High Oakham Primary School

High Oakham Primary School is a mainstream setting.  We aim to provide the best learning opportunities for all children and try to ensure that all our pupils are included in all aspects of learning and school life. 

We acknowledge that all children are individuals and have different learning needs, some requiring additional support to help meet their needs or improve their learning.  Our SENCO co-ordinates SEN provision throughout school liaising, where necessary, with parents, pupils, school staff and specialist advisers from the Local Authority and Health Service.  When identifying children with SEN we follow the clear guidelines set out in the SEN Code of Practice 2014.  Throughout High Oakham we continually monitor and assess the progress of all our children. Where expected progress is not being made interventions are put in place to work on the identified needs.  When a parent/carer is concerned that their child may have a SEN this should be discussed initially with their child’s class teacher at a pre-arranged meeting. The SENCO will be informed and become involved as needed.

Our SENCO, alongside the SEN Governor regularly review the SEN support in place and the impact this is having within our school. Through monitoring, observing and assessing a child’s needs, staff work together with the SENCO to put in place appropriate support and provision to meet the identified difficulties.We welcome parents support at all stages.  Targets are set and are recorded on an Individual Educational Plan, a Structured Conversation Proforma or in a Behaviour Support Plan. 

At High Oakham we have an ‘open door’ policy and encourage parents to discuss any concerns they have as and when they occur, in person with their child’s class teacher.  Parents are also invited to contact our SENCO or Head teacher whenever they wish by making an appointment through the school office. 

We closely monitor the progress of all children termly.  In Autumn and Spring terms we hold Parents Evenings to discuss how children are doing.  In the Summer term all parents will receive an end of year written report, detailing progress within all areas of learning and parents are invited to discuss this with their child’s class teacher. 

Where a child has an Individual Education Plan (IEP), Behaviour Support Plan (BSP), or Structured Conversation Targets these will be reviewed at least termly, new targets agreed with the child, parents and adults working with the child in school.  Copies of relevant paperwork will be shared with parents. 

At High Oakham class based learning is adapted for all children in our school and work is differentiated to meet the needs of the pupils.  Teachers work hard to ensure work is planned and delivered offering the right amount of support and challenge for all pupils. Some individual targets are supported within lessons by the class teacher or a Teaching Assistant. Others may be supported outside the classroom through a specific intervention programme which may be delivered by a Teaching Assistant.

We aim to deliver an interesting, stimulating and exciting curriculum in a variety of ways to engage all pupils with a variety of learning styles and needs.  We provide an interesting learning environment throughout school that supports and reflects the work being covered from EYFS to Year 6.  When specific curriculum adaptations are necessary for individual pupils, relevant staff will attend training sessions.

Some children will need additional support for a set period of time to help meet their needs or improve their learning. The decision to do this is made by the school and is based on a variety of factors, including academic progress or additional assessments carried out by school staff and/or other professionals. This additional support is monitored closely and discussed with parents and the child where appropriate. Some children will need additional support to ensure they have a smooth transition into school or as they move through school into different classes. 

Some children require support for a longer period of time to ensure they can access the curriculum effectively and are included in classroom learning and school events. Support will be planned by school staff and where appropriate by external professionals. Parents/carers will be kept informed about this support and it will be discussed at our termly meetings or more frequently if needed.

At High Oakham we provide a wide variety of after school activities, visits and residential experiences. We value the benefit of education outside the classroom and believe that all pupils should have the opportunity to participate in these.  Prior to any trips, a pre-visit is made by staff and a risk assessment is carried out which considers the needs of all children.  Where necessary, we meet with parents/carers to discuss any additional support which may be required.  We aim to ensure all children have the chance to be part of all activities whether inside or outside the classroom, with reasonable adjustments made where needed.

The social and emotional well-being of all our pupils is a priority. Where appropriate specific plans are in place to support a child’s well- being in consultation with pupils and their parents/carers. This may be implemented through a ‘Structured Conversation’ and targets will be agreed. We follow guidance from trained health professionals to meet additional health, medical and personal care needs of individual children. School staffare trained as appropriate to meet these needs. 

Where a child has complex needs requiring complex arrangements they may undergo a Statutory Assessment Process known as an Education Health Care Plan. This can be requested by school, parents or other professionals. This will occur where the complexity of need or additional clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources is required.

Our SENCO Mrs. Michelle Pollard can be contacted through the school office.

At High Oakham we have undertaken a wide variety of SEN training both as whole staff and as individuals. Some training sessions have taken place at a variety of venues and covered a selection of topics relating to SEN.  We seek support from outside agencies for children and families or to support staff working with an individual in school where needed.  We have an experienced SENCO overseeing provision within our school and an effective team of teachers and Teaching Assistants for whom training is ongoing to ensure the school is kept up to date with any changes and priorities.  The training needs within our school reflect the needs of the staff and the children we work with.  Our SENCO meets termly with SENCOs from other local schools. 

We have close links with a wide range of outside agencies who offer specific guidance and support to our school and families.  These include:

• The Educational Psychology Service
• Therapists including those for Speech and Language, Occupational and Physiotherapy
• Schools and Families Specialist  Services – includes those for Early Years, Cognition and Learning, Communication and Interaction, Sensory Impairments and Physical Disabilities
• The Personal Social and Emotional Support Team
• Behaviour Support Team BEST
• REAL Education (Re-thinking Engagement & Approaches to Learning)
• First Class Tailored Solutions
• Health Services including School Nurse, Paediatricians, Health Visitors and Child and Adult Mental Health services (CAMHS)
• Social Care and Local Children’s Centres
• Out Reach and Voluntary ServicesSchools and Families Support Services
• Manual Handling and Disability Access support
• Education Welfare Officers
• Parent Partnership

Where possible we provide equipment or complete necessary bidding applications to provide any equipment that is deemed necessary to support individuals in school.  We aim to ensure that all activities and equipment are accessible to all children, parents/carers and visitors to our school. 

Reasonable adjustments have been made to improve accessibility for all. 

Our school site is wheelchair accessible.  There are disabled toilet facilities including space to accommodate changing.  Risk assessments and safe systems of work are in place to ensure the safety of all staff and children. 

We use symbols, Makaton signing and visual timetables where appropriate.

If we are concerned about a child in school then the child’s class teacher will discuss these concerns with the parent/carer. We aim to identify these concerns as early as possible. Following this initial discussion if targets are agreed these will be recorded on an Individual Education Plan, a Behaviour Support Plan or on a Structured Conversation Proforma. Where appropriate, the child will be registered on the schools SEN register. Parents/carers are encouraged to be fully involved in these targets and helping the child to achieve them. They will be reviewed at least termly either in a parents evening meeting with the class teacher or a full review meeting involving the class teacher, parents, SENCO and where possible other adults working with the child.

The school follows the graduated response to identifying and supporting children with SEN as outlined in the SEN Code of Practice. We are continually assessing, planning, implementing and reviewing our approach to teaching all children

Wherever possible we involve the children in the setting and reviewing of their targets and provision. Our pupils are fully involved in the setting of targets and the writing of their IEP or Behaviour Support Plan and copies of these are given to the child and parents/carers.  Where appropriate the child will be invited to attend the review meeting or part of it. We actively encourage all children to participate fully in all aspects of school life.

If parents/carers have any concerns at all regarding the progress of their child, the provision in place or believe they may have a SEN they are encouraged to talk to the child’s class teacher or the school SENCO.  A meeting can be arranged to fully share and discuss these concerns, resulting in actions being agreed.

If parents feel their concern is not resolved through this process, they should refer to our Complaints Procedure which can be found on our school website.

This responsibility is delegated to the school SENCO by the Governing body.  Where it is felt by the school SENCO in liaison with parents/carers and class teacher that it is necessary to involve other professionals outside the school setting for advice or support around a specific child’s need, the relevant referral forms will be completed. We are aware some of these agencies may have extensive waiting lists.  Support could be in the form of advice for the parent/carer in the home, the class teacher in school or may involve direct work with the child.

Parents/carers can gain important advice and support from Parent Partnership (www.enquiries@ppsnotts.org.uk)   or contact the Independent Parental Special Advice team (www.ipsea.org.uk)

The Nottinghamshire County council Local Offer is a comprehensive directory of local services, opportunities and access for children and young people with SEN and disabilities in the area.  This can be accessed at www.

Transfer to a new school or setting can be an anxious time for both child and parent and we encourage visits to our school before applying. Careful planning is made for all children but for children with SEN or a disability an additional transition plan may be put in place. This will generally include early discussions with the parent/carers, the setting they are coming from and any existing agencies that are providing existing support. A transition book or social story may be written for the child to use at home. This may include photographs of the building, adults working with the child and key times of the school day. When the child starts school, a ‘buddy’ may be chosen to support the child initially. Alternatively, a ‘meet and greet’ system may be put in place.

We carefully plan for all children moving to new classes within school. Currently this involves a class swap and close liaison between the child’s existing teacher and the new teacher. In addition to this, pupils with SEN may also have additional visits and time with their new teacher or in their new classroom, as well as a transition book/social story.  Where a child is transferring to us the new teacher or SENCO may visit the setting where the child is currently to meet the child.  Where it is felt necessary for pupils with SEN a detailed transition plan will be written in consultation with all necessary people, to ensure a smooth move to the next phase of a childs education. 

Our family of schools (BruntsFamily) currently run specific transition programmes for small groups of pupils leaving year 6 and transferring to The Brunts Academy. These are tailored to the needs of the child and involve extra visits where needed. We also work closely with the Sherwood Area Partnership on individual transition sessions where appropriate. 

In school we aim to prepare all children for adulthood and develop independence to take a full and active part in society. We are passionate about preparing children for life in Modern Britain through our relevant and purposeful PSHRE curriculum - we are a No Outsiders school and our Life and Learning Values are fully embedded throughout our school and home lives. 

This information report /Local offer has been writtenas required by Section 65(3)(a) of the SEN (info) Regulations and links to the Local Authority local offer

Further information can be accessed by

Reading the schools full SEN policy  - available on our website www.highoakham.co.uk

Nottinghamshire County Council website  - SEND Local Offer www.nottinghamshire.sendlocaloffer.org.uk

Arranging an appointment to come and see us  - please contact the school office  telephone 01623 472215