As part of the Children and Families Act 2014, all schools in Redbridge are required to make available their Local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND).
Scroll down or click on the headings below to see details of this school's local SEND offer:
- An overview of the school
- Identifying children’s additional needs
- Dedicated contacts at the school
- Involving pupils and parents/carers in planning support
- Range of support available my child
- Measuring children’s progress
- Support and training for school staff
- Accessibility of the school
- Starting or changing schools (Transitions)
- Support and training for parents/carers
- Further information for families and practitioners
Oakdale Infant School is a three form entry setting with an attached Nursery. We can admit up to 270 pupils within the main school and 78 within our Nursery. Each class has a full time Teacher and we have Learning Assistants who support all children within the school. Within the Nursery we have one full time Teacher and two Nursery Nurses.
We aim to provide a safe, caring, happy and secure environment where everyone’s contribution is valued. There are opportunities for all members of our school community to achieve and reach their full potential.
We provide an exciting, broad, balanced and relevant curriculum to which all our pupils have equal access and the needs of individual pupils are met. We have high expectations of all members of our school community.
We do not have a special unit attached to our school, however, we welcome all children and encourage all members of our school community to understand that meeting pupils’ Special Educational Needs is everybody’s responsibility and not just the responsibility of the SENDCo.
How will the school know if my child needs additional help and how will the school share information with me?
At Oakdale we feel it is critical that we identify early any additional needs a child may have. In the Early Years staff keep profiles of children’s progress and regular observations and meetings with parents allows these discussions to be taken to the next level if it is appropriate to do so.
We have termly Teacher/SENDCo planned meetings where each Teacher is given the opportunity to meet with and discuss all of the children in their class. If they have concerns about a child and the progress that they are making the Teacher can make clear the concerns and then the SENDCo can offer advice. The SENDCo will make observations of her own on children when requested and then has the various outreach services to apply to should further advice or support be provided. This involves full parental participation and all staff at Oakdale encourage parents to be involved at every step.
Who should I contact if I have any questions or concerns about my child's SEND?
Should you have any concerns about your child or any questions then you can ask your child’s class teacher in the first instance or our SENDCo, Mrs Michelle Goom.
Class Teachers are available at the beginning and the end of the day for informal discussions and will make appointment times on request. Mrs Goom can be contacted by telephone.
If, having spoken to the class teacher and/or SENDCo you remain concerned about your child’s progress or wellbeing, you can book an appointment with Mrs Lindsay Linning, the Head teacher.
How will the school involve me as a parent and my child in meeting our SEND needs and in general school life?
- Planning and review meetings
- Advice on how to support learning at home
- Regular contact between home and school, e.g. home/ school book, email or text
- Individual pupil/ teacher conversations
- Parent Support Advisor
The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best way of supporting them. All parents, including those of pupils with additional needs will be treated as partners and supported to play an active role in their pupil’s education.
Parents will be invited to attend review meetings. If their child has an Education, Health and Care Plan there will be a minimum of one formal Review meeting per term. Additional meetings and informal reviews are also planned if required. An Annual Review is held each year to measure the effectiveness of the EHC Plan and to check the progress of the child.
The SENDCo creates Individual Education Plans for all children recognised with a Special Educational Need. These IEPs take the form of a small booklet which shows clearly the targets met, what the child needs to do, the responsibilities of the Class Teacher and other adults and a section which give suggestions and advice for use at home. These IEPs are reviewed termly with Class Teachers, Learning Assistants and, where appropriate, the parents. Each IEP is sent home with a letter asking parents if they are in agreement with the targets set and asks if they would like to meet with the SENDCo to discuss.
What different kinds of support are available to children with SEND?
- Curriculum adaptations/differentiation
- Specific teaching interventions
- Support for behaviour
- Specified individual support
- Support for health needs
- Grouping of pupils
- Specific individual support
- Support for communication needs/ assertive technologies
All children are entitled to a broad and balanced curriculum including the EYFS and National Curriculum. In our schools’ general curriculum planning and assessment we take into account the needs of all learners.
We plan collaboratively taking into account pupils’ strengths and areas for development; we build on what the child already knows and provide varied differentiated activities.
Within classrooms children have opportunities to learn from each other. There are a variety of groupings depending on the learning intention. Children are actively involved in their learning and Learning Assistants support groups of children, or children on their own, during sessions.
When planning for pupils with SEND we consider their educational and pastoral needs so that they can access as much of the curriculum as possible. We select resources carefully to facilitate access. Where appropriate, we use adaptive technologies and resources so that all children can access learning in the classroom.
We offer a variety of additional support groups. We offer Speech and Language groups such as Chatty Children and Colourful Semantics. We also offer 1:1 Drawing and Talking sessions for children who need an emotional need to be met within school. In all year groups we offer pre-learning sessions where children who require time in order to process new vocabulary and concepts are given the opportunity to do that before encountering the concepts within the classroom.
Gross and fine motor groups are also offered to children who require support with their physical skills and we draw upon the expertise of many outreach teachers from special schools in order to assist us with implementing suggested groups or 1:1 work.
We work closely with our school nurse and the Health team to meet the needs of pupil’s who have a recognised medical need. We ensure that all staff working with the child are aware of their condition and how best their needs can be met within school. Care plan meetings are held at school and will always involve our School Nurse, Class Teacher, Parents and our Admin Officer.
How will the school know how well my child is doing and how will they inform me about this?
Parents of children who have an EHC Plan are invited to three Termly Review meetings. One of these meetings becomes the Annual Review where the EHC Plan is assessed and recommendations made to the SEN panel. The SENDCo is available to meet informally and can also be contacted via the school if additional meetings are required.
All SEND children are included in the termly class assessments and progress is tracked rigorously through assessments and observations. Each child also has an Individual Education Plan which is devised by the SENDCo, parents and Class teacher and identifies small, manageable progress points. These plans are reviewed termly and updated three times per year. The SENDCo measures the impact of additional targets set and always offers a meeting with all parents at IEP review times in order to discuss the next steps of their child.
Have any staff received specialist training in SEND?
A programme of in-service training has been organised by the SENDCo and sessions have been delivered to all staff on Speech and Language – Early Identification, Specific Learning Difficulty, Pre –Learning and general sessions about the changes to the Code of Practice and how this will be implemented in our school.
How is the school accessible to children with SEND?
Unfortunately space is very limited and it is always a challenge to find suitable areas for children to work in groups or 1:1 outside the classroom. We strive to make the best of the space we have by creating engaging and attractive areas around the school.
We have a SEN Accessibility Plan which aims to improve access to the curriculum, consider physical improvements and improve information in a range of formats for disabled pupils. We aim to be proactive and creative in overcoming any difficulties that may arise. We are a school on one level with no stairs. The only exceptions are three steps in the Nursery and one step to the outside area in two of the Reception classes. The third Reception classroom has a ramp to the outside. We have ramps into and out of the building which children requiring support between the inside and outside of the building can access. The whole building is accessible by all children and adults.
For children who require changing during the school day we have a bespoke changing room which provides a clean, suitable place to change the child, or encourage them to change, which is private and comfortable.
How will the school ensure that my child will be included in all activities at school, after school clubs and on school trips?
Children with SEND are integrated in school life and where possible, work alongside Class Teachers and Learning Assistants in the classroom. They are regarded as full members of the school community. They participate in all school activities such as playtime, assemblies and trips when it is appropriate to do so. Where there are known additional needs a risk assessment is carried out based on the known factors. Children are, at times, withdrawn for short periods to use ICT programs, games or to work with children with similar needs from other classes or to participate in a range of intervention programs like Sherborne or SALT groups.
Parents are asked to discuss any additional trips or journeys that a child with SEND’s class may be undertaking in order to establish whether all are happy with the child participating and what form that participation will take.
Leaving the classroom for small group activities is normal school practice for all children and has no negative connotations.
How will the school support my child to change classes and/or move on to a new school when they reach the appropriate stage(s)?
At Oakdale Infant School full and thorough Transition Plans are put in place when a child with SEND is moving into a new class and year group. This plan is coordinated by the SENDCo. Transition is placed on the agenda and discussed in a Termly review meeting with all professionals and parents and staff devise picture cues, prompts and additional visits to the new environment well before any change is due to happen.
Where a child is transferring to the Junior School Mrs Goom and Mr Faria liaise closely to ease the transition of pupils between the Infant and Junior schools. This involves discussions with class Teachers and parents. Relevant information is shared between Infant and Junior schools, including SEND and medical needs. All SEND records are sent to the Junior school. (or any other school a child may transfer to) Within the school there is regular liaison between classes and year group and all documentation is passed on. Meetings are held between Year Two and Year Three staff in order to discuss the needs of all of the children and the Teachers make visits to the classrooms in order to establish any areas where there are concerns or queries about transition.
All children make visits from Oakdale Infant School to the Junior school before starting at the school. Where it is appropriate a series of planned visits are made to different areas of the child’s new school.
What support and training within the school is available to parents and carers?
- Parent Support Advisor (PSA)
Further information about our school can be found on the Website. We are very happy for anyone interested in finding out more about our school to ring to arrange a visit.
Our SEN policy has more detail in it about access and participation and how inclusive our school is. Anyone interested could call the school and ask to be given a copy.