Parents  »  SEND/Inclusion

Special Educational Needs and Disability at Oakwell Rise Primary Academy

At Oakwell Rise Primary Academy, excellence is achieved through the delivery of an inclusive curriculum, taught in a modern, well-resourced and stimulating environment by passionate, gifted and highly committed teachers and staff. We do not impose glass ceilings on children’s learning and we see every child, not for what they are but what they CAN be. All children are encouraged to reach their potential, regardless of their gender, religion, culture, ethnicity and abilities. In order to achieve this, the school is committed to working in partnership with parents in order to put a provision in place around the child that best meets their needs.

A Graduated Approach to Supporting Needs

Wave 1 Teaching

The core of all learning for all children is supported within our classrooms where teachers skillfully prepare lessons that support children at all levels, a differentiated approach. Teachers make choices about these lessons based on their knowledge of what children can do and what they need to achieve next. We call this ‘Wave 1 teaching.’

Children are assessed on a half termly basis and their progress is monitored closely.

Wave 2 Teaching

Children struggling to make progress within Wave 1 teaching are tracked very closely so that any area of need comes to light quickly. At this point children may be allocated additional support within smaller groups in order to support them in their area of need. We call this ‘Wave 2 teaching.’

Again, their progress is monitored closely.

Wave 3 Teaching

If additional support at Wave 2 fails to help a child make the required progress, more bespoke support individually may be given. We call this ‘Wave 3 teaching.’

Again, progress is closely monitored.

Special Educational Needs and/or Disabilities (SEND)

At Wave 2 or 3, a child showing signs of significant barriers to learning may be regarded as having a special educational needs (SEN) and be set bespoke targets by the teacher, in an individual educational plan (IEP). A child may also be regarded as having special educational needs if they have a disability, physical or mental, that has a substantial and longā€term adverse effect on their ability to carry out normal  day-to-day activities. Support will be given here intensively by school or external staff to help overcome these barriers.

IEPs are discussed with children and parents/carers. They are reviewed at least termly or more frequently if required with both parents/carers and children involved. Where it is identified that children require additional, more specialist assessment or support, outside professional may be asked to assess children and advise on the support required in consultation with parents/carers.

Where a child’s needs include the support of a disability, (as outlined above), changes to provision within the classroom or around school may be required and any reasonable adjustments made.

Meeting Needs

We work hard to support the needs of all children and, in doing so, to allow everyone to shine.