Special Educational Needs
- 1. How does the education setting know if children need extra help and what should I do if I think my child may have special educational needs?
- 2. How will the school support my child?
- 3. How will the curriculum be matched to my child’s needs?
- 4. How will both you and I know how my child is doing and how will you help me to support my child’s learning?
- 5. What support will there be for my child’s overall wellbeing?
- 6. What specialist services and expertise are available at or accessed by the education setting?
- 7. What training are the staff supporting children and young people with SEND had or are having?
- 8. How will my child be included in activities outside the classroom including school trips?
- 9. How accessible is the education setting?
- 10. How will the education setting prepare and support my child to join the setting, transfer to a new setting or the next stage of education and life?
- 11. How are the education setting’s resources allocated and matched to children’s special educational needs?
- 12. How is the decision made about what type and how much support my child will receive?
- 13. How are parents involved in the education setting? How can I be involved?
- 14. Who can I contact for further information?
We identify students with special educational needs in a number of ways.
- A member of the Inclusion Team meets with key staff from all of our feeder primary schools to discuss how best to meet the needs of all students with additional needs starting with us in Year 7.
- We carry out reading tests with all students when they start at Oasis Academy Brightstowe. This information is used to identify whether your child may need additional interventions and the level of support they will require in class.
- We closely monitor the progress of all of our students. Anyone not making the expected progress is reviewed and the possibility of SEND is explored.
- We closely monitor behaviour of all students and anyone who appears to be experiencing social, emotional or communication difficulties is discussed with the inclusion team and the possibility of SEND explored.
If you think your child may have special educational needs you should contact our Learning Provision Manager to discuss your concerns through email@example.com.
If your son or daughter does have identified SEND needs, the SENCO, Ms Iredale, will oversee the education programme for your child. The programme will be run by the Learning Provision Manager, Ms Burns, who will allocate a key worker best suited to their needs.
The Learning Provision Manager will contact you to introduce the key worker and discuss the programme we feel is best suited to your the needs of your child and suggested SEND targets.
The Key Worker will be the person who provides support for your child. The programme your child is allocated will depend on the way in which they have responded to intervention and their level of need. Intervention may be in the form of one-to-one sessions, in-class support or small group intervention. In some cases, the key worker may not need to work with your child directly but instead, refer them to an intervention group or perhaps provide resources to the class teacher to ensure your child is appropriately included. The key worker will be the person who monitors your child's progress and reviews their individual targets.
The key worker will contact you on a termly basis to update you on their progress.
Students are allocated to teaching groups based on a number of factors but which include reading ages and SAT scores. This helps the teacher to set lessons at the appropriate level for the group.
The SEND team communicates with all teachers about ways in which they need to differentiate to students with SEND. The information is available on our shared drive as well as in the staff room. This ensures that your child can expect a consistent approach from all teachers.
Your child will be set individual targets. These are reviewed on a termly basis with you and your child and therefore provide information about progress and the appropriateness of their programme.
All students' progress is ‘RAG rated’ which means that anyone who is not making the expected progress is flagged up as either red or amber whereas those on track are marked as green. Your child's Assistant Head of Year will be able to share this information with you.
You will be contacted on a termly basis by the key worker to review your child's progress.
Pastoral support is provided to our students by their House in which there is a Head of Year and Assistant Head of Year (AHOY). The AHOY reviews the behaviour and attendance of all students and works closely with the Inclusion Team when reviewing students with SEND.
Any student who receives two referrals from lessons within one week is reviewed by the AHOY and the SENCO. As a part of this process the AHOY completes one or more lesson observations of the student. The results are then reviewed with the class teacher and the student and then an action plan is agreed.
During unstructured times, identified students with SEND can access The Haven which is a room in which the Inclusion Team run break and lunchtime clubs for identified students with SEND.
We provide a range of services depending on the nature of students needs but these include: social skills groups, anger management, listening service, counselling, and mentoring.
The Inclusion Team work closely with the Pastoral Team to decide on the appropriate interventions that will support attendance and whilst there is a very clear Behaviour Policy every effort is made to support students to avoid fixed term exclusions.
Certain staff members are trained to support and manage the administration of medicines; parents/carers with any concerns should contact the Assistant Head of Year or Head of Year to discuss the most suitable way for this to happen.
At Oasis Brightstowe we have access to a range of specialists who work with us and we choose specialist support on the basis of the needs of the student. We also have counsellors who are all accredited members of the British Association for Counselling and Psychotherapy. Our SENCO has gained her National Award for Special Educational Needs Co-ordination this academic year.
Staff supporting students with SEND have had training from an Educational Psychologist on:
- Attachment difficulties
The team have had specialist training from the learning improvement team on literacy interventions.
They have also received training from a speech and language therapist as a part of the ICAN communication awareness course completed by the department.
Many teaching staff also have specialist training with areas of SEN.
The site is fully wheelchair accessible and has met the requirements for auditory and visual environment at the time of construction.
There are accessible changing and toilet facilities, there is also a hygiene room available.
We do our best to send translated letters home to parents/carers whose first language is not English.
We visit the SENCO at the primary school and together identify pupils who are vulnerable or who have SEN. Information is gathered about the pupils’ needs and this is shared with relevant staff at Brightstowe to ensure they understand and are prepared for the pupil. We visit the primary school to observe the pupil in their natural setting and will then meet and introduce them to the transition programme. This involves a visit to Brightstowe to familiarise themselves with the building and to meet key people. A second visit will be arranged for the pupil, or sometimes a very small group of pupils with similar needs, to take photographs of the building and corridors, key staff, bathrooms etc. The pupil may choose to make a scrapbook with the names of the places/people for them to take away during the holidays.
As students prepare to leave us in Year 11, any information relating to academic progress, learning styles, tried and tested strategies etc. is passed on to the relevant member of staff at college/post 16 centre. If required, we support the student by introducing them to the college/post 16 centre and can arrange additional visits if needed. These visits can be individual or in small groups. If needed we talk to our students about practicalities of getting to their new placement, for example, how will they travel to and from the college/post 16 centre. We celebrate students’ successes at Brightstowe and help them move on to the next stage of their education.
The inclusion team meet on a weekly basis to discuss the level of support being offered to our SEN students. The decision about how much support offered is considered on a case-by-case basis in which the following factors are considered:
- Recommendations from professionals
- Reading age
- Access to the curriculum
- Interactions with peers
We judge whether the support has been effective by looking at the reason support was allocated in the first place. For example, if a student was allocated to a literacy intervention programme we would look at reading age before and after the intervention. All students who receive support also have individual targets. Progress is measured by reviewing these targets.
Please contact Mrs Iredale via firstname.lastname@example.org if you would like any further information. Alternatively, if your child already has an allocated key worker at Brightstowe you can contact them through email@example.com.