Please state the number of pupils on your roll and your average class size.
52 place nursery
460 FS2 – YEAR 7
Average class size is 30 pupils
How does the setting identify learners with SEN?
The Academy identifies learners with SEND by working closely as a team, considering each child as an individual, monitoring their progress through assessment and robust tracking and working in partnership with parents. We recognise the importance of early identification and aim to ensure that measures are in place to highlight children who are not making the expected progress or who are facing difficulties with any aspect of learning or social development at the earliest opportunity.
Is your setting physically accessible to all learners?
- The building is accessible to all children whether able bodied or disabled. The main entrance and primary entrance is wheelchair accessible and there is a lift in the centre of the Academy providing access to all 4 levels of the building.
- There are disabled toilets on each level
- All teaching and learning includes the use of visual timetables and other visual prompts such as photographs, pictures and captions to aid learning. The use of a programme called Communication In Print is used to provide picture aids
- We ensure, wherever possible, that equipment and resources used are accessible to all children regardless of their needs. Equipment for children with SEND can be ordered specifically for each child’s individual needs.
- The playground is fully secure with rigorous adult provision at play and lunch times. The playground is set up for activities such as football and skipping. Children are supervised during these activities.
- Our dinners are family dining and all children eat a hot school meal. Children cope well in the dining hall as noise is kept to a sociable level and the hall is fully staffed and also supported by academy leadership. Children unable to cope with the dining hall would be supported sensitively with the aim of eventually joining the other children in this part of the academy day when appropriate.
- Breakfast club provision is accessible to all children including those with SEND.
- Extra-curricular activities are accessible for children with SEND.
- There are no specific quiet spaces available for learners to access if they cannot cope with noisier environments.
How does your setting adapt the curriculum for learners with SEND?
- The curriculum provided at the Academy is differentiated for all learners including those with SEND. All lessons are differentiated and children’s individual needs are taken into account when planning individual lessons.
- All children identified as having SEND have an identified individual learning plan (ILP) in place with a clear set of targets which are reviewed termly (and more frequently in some cases). This plan is put in place alongside their pupil profile.
- Children with identified SEND have the same access to activities within school as all other children.
- Specific resources and strategies will be used to support children individually and in groups.
- Additional interventions may be planned by the class teacher to meet specific needs of pupils either on an individual basis or in small groups.
- Teaching assistant support is provided in all classes to enable all children to access the curriculum.
What training have your staff received to support learners with SEND?
- The Academy accesses the specialist expertise of the LA learning support services, speech and language therapy, early years inclusion team, educational psychology and hearing and vision services.
- The SEND coordinator attends regular SEND briefings led by the LA.
How do you communicate with and involve families?
- All children have a specific home/Academy journal and this is used as a form of communication between home and the Academy.
- There are two parents evenings each year where parents can discuss their child’s progress with their class teacher. Every term parents receive a record of achievement which informs them of their child’s progress, attainment, targets, attitude to learning and attendance.
- In addition to these meetings there are review meetings each term for parents of children with SEND. These are longer meetings with parents, SENCO, class teacher, teaching assistants (when required) and other agencies as and when required to discuss their child’s progress in more detail. Parents are fully involved in the review process and setting new targets for children with SEND. They are invited to share responsibility and ownership for the targets with the Academy and are given strategies to help their child fulfil their targets. The child’s views might also be sought for these meetings.
- The Academy really value your involvement especially with setting targets for your child. You may be asked to complete a ‘Home - pupil profile’ which will give the Academy vital information about things your child is good at and things which you know might help your child.
- Every day in the reception classes parents are invited into class at 8.50am during this time parents are encouraged to carry out a morning activity, share their child’s progress and learning. Key stage 1 and 2 parents are invited into the classes every Friday. This time is also an opportunity for class teachers and parents to have informal discussions about progress and learning. At the end of the Academy day teachers are present to discuss any concerns.
- The SENCO is able to signpost parents to other sources of information and support e.g. the Local Offer, Sheffield Parent Carer Forum, voluntary agencies.
- An interpreter can be made available for families whose first language is not English, but this would need to be scheduled.
- Parents should not hesitate to contact the class teacher or SENCO to arrange a time to discuss their child’s progress at any other time, it is unlikely that they will be able to see you straight away but an appointment will be made as soon as possible.
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this?
- The Academy evaluates the effectiveness of its provision for learners with SEND by closely monitoring the assessments and analysing the tracking, considering each pupil’s progress academically and in other areas of development e.g. socially. This is done half termly. Interventions are used when needed and the progress made in the interventions is monitored to ensure they are effective in accelerating progress.
- The Academy have a robust quality assurance system in place to ensure all children are gaining an exceptional education. Part of this system involves all teachers and teaching assistants being observed by the academy leadership team when working with the children to ensure progress is made by all children in all lessons. LA Learning support services also monitor and evaluate the progress of the children on their caseload and offer advice at timely points.
What support do you provide for the learners’ overall wellbeing?
- At Oasis Don Valley our ethos has a strong emphasis on including everyone and that everyone is unique. We recognise that children learn best when they feel happy and secure. With this in mind, all staff work hard to raise children’s self-esteem. We are particularly aware that children with SEND may be more vulnerable to low self-esteem and staff use a range of strategies to try and balance against this e.g. giving roles of responsibility, reward systems, verbal praise and encouragement, highlighting their strengths and talents including those outside of the school curriculum.
- The Emotional Health and well-being of all our pupils is very important to us and all classes follow a structured Oasis PSHE and SMSC curriculum to support this development.
- We have a robust Safeguarding Policy in place; we follow National & LA Guidelines.
- Additional referrals to other agencies are completed as necessary.
- We also offer a wide range of after school extra-curricular activities which are open to all children and aim to develop their skills in a wide range of areas.
What kind of behavioural interventions do you use?
- The Academy aims to ensure that pupils with disabilities are not treated less favourably than other pupils and will endeavour to ensure that no exclusion of such a pupil has been caused directly or indirectly by the pupil’s disability. Any exclusion of a pupil with a disability will be closely monitored both within the Academy and by the Academy Council Discipline Committee.
- The Academy will pay due regard to the guidance in the Special Educational Needs Code of Practice and the Education of Children and Young People with Behavioural, Social and Emotional Difficulties as a special educational need. The Academy will aim not to exclude pupils with special educational needs and will aim to find alternative strategies that keep pupils with special educational needs who have behaviour problems in the Academy.
- The Pastoral Manager will monitor the impact of the whole school behaviour system termly and report to the Principal.
- • The Pastoral Manager will provide support and guidance to all staff when required and will liaise with outside agencies when additional support is deemed necessary.
- • It is the responsibility of the Pastoral Manager to oversee the Oasis provision and the support made available for individual pupils, who may, need time away from the usual mainstream class.
How do you ensure learners with SEND are included in non-classroom based activities?
- Oasis Academy Don Valley prides itself on being inclusive and all staff led activities are open to all children. When visits and extra-curricular activities are planned the needs of all children are taken into account and where children require supervision or specialist arrangements the member of staff planning the visit will ensure that the child’s needs are met and thoroughly risk assessed.
- The Academy work with the child’s family and family members are encouraged to be active in helping their child to engage in each opportunity. Where children require high levels of support to access an activity staff will ensure that they have met with the family and are aware of any needs or support that the child will have whilst engaged in the activity.
How do you consult with and involve learners in their education?
- Our curriculum is an enquiry based approach and teachers use the children’s knowledge and inquisitiveness to plan each topic so that the children can find answers out to their questions.
- The child’s view will be sought informally and for review meetings; this may not always be possible with very young children / children with delayed development. The children will work with the class teacher or SENDco to develop their ‘Pupil Profile’ .
- The Academy encourages its’ children to share their voice through ‘Pupil Parliament’, circle time sessions, whole Academy questionnaires, pupil interviews and discussion with staff. Children are able to give their views on the provision that the Academy provides, what they would like to see added and what they enjoy.
How do you prepare learners with SEND to progress to, from and within your setting?
- We recognise that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is a smooth as possible. When children are joining our Academy and there is a high level of need this may involve our staff visiting previous settings and pre-school settings and arranging an information sharing meeting with the child’s family and other key agencies supporting the child. Our Academy where ever possible carries out home visits to all new children joining the Academy.
- If your child is moving to another school:
- We will contact the school SENDCO and ensure he/she knows about any special arrangements or support that needs 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 the Academy:
- Information will be passed on to the new class teacher IN ADVANCE and a planning meeting will take place with the new teacher. Individual learning plans and pupil profiles will be shared with the new teacher. You child’s new class teacher will be present at the summer term review meeting. Your child will take part in transition visits to their new class in order to familiarise themselves with their new environment and get to know their new class teacher and, where applicable any teaching assistants with whom they will be working.
- Classes may be mixed and the Academy will always carry this in the best interest of the children for their education. There may be exceptional circumstances where the Academy may need to readjust class groupings at other times throughout the year.
Open evenings and days are held at Academy for new starters and visits into Academy can be arranged by contacting the Academy office.