Special Educational Needs have been reformed and a new Code of Practice published. The following information relates to our school’s provision for children and young people with special educational needs (SEN). It is updated annually.

St Nicholas’ Primary School provides for children and young people with a wide range of special educational needs including those with Communication and interaction needs.This includes children who have speech language and communication difficulties including autistic spectrum conditions.

You can view our SEND Annual Report, SEND Policy, SEND Guidance, Accessibility Plan and further information about the SEND Local Offer at the bottom of this page:

 

About our School

St Nicholas’ Primary School provides for children and young people with a wide range of special educational needs.  We are a mainstream school with a resource base catering for up to 16 children with Communication and Interaction needs with a supporting EHCP.

Across the school we ensure that we meet the needs of learners who may have difficulty in one of the four areas:

Cognition and Learning needs: this includes children who have learning difficulties and specific learning difficulties like dyslexia, dyspraxia and dyscalculia.

Communication and interation needs: this includes children who have speech language and communication difficulties including autistic spectrum conditions.

Social, Emotional and Mental Health needs: this includes ADHD, anxiety and interaction difficulties

Sensory and/or Physical needs:  this includes children who have avisual or hearing needs, or a physical disability that affects their learning.

 

Our special educational needs co-ordinator (SENCo) is: Danielle Ford. She can be contacted on:  danielle.ford@stnicholasprimaryschool.org.uk or 01865 242838

Our governors with responsibility for SEN are: Skye Denno and Shilpa Bhatt

 

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 OCC 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 special educational needs, 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.

 

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 special educational need. 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 in a variety of ways and according to the needs of an individual, including termly review meetings (3 across the year), parent consultations in the autumn and spring terms, using home/school communication books, scheduled phone calls.

There are also opportunities for parents and children to contribute to our policies on SEN and Equality through our Disability Equality group meetings (held twice a year).

 

Adapting the Curriculum

We offer a broad and balanced curriculum for all children and young people including those with SEN. We plan a creative, values-lead curriculum taking into account the needs of all children in every class. The way we adapt this for children with SEN and disabled children is set out in the School Accessibility Plan.

As part of this accessibility curriculum we also offer:
  • Consistent visual supports used across the school
  • Use of Numicon throughout the school to support Maths
  • A variety of evidence-based intervention programmes to support language, emotional development, social interaction, reading and maths skills

 

What expertise can we offer?

Our SENCo holds the Master’s level NASENCO qualification. All staff have completed the AET level 2 Good Autism Practice training and Team Teach techniques. We have staff who have received enhanced training and experience in autism. Teaching assistants are trained to support the particular needs of the children they work with. Between them, our SEN Governors have over 20 years’ experience working with children with SEN, including training in specific intervention programmes and attend training linked to their role. We also have access to a range of specialist support services including:

  • Educational Psychologists
  • Autism Advisory teachers
  • Downs and Complex needs advisory teachers
  • SENSS, who support children with communication and language and oversee the management of the resource base
  • Behaviour Support Team
  • Social, Emotional and Mental Health Team
  • Child and Adolescent Mental Health Services (CAMHS)
  • Oxfordshire School Inclusion Team (OXSIT)
  • Oxford Health Therapy services such as Speech and Language, Occupational therapists and physiotherapists
  • The Early Years SEN service
  • Children’s Social Care and Locality Community Support Services (LCSS)

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 our own cohort tracking system which includes information on Integris. 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.

When we run special intervention programmes for groups of children we assess how successful they have been and use that information to decide on how best to run them in the future.

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, which is available on the school’s website.

 

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 Local Offer.

 

What do we do to support the well-being of children/young people with SEN?

All children have the opportunity to share their views through their School and Eco Council representatives. We listen to the views of children/young people with SEN by including them in the progress review process. We take bullying very seriously. We help to prevent bullying of children/young people with SEN by discussing our whole school values, having a focussed annual Anti Bullying week and by celebrating our varied strengths.

 

Joining the School and Moving On

We encourage all new children to visit the school before starting. For children/young people with SEN we hold transition/planning meetings, with relevant secondary school representatives, ahead of starting. We begin to prepare young people for transition into the next stage of their education or training by organising visits to their next setting and liaising closely with their new teachers.

 

Who to Contact

If you are concerned about your child contact the class teacher in the first instance. If you’d like to feedback, including compliments and complaints about SEN provision, contact Julie Holland (Head Teacher). We aim to respond to any complaints within 2 working days.

 

Annual SEND Reports and Additional Information