At Oakway Academy we are committed to ensuring all children achieve their potential in all areas of learning. We recognise that some children have Special Educational Needs and Disabilities (SEND) and as such may require additional support to enable them to enjoy equal access the curriculum and all other provisions we offer.
Identifying children with SEND
Through regular assessment of children’s learning, including initial assessments when children start at Oakway Academy, teachers are able to identify those who are not progressing at the expected rate or are falling behind their peers. We also gather information from parents, previous school or preschool settings and use this when assessing possible SEND. If a child is identified as having an SEND then their names are placed on the academy’s SEND register as part of our statutory duty.
Supporting children with SEND
The SENCO is responsible for coordinating SEND provision across the school. Together with the class teacher and parents they will ensure that children identified with SEND will have a range of support to meet their needs. Support may include; small group work, support in the classroom; and working on a one to one basis with an adult to complete an intervention. Every child’s needs are different and so the support they receive depends on their individual needs.
Children’s support is detailed on the academy provision map and/or individual learning plans. These provide the children with specific targets to work towards and detail the interventions and provisions the child will need in order to achieve the targets. The provision map interventions and individual learning plans are reviewed termly and the impact of these are evaluated.
Accessing the curriculum
All of our teachers are skilled and supported to adapt teaching to meet the diverse range of needs in each class. They plan lessons which are well differentiated and take into account individual children’s needs.
Learning is differentiated in a variety of ways, including; differing the level of adult support to complete the task, differing the expected outcome for different groups of and individual children; and differing the resources provided to enable all children to access the task.
In the classroom children may work independently, in pairs, in small groups and occasionally on a one to one basis. Grouping arrangements are organised flexibly with opportunities for both similar ability and mixed ability setting to maximise learning opportunities for all children. Additional adults are also used flexibly.
Through analysing this information teachers will provide a targeted interventions for identified children aimed at moving their learning on over a short period of time (5/6 weeks). These interventions are detailed on our whole school provision map. At the end of the intervention teachers evaluate the impact it has had on learning. Should this intervention not have the desired impact then teachers will create a learning plan which will detail individual targets for the child to work on in order to meet their needs and move their learning on. At this point the child may be referred to the SENCO in order that external assessment and outside agency involvement can be considered. Children with other agency involvement to support their learning are named on our SEND register.