Children with Special Educational Needs
The Blake CE Primary School provides for children and young people with a wide range of Special Educational Needs (SEN) including those with:
- Communication and interaction needs; this includes children who have speech language and communication difficulties including autistic spectrum conditions.
- Cognition and Learning needs; this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.
- Social, Emotional and Mental Health needs.
- Sensory and/or Physical needs; this includes children who have visual or hearing needs, or a physical disability that affects their learning.
We are a mainstream school currently catering for 412 children; 46 of our pupils have SEN, including Social, Emotional and Mental Health needs, Communication and Integration and Cognitive and Learning needs.
Our Special Educational Needs Co-ordinator (SENCo) is: Mrs Verity Banbury
Our governor with responsibility for SEN is: Elizabeth Knowles
How do we identify and give extra help to children and young people with SEN?
The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings’.
The guidance sets out:
- How we identify if a child or young person has a special educational need.
- How we assess children and plan for their SEN, and how we adapt our teaching.
- Ways in which we can adapt our school environment to meet each child’s needs.
- How we review progress and agree outcomes and involve you and your child in this.
Click here to read it:
How do we work with parents and children/young people?
We will always contact parents if we have a concern that a child or young person may have a SEN.
We work closely with children and young people with SEN and their parents to agree outcomes and how we will all work towards these, and then to review progress. We do this: by termly IEP meetings, parent evening meetings, using home/school diary, scheduled phone calls etc.
There are also opportunities for parents and children to contribute to our policies on SEN and Equality. We do this by: feedback link on school website, parent focus groups, school council, young people’s consultation activities etc.
Adapting the curriculum
We offer a broad and balanced curriculum for all children and young people including those with SEN. Details are published on the school website. The way we adapt this for children with SEN and disabled children is set out in the School Accessibility Plan.
We use a large number of intervention programmes including Read, Write Inc, Precision Teaching, First Class at Number, First Class at Writing and Success at Arithmetic to support the development of language, literacy and Maths skills in year 1 to 6.
We also have a trained teaching assistant who provides targeted interventions for pupils across the school with Dyslexia and barriers to Literacy development.
What expertise can we offer?
Our SENCo holds a BEd (Honours) in Primary Education with a specialism in Early Years Education. She has also completed the National Award in SENCO Coordination and holds a Post Graduate Certificate in Advanced Special Educational Needs.
All staff have training in identifying and supporting children with SEN and some staff have received enhanced training in autism and dyslexia. There are also members of staff who have trained at a specialist level in the supervision of diabetic children and a range of supporting pupils with a range of medical conditions including Epi-pen and Epilepsy.
Teaching Assistants are trained to support the particular needs of the children they work with, working closely with the SENCo.
We also have access to a range of specialist support services including -
- Educational Psychology,
- SENSS, who support children with communication and language, sensory needs and physical needs
- Behaviour Support (MBOX)
- Child and Adolescent Mental Health Services (PCAMHS and CAMHS)
- Oxfordshire School Inclusion Team
- Integrated Therapy services
- Early Intervention Hubs
- Children’s Social Care
Information about these services and what they offer can be found on the Oxfordshire County Council SEN web pages:
We always discuss the involvement of specialist SEN services with parents first. We also work with other services and organisations that are involved with a family, with the family’s permission.
How do we know if SEN provision is effective?
The progress of all children/young people is tracked throughout the school through termly assessments in core subjects, Pupil progress meetings, on-going teacher assessments and statutory assessments
In addition for children/young people with SEN, we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next. We evaluate this progress against age related expectations.
Information about how the governing body evaluate the success of the education that is provided for pupils with SEN is contained in the governors’ annual SEN report.
How are children and young people with SEN helped to access activities outside of the classroom?
All children and young people are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We talk to parents and young people when planning trips so that everyone is clear about what will happen.
There is information about activities and events for disabled children and those with SEN in Oxfordshire in the Family Information Directory:
What do we do to support the wellbeing of children/young people with SEN?
All children have the opportunity to share their views through their school council representatives. We listen to the views of children/young people with SEN by undertaking questionnaires and surveys.
We take bullying very seriously. We help to prevent bullying of children/young people with SEN by holding Values Assemblies, using Circle Time through PHSE lessons, SEAL lessons and intervention groups, e-safety awareness sessions and having positive relationships with parents.
Joining the school and moving on
We encourage all new children to visit the school before starting. For children/young people with SEN, we have extra transition days and encourage them to visit the new class and teacher prior to starting.
The SENCo works closely with partnership secondary schools to ensure a smooth transition for pupils with SEN at the end of Year 6. Additional transition planning meetings are held and parents are invited and contribute to the meetings. Extra transition visits are arranged between school and parents to ensure all pupils feel well supported in the transition process.
Who to contact
If you are concerned about your child, please do not hesitate to contact either their class teacher or the SENCo.
If you’d like to feed back, including compliments and complaints about SEN provision, please contact the Headteacher, or the SENCo. Complaints will be dealt with in accordance with the school’s complaints policy.
If you’d like impartial advice from Oxfordshire’s Parent Partnership Service contact
If you’d like to know more about opportunities for children and young people with SEN and their families, support groups or information about SEN these are listed in the Family Information Directory:
Oxfordshire’s Local Offer contains lots of information for parents. Click here to see it:
Our school has contributed to the county’s Local Offer through attendance at regular SEN briefings, training workshop and through trialling and evaluating of new guidance and systems.