Local Offer Description
Local Offer last reviewed 20/10/2020
Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?
At Oaklands we recognise and believe that every pupil has the right to the full range of curriculum opportunities available. We will do our utmost to ensure that no child is disadvantaged and to ensure that the necessary provision is made for any pupil who has additional needs. The school will endeavour to ensure that teachers in the school are able to identify and where at all possible provide for those pupils who have additional needs, and to allow them to join in all activities so far as is reasonably practical.1.2: What should I do if I think my child has SEND?
Raise any concerns with your child's class teacher initially.
Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
The class teacher with the support of the SENCo, and with advice from external professionals if appropriate.2.2: How will I be informed / consulted about the ways in which my child is being supported?
Partnership with parents plays a key role in enabling children with additional needs to achieve their potential. All parents of children with additional needs will be treated as partners and supported to play an active and valued role in their children’s education. Meetings with the classteacher and/or SENCo will be arranged as required.2.3: How will the school balance my child's need for support with developing their independence?
Progress will be regularly and carefully monitored to ensure that any action required will be timely and effective. Interventions will be targeted so that support and independence are balanced.2.4: How will the school match / differentiate the curriculum for my child's needs?
In order to help children who have additional needs, the school will adopt a graduated response with differentiated tasks in the classroom being the first point of intervention. Extra support from staff , where possible within the class room, and/or specific group interventions outside the classroom will be the next level of intervention where available and appropriate. When needs go beyond these standard interventions, the school will look to access external specialist expertise if required.2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
Staff at Oaklands Junior School value pupils of different abilities and support inclusion. Within the school, staff and pupils will be constantly involved in the best ways to support all pupils’ needs within the school. There is flexibility in approach in order to find the best placement for each child. Within each class, teaching, learning styles and organisation will be flexible to ensure effective learning. Grouping to support children with additional needs will be part of this process.2.6: What additional staffing does the school provide from its own budget for children with SEND?
We use our budget to provide a high level of Teaching Assistant support in each year group as well as additional qualified teacher booster groups during or after school hours when deemed necessary. We also employ a Parent Support Adviser.
2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
2.8: What resources and equipment does the school provide for children with SEND?
|Type / Title||Intervention Type|
One to one
|Power of 2
One to one
|Toe by Toe
One to one
|Apples & Pears
One to one
One to one
One to one
|Times tables booster
One to one
|Phonological Awareness Training
The school has a hearing loop and we provide occupational aids as required e.g. writing slopes, wobble cushions, special pens/pencils, coloured overlays, chewellery etc.2.9: What special arrangements can be made for my child when taking examinations?
Special access arrangements such as extra time, coloured paper, having a scribe or a reader can be provided if appropriate.
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
Parents will always be consulted and kept informed of the action taken to help the child, and of the outcome of this action.
Ongoing assessment in all years by the classroom teacher is standard practice and will identify children who need additional support.
Where a child is not progressing satisfactorily, teachers may need to consult the SENCo to consider any actions required. The key test of the need for action is evidence that current rates of progress are inadequate. Adequate progress can be defined in a number of ways. It might be progress which:
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
- closes the attainment gap between the child and their peers
- matches or betters the child’s previous rate of progress
- ensures access to the full curriculum
- demonstrates an improvement in self-help, social or personal skills
- improvements in behaviour, sense of wellbeing and self esteem
Additional support will focus upon three or four individual targets that match the child’s needs and have been discussed with the child and the parents during the Pupil Support Plan annual review meeting. These targets will be monitored termly by the class teacher, SENCo and parents.3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
We see a positive partnership between home and school as vitally important and one of mutual support, which can only benefit the children. At Oaklands we have an “open door” policy, which now includes oportunities to meet virtually through Teams.3.4: What arrangements does the school have for regular home to school contact?
Every child has a homework diary which parents are encouraged to use for communicating with the class teacher.
Information from school is sent regularly by Scopay with hard copies for any family unable to access this system.3.5: How can I help support my child's learning?
Parents Forums are held in the first few weeks of September during which guidance regarding supporting your child will be given. A termly Curriculum News will keep you up to date with what your child will be studying in school. A News Update is published regularly. Any specific questions can be discussed with the class teacher or Teaching Assistant.3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
Information evenings are held every year. Recently these have covered topics such as numeracy, thinking skills and internet safety. Parenting courses are also organised by our Parent Support Adviser.3.7: How will my child's views be sought about the help they are getting and the progress they are making?
Class teachers discuss the targets and explore what the child feels is going well, what they are finding difficult and how they would like to be helped. Pupil feedback is sought once an intervention programme has been completed.3.8: What accredited and non accredited courses do you offer for young people with SEND?
N/A3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
The SENCo will provide information to the governing body as to the number of pupils identified as having SEN once a year. The SENCo will meet with the SEN governor termly to discuss current SEN concerns.
Whole school monitoring and evaluation procedures will include half-termly monitoring of academic progress, sampling of work and observations. Outcomes pertinent to SEN provision and planning will be taken forward by the whole staff and used to build upon successful practice.
Meetings with parents will be held as required/requested.
Support for my child's overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?
As with all children, those with additional needs will engage in conversation with their class teacher, leading to individual target setting. The purpose is to create a transparent understanding and increased collaboration between teacher and pupil, to understand where difficulties arise and what steps are required to achieve progress.
The year group teams, teachers and Teaching Assistants, have access to a wealth of resources to support and develop the emotional and social development of all their pupils. Our Nurture Assistants provides targeted 1:1 support as well as small group sessions. A specific Relaxkids programme for SATs has been offered to a group of particularly anxious pupils, and Relaxkids lunchtime groups have historically run weekly as one of our fee-paying clubs.4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
The school will work in partnership with home and external agencies to maximise the chances of every pupil behaving responsibly. Support is individual and needs driven.4.3: What medical support is available in the school for children with SEND?
This is needs driven and individual.4.4: How does the school manage the administration of medicines?
The school has a designated medical room. Medicines are administered by trained staff in accordance with our Medical policy.4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
This is needs driven and individual.
Specialist services and expertise available at or accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
The school uses every support service offered as and when it is required.5.2: What should I do if I think my child needs support from one of these services?
Your first step should be to consult your child’s class teacher.5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
If a child has been assessed by these services and recommendations have been made, the school will do it’s best to co-operate and support the exercises that are being done at home.5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
Your first step should be to consult your child’s class teacher.5.5: What arrangements does the school have for liaison with Children's Social Care services?
If we have any concerns we contact Wokingham’s Referral & Assessment Team.
Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
We have had training in children's mental health, dyslexia, ASD, attachment disorder, bullying etc. These are updated as necessary.6.2: What SEND training is provided for teaching assistants and other staff in your school?
We have had training in dyslexia, ASD, attachment disorder, bullying, anxiety etc. These are updated as necessary.6.3: Do teachers have any specific qualifications in SEND?
No specific qualifications but a wide variety of experience.6.4: Do teaching assistants have any specific qualifications in SEND?
We have 3 trained Nurture Assistants, otherwise no specific qualifications but a wide variety of experience.
Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?
We conduct rigorous risk assessments and consult with parents.7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
We conduct rigorous risk assessments and consult with parents.
Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
The school buildings are fully accessible. 8.2: Have adaptations / improvements been made to the auditory and visual environment?
We have a hearing loop, full carpeting apart from the hall and interactive whiteboards in each classroom. 8.3: Are there accessible changing and toilet facilities?
We have a disabled toilet. 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
The school buildings are fully accessible.8.5: How does the school communicate with parents / carers who have a disability?
This would vary with each individual.8.6: How does the school communicate with parents / carers whose first language is not English?
Parents are encouraged to bring a friend to support them to any meeting. When necessary, reports have been translated into the parent's first language.
Preparing my child to join the school or to transfer to a new school or the next stage of education and life
9.1: What preparation will there be for both the school and my child before he or she joins the school?
We would ask that both parent and child attend a meeting with the Head and a “pre-visit” to the school.9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
Transition work is undertaken as required, including visits and meeting staff, photos, transition books etc.9.3: How will my child be prepared to move on to his or her next school?
Transition work is undertaken as required, including visits and meeting staff, photos, transition books etc.9.4: How will you support a new school to prepare for my child?
A meeting is held with the current class teacher and a representative of the receiving school at which all children and their needs are discussed.9.5: What information will be provided to my child's new school?
Transition and pastoral information is provided.9.6: How will the school prepare my child for the transition to further education or employment?
Who can I contact to discuss my child ?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
The class teacher is your first point of contact.10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
The school employs a Parent Support Adviser.10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
Our Parent Support Adviser is able to advise on this.10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
The school operates an open door policy where parents are encouraged to speak directly to their child's teacher in the first instance, or the head teacher if appropriate. The school also prepares an annual parent questionnaire to enable parents to share their views on the school.
School Admissions and Policy Documents
11.1: School admission arrangements for children with special educational needs and disabilities
11.2: School Accessibility Plan
11.3: Special Education Needs Policy