SEN Information Report
This page gives information about our provision for children and young people with special educational needs (SEN)
Our Special Educational Needs Co-ordinator (SENCo) is Mrs Julie Batten, who can be contacted on: 01235 762861.
Our governor with responsibility for SEN is: Mr James Swaffield.
Our SEND Policy Equality Scheme and Accessibility Plan can be viewed using the policies tab on the front page of the website.
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 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.
Click here to read it:
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 by termly meetings, in line with parent evening meetings.
There are also opportunities for parents and children to contribute to our policies on SEN and Equality. We do this by asking for feedback on our annual parent questionnaire.
Adapting the curriculum
We offer a broad and balanced curriculum for all children and young people including those with SEN. Details are published on the school website.
The learning opportunities all children experience at Charlton Primary School are differentiated and tailored to suit their needs. The learning could be differentiated by task (by being given a different activity to complete), the level of support a child receives during the lesson (from an adult or his/her peers), or by outcomes (the amount of work expected to be completed by the end of the lesson). Using a variety of types of differentiation enables all children to learn and achieve in a way that best suits their own learning style.
Specific support for children with SEND varies depending on the needs, but can include:
- Use of individual, pair and small group activities to teach specific skills
- Access to suitable individual or small group intervention programmes
- Models, images and multi-sensory resources to promote understanding
- Any adaptions needed to the physical environment to help with access to learning.
What expertise can we offer?
We have a Special Educational Needs Co-ordinator (SENCo) at Charlton Primary School, who works with teachers, teaching assistants and others to organise and deliver provision for children with Special Educational Needs and Disabilities. Our teachers are experienced in making adjustments to meet the needs of individual children. Amongst the teaching assistants (TAs) there is a wide range of experience and expertise in the different areas of SEND and the type of assessment and interventions we use.
We also have access to a range of specialist support services including:
- Educational Psychology
- SENSS, who support children with communication and language, sensory needs and physical needs
- Behaviour Support
- Child and Adolescent Mental Health Services (CAMHS)
- Oxfordshire School Inclusion Team
- Therapy services
- Early Intervention
- Children’s Social Care
Information about these services and what they offer can be found on the Oxfordshire County Council SEN web pages: https://www.oxfordshire.gov.uk/cms/public-site/special-educational-needs-and-disability-local-offer
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?
Your child’s progress in learning is measured against National expectations. The class teacher continually assesses each child; areas where they are improving, and where further support is needed are noted and any concerns are then discussed at the termly Teacher/SENCo meetings.
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.
Annual monitoring by the SEND Governor ensures that the staff and school are providing effective SEND provision.
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 Family Information Directory: http://fisd.oxfordshire.gov.uk/kb5/oxfordshire/directory/results.page?familieschannel=100
Oxfordshire’s accessibility strategy can be read at:
What do we do to support the wellbeing of children/young people with SEN?
All children have the opportunity to share their views through their school council representatives and through class reviews and specifically for those with SEND, Individual Provision Plan Review meetings.
We take bullying very seriously. We help to prevent bullying of any children, including those with SEND through:
- Curriculum activities (such as regular circle time)
- Our Equality Policy
- Our whole school behaviour policy.
Joining the school and moving on
Prior to starting school all children are offered transition visits. Parents and children are encouraged to attend the induction sessions to have another opportunity to talk with the class teacher and meet the class Teaching Assistants. If there are any specific SEND needs which require further visits and meetings with the Head Teacher and SENCo, these can be arranged.
At the other end of the school, transition to secondary education is overseen by the Head Teacher and/or SENCo. Relevant information is passed on about all children, including those who have SEND or are anxious about the transition and would benefit from some initial nurture. Where a statement or Education Health and Care Plan is in place, the Annual Review process ensures that all parties involved have an input and agree any necessary action, which is then put into being to facilitate a smooth transition.
Who to contact
The first step for any initial concerns would be to arrange a meeting with your child’s class teacher to talk through the matter. If further action is required, the class teacher will have a discussion with the SENCo. Then there will be a conversation with parents to feedback the findings and discuss the next steps. An appointment can be made with the SENCo at designated times by calling the office who will take a message for you to be called back.
If you’d like impartial advice from Oxfordshire’s Parent Partnership Service contact:
If you’d like to know more about opportunities for children and young people with SEN and their families, support groups or information about SEN these are listed in the Family Information Directory: http://fisd.oxfordshire.gov.uk/kb5/oxfordshire/directory/results.page?familieschannel=100