Our School Offer
OAKMERE PRIMARY SCHOOL IS AN INCLUSIVE SCHOOL THAT EMBRACES A VARIETY OF SPECIAL EDUCATIONAL NEEDS …
At Oakmere we believe that every child is an individual and that each and every one is valuable to our school community. Every child has the equal right to join in every area of school life and the right to learn, enjoy and progress within our environment.
Special Educational Needs and Inclusion is overseen by the Headteacher, Miss Elizabeth Jones. The Special Education Needs and Disabilities/Inclusion Team (SEND/INCO) is led by the SENCo, Mrs Keri Noonan with the assistance of the Inclusion Manager, Mrs Denise Shaw. We employ a dedicated team of learning support assistants which includes three Intervention Leaders; an Inclusion Mentor and two Inclusion Assistants.
YOUR CHILD IN OUR SCHOOL
1. How does the school know if children/young people need extra help?
All parents/carers should feel free to come and speak to Miss Jones, Mrs Noonan or Mrs Shaw if there are any concerns about your child.
If your child has an identified special need before joining Oakmere School, Mrs Noonan will work with you and the SEND/INCO team to ensure that everything is in place before your child joins us.
Your child’s teacher will work with the SEND/INCO team to monitor and review your child’s development and progress. We also work closely with other professionals (eg. speech and language therapists, educational psychologists) to ensure that your child is given the appropriate support.
The school recognises the unique knowledge and information parents/carers have about their child and will endeavour to work in partnership with them.
2. How will school staff support my child?
Your child’s teacher will develop a strong bond with your child. They will work with you to ensure that your child is happy and settled into school life at Oakmere.
Emphasis is placed on early identification of SEND in the Early Years Foundation Stage through home visits prior to admission. Initial response to concerns about a pupil’s ability to learn will be raised by the teacher to the parent. At this stage the child will be provided for by inclusion and differentiation of work in the class and remain the class teacher’s responsibility.
Intervention Leaders boost literacy and numeracy skills, by use of programmed interventions. These are extra input to the normal literacy and numeracy lessons, sometimes following specific interventions and if not, aiming to fill gaps in a child’s learning to show steps of progress.
The Inclusion Mentor and assistants deliver interventions to support a child with the development of their self-esteem, social skills and to support in behaviour choices.
Mrs Noonan, your child’s class teacher and the SEND/INCO team will work to ensure that you are closely involved at all stages and will also liaise with a wide range of professionals.
3. How will I know how my child is doing?
The regularity of formal meetings between staff and parents will depend on your child’s level of needs. However, if there are any problems or questions please feel free to contact Miss Jones, Mrs Noonan or Mrs Shaw.
There are twice yearly parents evenings with the class teacher and the SENCO will be available for a chat if required. Oakmere School issues an annual progress report for all pupils at the end of the year.
Parents/carers will be contacted by phone, email or school text message to pass on information, discuss specific issues or be invited to meetings. Those parents of statemented pupils or those with an Education, Health and Care plan will be invited to annual reviews and contacted to discuss specific issues – appointments can be made where needed in the interim. There will also be termly parent meetings which can be set up with the support of the Autistic Advisory Teacher as required.
Remember the SEND/INCO team door is always open to discuss needs, worries or progress of your child.
4. How will the learning and development provision be matched to my child’s needs?
Differentiation will be evident in lesson planning by identifying pupil groupings and arrangements for them through the lesson including different expectations and expected outcomes.
Targets and programmes of learning suggested by external professionals (eg. Ed Psych, ASD team, Support teachers from The Park, Parkside, Summerswood) will be incorporated into the class work delivered by the class teacher and teaching assistants.
5. What support will there be for my child’s overall wellbeing?
The whole school works hard to promote the Social and Emotional Aspects of Learning (SEAL) and to allow children to understand their Rights according to UNICEF through our Rights Respecting Rules.
The Inclusion team work to support the needs of each and every pupil as they progress through the school. Class teachers and Teaching Assistants give individual support to ensure each child feels safe and supported.
Support given through the Inclusion Team and Teaching Assistants in the form of in class support and key worker discussions with identified pupils.
6. What specialist services and expertise are available at or accessed by the school?
At Oakmere the staff work closely with external agencies. We ensure that regular training for all staff is provided to ensure good knowledge of the most recent equipment, learning and teaching strategies.
We have very good links with the PB1 children’s centre who run classes for parents and families.
7. What training have the staff, supporting children and young people with SENDCO, had or are having?
All Oakmere staff are well trained and have a lot of experience with working with children with special educational needs and undertake training if they feel they need support in specific areas.
Our SENCO, Mrs Noonan is now working towards gaining the National Award for Special Educational Needs Co-Ordinator.
Miss Jones is a qualified Numbers Count Teacher and Mrs Caramelo is a qualified reading Recovery Teacher.
8. How will you help me to support my child’s learning?
We will discuss your child’s needs with you. You will be invited to join in with any programmes to support your child’s learning, including how to help your child with their phonics, reading and number work.
The Early Years team hold coffee mornings where you will be able to work with your child and see how the children learn through play.
9. How will I be involved in discussions about and planning for my child’s education?
Your child’s teacher will be available to discuss your child’s needs however it may be necessary for you to arrange a mutually convenient time for a meeting.
You can always contact Miss Jones (Headteacher), Mrs Noonan (SENCO) or Mrs Shaw (INCO manager).
10. How will my child be included in activities outside the classroom including school trips?
Your child will benefit from all activities outside the school and full risk assessments will be carried out.
We will discuss your child’s needs with you to ensure that they can be included. You will not be required to accompany your child on any outside activity.
However, if you are unhappy about your child joining in a trip, visit or event without your presence you would be welcome to act as a parent helper on the outing.
11. How accessible is the school environment?
We do have a ramp in both the infants and junior playground making the school accessible for wheelchair users. Disabled toilet facilities are available on site.
12. Who can I contact for further information?
Class teachers will always be happy to talk to you about your child or see Miss Jones the Headteacher, Mrs Noonan the SENCO, or Mrs Shaw the Inclusion Manager. All can be contacted via the school telephone: 01707 656 963.
13. How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?
Before starting school the Early Years team carry out a home-visit to meet your child in their home environment. Stay and play afternoons are also planned so that your child becomes comfortable in their new environment.
Children going from year to year through the school have transition days with their new teachers. The teachers have a transition meeting to discuss the needs of all the children in their class.
Children who are moving on to secondary schools have transition days in their new settings. The SEND/INCO team will have a meeting with the school to discuss the needs of your child (with your parental permission). Programmes on transition have been delivered by our Inclusion mentors and with specialist teachers from The Park. Individual visits have been arranged with Oakmere and several secondary schools, where child, parents and an Oakmere staff member have been to look around the new setting together.
Useful Documents and Downloads
OUR SCHOOL OFFER
Download our Oakmere Primary School SEN Information Report (WORD DOCUMENT)