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.
Who is in the Pastoral Care Team at Oakwell Rise and how do I contact them?
You can arrange to make an appointment with any of the key people listed below on 01226 281943 email them personally on via the SEND email: firstname.lastname@example.org.
Jessica Jenkins—Head of School—email@example.com
Dena Roering—Wellspring Director of SEN and Intervention—firstname.lastname@example.org
Lindsey Groom—Family and Community Worker (Thrive Practitioner)—email@example.com
Natalie Pizzy—Inclusion support worker—firstname.lastname@example.org
Jo Barman—Thrive Practitioner
Glenda Larkin—Thrive Practitioner
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 long‐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.
If I have a child with a Special Education Need or Disability, how will I know how he/she is doing?
You will receive a personal SEN Support Plan, EHC Plan, a Care Plan or a PEP which will be written alongside you as parents/carers and taking your child’s views into accounts . All professional and personal views are included to ensure your child moves forward with their learning, social and emotional goals. We create a one page profile which is a unique page to ensure everyone who works with your child knows all the special things about them including their wishes. These plans will be reviewed alongside you and your child at three meetings a year. There is further opportunity for review and discussion if you wish.
How will my child be assessed against their targets?
Each half term, your child will be assessed against the objectives which they have been taught and teachers will record the progress your child has made. At this point, your child will be discussed with a member of the Senior Leadership Team and the SENCO to evaluate and decide the next steps for moving forward. This will then be communicated to you in their SEN Support Plan Review Meetings where you can add any thoughts and feelings.
The school also has Lucid and Cop testing to screen your child for a variety of needs such as dyslexia. The school use Pira and Puma testing which supports staff to identify where your child is in their learning in order to move forwards. We will talk to you about the progress made and the plan to support rapid progress if needed or equally if the additional support is not needed we will discuss taking your child off the SEN Register.
What External Agencies does Oakwell Rise use to support children with additional needs?
With the agreement of parents and if it is felt it is needed, we use a variety of specialists who support your child with the consent of parents/carers to offer strategies, alternate interventions and therapies. They also train our staff to ensure all of the children’s needs are being met. The most frequent services we use are: -
Speech and Language Therapists
Educational Psychologists—by referral.
Communication and Interaction Specialists
Hearing Impaired and Visual Impaired Teams
Child Protection / Social Care Team
Family Intervention Service
Support to apply for Short Breaks Through the LA
Support to access Barnsley Young Carers Service
Support to access Barnsley Sibling Support Service
How will my child’s information be shared with new phases or new schools?
We recognise that transitions can be difficult for a child with SEND so we take steps to ensure that any transition is as smooth as possible.
Children entering school in Reception You will be invited to an open morning/afternoon. Such sessions will provide you with the opportunity to look around the school and ask any pertinent questions. If your child has SEN, the class teacher and SENCO will liaise fully with you and current setting in order to meet the needs of the child when they arrive in school.
If your child is moving to another school: We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child. We will make sure that all records about your child are passed on as soon as possible .
When moving classes in school: Information will be passed on to the new class teacher and a planning meeting will take place with the new teacher. All relevant reports and details will be shared with the new teacher. If your child would be helped by a book to support them understand moving on then it will be made for them.
In Year 6: In September, parent meetings are planned with linking Horizon and Barnsley Academy. This is to have questions answered so you make the best choice for your child, with your child! If your child has a SEND need, the Class Teacher and SENCO will meet with the receiving school and hand over all key information. If needed, your child will embark upon an Individual Transition Programme that has been designed specifically to support their understanding of the changes ahead and relieve any worries. In some cases, arrangements can be made for your child to visit their new school. and in most cases staff from the new school will visit your child in our school. Parents, children, the SENCO and Key Stage Leaders in each school are all involved to ensure any transition is as positive an experience as possible. Horizon also work in school delivering lessons in Y6 and as clubs to make the move as easy as possible.
What will my child learn in the classroom?
At Oakwell Rise, we have a strong view that all children should be able to have access to a balanced and broad curriculum including trips and experiences beyond the classroom. The team will work with you to ensure these experiences can happen successfully. If it is needed they will adapt their planning, offer support with resources or an adult to ensure they thrive within each session on their personal goals.
What are the key polices you work towards to keep my child safe?
On our website you can look at the Health and Safety Policy, Medicines in School Policy, Intimate Care Policy, Inclusion and SEND Policy, Positive Behaviour and Anti-bullying Policy, Attendance Policy, Single Equality Scheme, Personal. Social, Health and Citizenship Policy, SRE (Sex, Relationships Education) Policy.
My child has social, emotional or mental health issues. What can you do to help?
As a school staff are trained in a therapeutic approach with children during their learning and also in moments of worry. We have active, Thrive Practitioners within school who work alongside parents to create a personalised action plan to meet the needs of children who need it. The practitioners then deliver interventions on a one to one or in a group to support.
For those children who need personal support we set up a key worker at playtimes, lunchtimes and at club periods to ensure they feel safe and secure in accessing all areas of school life. Where we feel more is needed we support referrals to CAHMS and other agencies to support not only the child but the family too.
Things can be really tough sometimes, can school offer me any support so I can support my child?
Yes, we certainly can. We have a very passionate Community and Family Worker who works with parents and families. If families would like additional support, Mrs Carey will link you up with other organisations to make life a little bit easier. This could be referrals to support groups, advice on next steps for housing, support with the learning of your child or just a chat—she is always available by appointment and happy to help!
How accessible is the school?
The school is an old building which is based across three floors. There are flights of stairs at either side of the building. The ground floor and the lower hall and EYFS classrooms are accessible by a ramp the KS2 classrooms and the top floor are not accessible for wheelchair users and we do not have a lift. If a child requires it, we create a risk assessment to ensure reasonable adjustments are being made to ensure the child receives a good education. Each stairwell is brightly lit with safety handrails throughout. The school has begun a journey whereby ceilings are being lowered to support the hearing impaired. In rooms where this has not happened acoustics are greater.
What do I do if I am not happy with the plan for my child?
At Oakwell Rise we are always open to feedback and are committed to ensuring we get the provision just right for you and most importantly your child. It is crucial that we keep talking either by making an appointment, or speaking to a more senior member of staff. If you feel you’re not being heard then we have a very clear complaints procedure which can be found on our website to formalise your complaint. We will ensure we respond promptly to your concerns to find a resolution to meet the needs of your child quickly.
My child has medication, is this a problem?
Not at all! In school we have trained first aiders and a policy which we adhere to ensure children receive medication and asthma inhalers safety and effectively . We also have staff who are trained in PEG/Button training, personal care and have experience of maintenance of personal hearing aids and packs.
How are the school resources allocated and matched to the needs of children’s SEN Needs?
The government allocate an amount of funding to each school based on the number of children on roll. Every child has access to quality resources, teachers, support staff and a broad curriculum. After discussion with yourself and your child, if we feel that this level of support is not meeting their needs we may decide to apply for ‘top-up’ funding . This is based on strict criteria, so a process of assessment takes place to ensure they qualify for the additional funding. The school uses the additional funds to put appropriate support in place to meet the specific needs of a child. In most cases this will take the form of additional adult support for learning, development of independence, support for personal care and / or resources specifically required by the child.
How is the decision made about what type and how much support my child will receive?
The SENCO will take advice from all professionals involved with your child, alongside your views and the child themselves if appropriate. The SENCO will put together a package of support to address the needs of the child taking into consideration the constraints within school and the strengths of the team to achieve the best possible outcomes for the child. The SENCO, Senior Leadership Team and Head of School will make a decision about how the package of support will be provided. In some cases the Head of School may liaise with the Executive Headteacher to ensure within the Trust we are using the scope of expertise.
What is the local offer?
Barnsley have a website which explains all of the services available to your child from Barnsley. http://fsd.barnsley.gov.uk/kb5/barnsley/fisd/localoffer.page
We work hard to support the needs of all children and, in doing so, to allow everyone to shine.