

What support will there be for my child's/young person's overall well being?

The school regularly consults health service professionals and the Education Welfare Service. Concerns are initially brought to the attention of these professionals by the SENDCO, and referrals will be made as appropriate.

Children's Services will be accessed through the Multi Agency Support Hub or the visiting education welfare officer as appropriate. Class teachers will alert the SENDCO if there is a concern they would like discussed.

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

The Educational Psychologist visits the school as required (LA timetable allocation permitting). This is to provide specific information, share resources and where appropriate provide in-service training. Where appropriate, staff from the Sensory Impairment Team work in school to support children with specific needs. The specialist staff work directly with children where this is indicated on a Statement or Education, Health and Care Plan. Class teachers plan alongside these specialist staff who also attend and contribute to reviews. The SENDCO liaises with a number of other outside agencies, e.g.: 1. Social Services 2. Education Welfare Service 3. School Nurse 4. Community Paediatrician 5. Speech Therapy 6. Physiotherapy 7. Occupational Therapy A variety of support can be offered by these services, such as advice to the school about targets and strategies, specialised assessment or some direct work with the child. The specialist services will contribute to the planning, monitoring and reviewing of the child's progress.

How will my child/young person be included in activities outside this classroom including school trips?

Teachers regularly complete a detailed form for the SENDCo on the progress, responsibilities, clubs attended by pupils with a disability. Children with additional medical needs have established care plans so they can continue to access all aspects of school life. Reasonable adjustments are made where necessary to ensure participation in extra-curricular or school trips.

How accessible is the setting/school/college enviroment?

• Oakley Primary Academy is a single site school.

• There are currently two accessible toilets for children or adults.

• We have made sure that there are good lighting and safety arrangements. Our
classrooms provide good acoustic conditions so that the effects of hearing difficulties
are minimised (part-carpeting, curtains, quiet areas).

• There is a designated car parking space for disabled and a drop kerb from the car
park.

• The before and after school club and one of our classrooms has a special sound
system for hearing impaired pupils.

• Children requiring equipment due to an impairment will be assessed in order to gain
the support that they require.

• Details of our plans and targets on improving environmental access are contained in
the Access Plan.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

Close links between Oakley Primary Academy and other settings help provide a smooth transition for both our new starters and those moving onto their new schools. Liaison between teachers and SENDCos, up to date individual education and health care plans, efficient transfer of records and other relevant information minimise the disruption of support for pupils changing setting. Additional visits are arranged for those pupils with more complex needs. Meetings are arranged between Pre-school staff, Foundation Stage staff and advisory services where appropriate. Concerns about particular needs will be brought to the attention of the SENDCO after this meeting. Where necessary the SENDCO will arrange a further meeting. We welcome visits by staff and use the reports which our feeder settings can provide for us to ensure that we meet the needs of individuals and that children make a positive start in school. Class teachers of children joining from other schools will receive information from the previous school; if there is an SEND issue the SENDCO will contact the school to further discuss the child's needs. When children transfer from Oakley Primary Academy to a new school we will pass on details of particular needs and additional provision made by the school. The SENDCO will discuss these children with other schools on request. Where appropriate meetings are arranged between advisory staff, school staff and parents to ensure a smooth transition to the next school.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

The SEN budget is used for employment of support staff, supply cover for training, training courses, outside agency support and resources. Support staff are allocated according to the needs of pupils. Additional resources purchased are to meet the specific needs of pupils.

How are parents involved in the setting/school/college? How can I be involved?

At Oakley Primary Academy we have an open door policy, actively encouraging parents to volunteer, to be an active part of the school life and to approach the school with any concerns.

Parents of SEND children are involved in the target setting and reviewing of any individual education and health care plans and, where appropriate, invited to attend any outside agency professionals meetings.