At St Oswald’s C of E Aided Primary and Nursery School we provide full access to a curriculum for children with a range of needs which include:
– General to Severe Learning Difficulties – children whose learning progresses at a slower pace
– Speech and Language Difficulties
– Emotional Difficulties
– Dyslexia (difficulties with reading, writing and spelling)
– Dyspraxia (problems with motor skills, organisation)
– Dyscalculia (difficulties with number work)
– Autism
– ADD/ADHD (Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder)
– Visual impairment
Approaches to Learning
Children with SEND can be taught in a variety of ways which supports their needs at that time. This can include small group work, individual work, intervention group and visual strategies.
Pastoral Care
To enable target pupils to gain in confidence and to develop their self esteem we run interventions such as nurture groups, relax kids
Monitoring and Evaluation
SEND provision within school is regularly monitored through a number of ways:
¨ classroom observations ensure appropriate levels of differentiation
¨ regular tracking of SEN pupils through the whole school and SEN tracking systems
¨ termly meetings take place between staff and SENCO
¨ regular meetings take place between SENCO and Headteacher
¨ discussions take place between the SENCO and SI Governor
¨ information is given annually to the Every Child Matters Committee (Curriculum and Standards ) about the provision we offer in school
Facilities to Assist Access
– platform lift
– disabled toilet
Please note that there is no parking on-site. Parking is on street only due to our location.
What are the steps taken by the school to prevent SEN children being treated less favourably?
The special educational needs and disability code of practice: 0 to 25 years: Statutory guidance identifies statutory duties placed on the school. Whenever we take decisions, we give consideration to what the code says. We have a duty to ensure that our pupils are not discriminated against and we make reasonable adjustments, including the use of auxiliary aids and services to ensure that all children with SEND are not at a disadvantage compared to their peers. These could include the provision of services and the provision of education. We make reasonable adjustments to meet all needs which could include specific interventions, the use of aids and personnel to support learning, using a different approach to meet needs of individuals. For children with disabilities, our duty is anticipatory – it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. We promote equality of opportunity for disabled children. Any targets are specific and measurable, we commission services to support the needs of individuals and arrangements in place to support all pupils with SEND to ensure that they get the support they need. All children with SEND engage in activities of school alongside children who do not have SEND. The SENCO is responsible for co-ordinating SEND provision. Our school’s Admission policy ensures that all children are not refused admission due to their SEND or if they do not have an EHCP. We regularly review and evaluate the breadth and impact of the support we offer or can access to ensure that we take an active role involve with all agencies and follow advice. We make the best endeavours to make sure that a child with SEND gets the support they need – this means doing everything we can to meet children SEND. We regularly review and evaluate the breadth and impact of the support we offer, or can access, and we promote training for individual staff members or whole staff to ensure that we can follow updated recommendations for pupils in our care.
Return to SEND Local Offer main page.