SEND Information and Local offer

SEND Information and Local offer


The Oak Wood Schools Academy consists of Oak Wood Primary School and Oak Wood Secondary School. ‘Together We Grow’ is our motto which is underpinned by our core academy values of Harmony, Nurture and Communication. We are very proud of our learning ethos as we believe there are no ceilings as far as the learning and development of each pupil is concerned

Working closely with families, carers and multi-agency professionals is vital as we know that each of our pupils have needs that are unique to them. We believe in a team approach where there is a coordinated effort to support each pupil using the expertise and support from a range of professionals as well as fully involving parents/carers. We aim to be open and supportive in our approach.

Oak Wood Primary and Secondary Schools are Generic Special Schools and as an academy we are very proud to work closely with the Local Authority (LA) to meet the needs of pupils with Special Educational Needs and Disabilities (SEND). The LA overviews important statutory duties such as admissions and transport; whilst also ensuring that there are enough quality places for pupils with SEND. As such we are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

Both schools are supported to be as inclusive as possible, with the needs of pupils with SEND being met in a mainstream setting if appropriate; however there are some children whose needs are best met within a specialist setting such as ours.

The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health Difficulties, and Sensory and Physical Needs.

What is the Local Offer?

  • The Children and Families Bill became law from September 2014. From this date, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with SEND aged 0-25. This is the ‘Local Offer’.
  • The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area.
  • The Local Offer is available at

The School SEND Information Report

This utilises the LA Local Offer to meet the needs of pupils with SEND as determined by school policy, and the provision that the school is able to meet.

If your child has Special Educational Needs, what can we at Oak Wood Schools offer?

At Oak Wood Schools, we embrace the fact that every child and young person is different and, therefore, the educational needs of every child and young person are different; this is certainly the case for pupils with Special Educational Needs and Disabilities.

Please click on the 16 questions below for more information:

Q1: How are Oak Wood Schools accessible to children and young people with SEND?

  • Oak Wood Schools moved into a purpose built building in 2006 which were designed specifically for pupils with SEND and as such are fully compliant with DDA (Disability Discrimination Act) requirements.
  • The schools are predominantly on one level; however there are some learning spaces on the first floor, such as one class on primary and subject specific rooms on secondary. These rooms can be accessed by lift and there are specific refuge points on the first floor in case of emergency.
  • Specific rooms are fitted with ceiling mounted hoists, such as the soft play room on primary and the hydrotherapy pool; there are portable hoists available, as required, for all other rooms.
  • There is a gradient from one end of the school site to the other and as such there are gentle slopes onto the secondary playground.
  • There are a number of accessible toilets across both schools and personal care rooms available with hoists and height adjustable changing facilities. There are also shower facilities if required.
  • We ensure, wherever possible, equipment used is accessible to all pupils.
  • Any extra-curricular activities are planned for all pupils irrespective SEND.
  • Individual pupils are supported at lunchtime by a member of staff, if their needs require specific support.
  • Teachers plan educational visits carefully, ensuring that the accessibility needs of individual pupils are met, and there are fully accessible minibuses available for pupils who require wheelchairs.

Q2: What are the different types of support available for children and young people with SEND?

Q2: What are the different types of support available for children and young people with SEND?

All pupils at Oak Wood Schools have identified needs and provision though their Education Health and Care Plan (EHCP), or Statement of Educational Need if not already transferred, which states provision required to support children and young people with SEND:

  • The Statement or EHC Plan includes:
    • Targets and recommendations from all professionals involved, an outline of the amount of funding your child will receive from the LA.
    • What and how the support should be used.
    • What strategies must be put in place.

This will include access to universal services (available to all pupils), targeted services (for identified groups) or specialist services (for individuals).

a) Universal Provision - Class teacher input, via excellent targeted classroom teaching (Quality First Teaching)

For your child this would mean:

  • The teacher has the highest possible expectations for all pupils in their class.
  • All teaching is built on what your child already knows, can do and can understand.
  • Different ways of teaching are in place to encourage your child to be fully involved in the learning process. This may involve access to more practical learning opportunities.
  • Specific strategies (suggested by specifically trained professionals) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided if your child has a gap or gaps in their understanding/learning. Extra support, if required, is then made available through targeted support within the curriculum or in addition.

Specific group work

Intervention which may be:

  • Run in the classroom or a group room.
  • Run by a teacher or a teaching assistant (TA).

b) Targeted Provision - groups run by partner agencies, eg. Speech and Language Therapy in conjunction with school staff

Children’s needs change over time and if it is identified by the class teacher, in conjunction with a member of the leadership team, that extra specialist support is required, a referral to that specialist will be made. This may be from:

  • Local Authority central services, such as the ASD Outreach Team, Behaviour Support Team or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Education Psychology Service (EPS).

What could happen:

  • You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you, as parents, to understand your child’s particular needs better and be able to support them more effectively in school.
  • A specialist professional will work with your child to make recommendations as to the best ways to support learning.

c) Specialist Provision

This type of support is available for children whose learning needs are so severe, and complex that they require support that can only be delivered by a trained professional.

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.

This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.

Your child will also need specialist support in school from a professional outside the school. This may be from:

  • NHS professionals; Speech and Language / Occupational / Physiotherapy.
  • Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).
  • Outside agencies such as the Speech and Language Therapy (SALT) Service.

For your child this would mean

  • Specific programmes developed by the therapist, which will be delivered in class or in some cases outside of the classroom (in the case of teaching a new skill or specific physiotherapy exercises).
  • Targets and recommendations from professionals involved.
  • An outline of the amount of additional support your child will receive.
  • The strategies that must be put in place.
  • Long- and short-term goals.

Q3: How do we identify children who require additional support and who do I contact if I have concerns?

There are regular meetings between the class teacher, Key Stage Leader and Assistant Head Teacher to discuss progress and identify pupils not making progress and/or discuss concerns about learning. If you have any concerns, or if through our progress meetings we have identified a concern that cannot be overcome through our universal provision, then the school will set up a meeting with the class teacher and a member of the leadership team (Head / Deputy or Assistant Head Teacher) as necessary, to:

  • Listen to any concerns you may have.
  • Share our concerns.
  • Plan any additional support your child may need.
  • Discuss with you any referrals to outside professionals.

The leadership team will provide support for your child by regularly discussing your child’s needs with the class teacher. They will provide support for you and keep you fully informed of any referrals made to professionals and the outcome of those referrals.

Q4: What are the parent consultation arrangements for my child and how can I be involved?

Q4: What are the parent consultation arrangements for my child and how can I be involved?

The class teacher is available to discuss your child’s progress or any concerns you may have and to share information about what is working well at home and school, so that similar strategies can be used.

Home school books or diaries are available for all pupils so that messages can be communicated between home and school.

  • The leadership team (Head / Deputy or Assistant Head Teacher) are available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you with the person involved directly, or where this is not possible, in a report.
  • Your child’s EHCP, or Statement of Educational Need, will be reviewed annually through a ‘Person Centred Planning’ Annual Review.
  • Personal progress targets co-produced during the annual review will form an action plan and will be reviewed with your involvement.

Q5: How will the school involve my child in their personal learning?

We understand how important it is for all children to be involved in their learning. We will involve your child, as appropriate, through:

  • Reviewing their individual action plan and discussing the progress made.
  • Setting end of year targets for English, Maths and Science and discussing these with your child.
  • Providing next steps in learning through verbal discussion with adults and effective feedback and marking during lessons.
  • All pupils are involved in their Annual Review, providing views on their strengths, hopes and aspirations etc and are involved in the meeting as much as is possible.

Q6: What are the school’s arrangements for assessing my child’s progress against their targets?

  • Your child’s progress will be continually monitored by his/her class teacher.
  • His/her progress will be reviewed formally in progress meetings (as discussed in Q3) by the Key Stage Leader and Assistant Head Teacher termly.
  • In the primary school, at the end of each Key Stage (i.e. at the end of year 2 and year 6), all children are required to be formally assessed using teacher assessments This is something the government requires all schools to do and the results are published nationally.
  • All children have an action plan based on targets set by the class teacher or based on targets set by outside agencies specific to their needs. Targets will be set, designed to meet agreed education and/or social and/or health needs. Progress against these targets is reviewed regularly, evidence for judgements assessed and a future plan made.
  • The progress of children will also be formally reviewed at an Annual Review with all adults involved with the child’s education.
  • Regular book scrutinies and lesson observations will be carried out by members of the Senior Leadership Team to ensure that the needs of all children are met and that the quality of learning and teaching is high.

Q7: How will we support your children when they are: 1. Joining this school, 2. Leaving this school, or, 3. Moving on to another class?

We recognise that transitions can be difficult for a child or young person with SEND, and we take steps to ensure that any transition is a smooth as possible.

If your child is joining us from another school:

  • The Foundation Stage Leader will visit children at pre-schools when appropriate.
  • The Deputy Head Teacher will visit children at other schools when appropriate.
  • Visits to the school are welcomed and can be arranged through the school office.
  • If your child would be helped by a transition book (visual aids e.g. Photographs of classroom and adults) to support them in understanding and moving on, then one will be made for them.
  • Your child will be able to visit our school and stay for a taster session, if this is appropriate.

If your child is moving to another school:

  • We will contact the school and ensure they know about any special arrangements or support that need to be made for your child. Where possible, a planning meeting will take place with the new school.
  • We will make sure that all records about your child are passed on as soon as possible.
  • If your child would be helped by a transition book (visual aids e.g. Photographs of classroom and adults) to support them in understanding moving on, then one will be made for them.

When moving classes in school:

  • Information will be passed on to the new class teacher in advance and in most cases a planning and target setting meeting will take place with the new teacher. Action plans will be shared with the new teacher.
  • If your child would be helped by a transition book (visual aids e.g. Photographs of classroom and adults) to support them in understand moving on, then one will be made for them.
  • There will be opportunities towards the end of the summer term for your child to spend time with / in their new class.

In Year 6:

The process of moving between Oak wood Primary and Secondary School is very similar to that as discussed in ‘when moving classes in school’, in addition:

  • The Key Stage 2 and Key Stage 3 Leader will plan transition opportunities, such as joint activities, taking part in assemblies and when appropriate opportunities to meet as a new class.
  • The Deputy Head Teachers of the primary and secondary school will meet to discuss the specific needs of your child.
  • Your child will participate in focused learning relating to aspects of transition, to support their understanding of the changes ahead.
  • If your child would be helped by a transition book (visual aids e.g. Photographs of classroom and adults) to support them in understanding moving on, then one will be made for them.
  • On the morning of the county’s ‘Changeover Day’ pupils and parents/carers will be invited to the secondary school for a formal visit and opportunity to meet their new classmates and staff.

Q8: What is the school’s approach to teaching children with SEND and how do we adapt the curriculum and the learning environment?

Class teachers plan lessons according to the specific needs of all groups of children in their class and to ensure that your child’s needs are met.

  • Specific resources and strategies will be used to support your child individually and in groups.
  • Planning and teaching will be adapted, to meet your child’s learning needs.
  • The learning environment will be adapted as necessary to support your child, for instance to provide an area to support independent or one to one working.
  • Every classroom is communication friendly, using visual prompts and strategies recommended by the Speech and Language Therapy service For example, all classrooms have visual timetables on display.
  • We have adapted the curriculum for those pupils who are working at the very early stages of learning, using Routes for Learning, to ensure that next steps in their development are clearly planned and catered for.
  • We place emphasis on the development of the Key Functional Skills of; Communication, Application of Mathematical & Number Skills and Using Information and Communication Technology. We also see Personal Social Health and Economic (PSHE) education as a core subject within our curriculum.
  • Our schools’ curricula are designed to support our pupils to prepare for their next stages of development, for example in Key Stage 4 and Post-16 learning is designed to maximise outcomes for adulthood;
    • Access to paid employment / further education or training,
    • Access to housing
    • Access to health care
    • Access to social inclusion
  • Some pupils gain additional support through Pupil Premium funding. This is carefully targeted to ensure maximum benefit.

Q9: How are the teachers in school helped to work with children with SEND and what training do the teachers have?

  • The school provides training and support to enable all staff to improve the teaching and learning of all children, including those with SEND. This includes whole school training on SEND issues, such as Autism Spectrum Disorder (ASD) and speech and language difficulties.
  • Individual teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class, e.g. from IDS. Recent training has included a session on ways to support writing (provided by IDS) and attachment disorder (provided by a renowned external provider).
  • Specialists from outside agencies work in partnership with the school to train staff and to develop specific expertise.
  • Staff are encouraged to gain specific qualifications, training and expertise so can offer advice, support, guidance and training to other staff and families:
    • Qualified Teachers of the Visually Impaired.
    • Autism.
    • Speech Language and Communication Needs.
    • Physical Difficulties and Disabilities.

Q10: How do we evaluate the effectiveness of the support given to your child?

  • Provision for individuals with an EHC Plan or Statement of Special Educational Needs, is evaluated in partnership with parents and other professionals at Annual Reviews. Recommendations are made and implemented by the school. The school may put in place mid-year reviews if we are concerned that the provision is not meeting your child’s needs.
  • SLT, informed by pupil progress meetings, make decisions about suitable and appropriate interventions and resources deployed to ensure accelerated learning to close the gap.
  • Intervention programmes are regularly reviewed by the leadership team to ensure that the programme is appropriate for your child and learning is improving.
  • The leadership team monitor effectiveness of interventions through observations of whole class teaching and any group or individual intervention work.
  • Termly reviews take place to ensure that all children are making good progress.

Q11: How will we measure the progress of your child in school?

Oak Wood Schools positively promotes inclusion and even though we are special schools we recognise that individual children may have difficulties in accessing all that the school has to offer. We aim to meet all our children’s needs by:

  • Including all children in whole class teaching but for some specific activities children may be withdrawn, on occasion, for specific identified work identified by professionals involved.
  • Supporting children at lunchtime and playtime, ensuring that they are able to make and play/socialise with friends and able to keep themselves safe.
  • Some children find making friends difficult and so the school will teach skills through PSHE, to help them make friends. This will sometimes be taught in small groups.
  • All children will be given the opportunities to speak and take part in class assemblies and school plays and extra support/resources will be allocated to ensure this takes place.
  • All trips, including residential trips, will be available to all children and any adjustments to activities or additional support needed will be allocated by the school.
  • All whole school activities will be available to all children and any specific support identified will be provided to enable all children to participate in the life of the school.

Q12: How will we support your child’s emotional and social development?

We recognise that some children have additional emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including displaying undesired behaviours such as anxiousness, being uncommunicative or in extreme cases physical aggression.

All classes follow a structured PSHE (Personal, Social, Health end Economic education) curriculum to support this development. However, for those children who find aspects of this more challenging, we offer:

  • Small group working.
  • Opportunities for 1-1 support / time.
  • Lunchtime and playtime support through planned activities and groups.
  • Small group circle time sessions.

Oak Wood Schools have a Pastoral Support Team which is led by a Pastoral Support Manager and a Family Action Manager and also consists of 2 part time School and Family Liaison Officers. Their role is to be a link between home and school, supporting children to be ready and able to learn.

If your child still needs extra support, with your permission the school can also access further support through a range of services:

  • The CAF process.
  • Inclusion Disability Support (IDS).
  • Child and Adolescent Mental Health Service (CAMHS):
    • Some children require specialist support and intervention and children can be referred to the service by families or school and regular clinics are held at school.

Q13: How will we support your child’s medical and health needs?

Oak Wood Schools employ a full time nurse to support our provision for pupils with complex medical needs.

Across both schools there are a number of teaching assistants who have recieved specific training, and have demonstrated health care competencies, who can support a range of needs such as; naso-gastric feeding, checking of blood sugar levels etc.

Oak Wood Schools have a named Community Pediatrician who holds regular clinics at school and coordinates the medical support for our children.

The school nurse has support from the School Nursing team to deliver specific clinics, such as vaccinations, and liaises with a range of other health care professionals to arrange vision and hearing screenings.

NHS therapists work closely with the school and Speech and Language and Physiotherapy have bases within the school to provide programmes of support.

Occupational Therapy support pupils with their seating needs and visit the school regularly to assess needs.

Q14: Who are the other people providing services for children with SEND in our school?

Oak Wood Schools have a commitment to working in partnership with other professional bodies to meet the needs of all of our children.

The school works with Warwickshire Local Authority using specific services from the list below:

  • Integrated Disability Service (IDS).
  • Educational Psychology Service (EPS).
  • Occupational Therapy Service (OT).
  • Physiotherapy Service.
  • Speech and Language Therapy (SALT).
  • Sensory Service for children with visual or hearing needs.
  • Parent Partnership Service.
  • Specific counselling services.
  • School Nursing team.
  • Child and Adolescent Mental Health Service (CAMHS).
  • Common Assessment Framework Team (CAF).

Q15: What can I do if I am unhappy with the provision for my child?

We are aware that there may be times when you are not happy with the advice or support given. We recommend that the following action:

  • Speak directly to your child’s class teacher, they will be able to offer advice and support.
  • Speak to the Deputy or Assistant Headteacher for advice and guidance.
  • If you are still not satisfied then speak to the Headteacher who will inform you of the steps the school will take to support you and your child and if if necessary then advise you of how to make a complaint to the governing body (Board of Directors).
  • If your complaint is regarding a decision surrounding an EHC plan then following a conversation with the headteacher the next stage would be to complain to the Warwickshire Local Authority SENDAR (Special Educational Needs & Disability Assessment Review) Team. If you are still unhappy with the decision, or if your complaint is about discrimination then you can make a complaint with the Special Educational Needs and Disability Tribunal (SENDIST 
  • For all other complaints, as an academy, the next stage of complaint would be to the Secretary of State for Education or Ofsted.

Q16: Which websites can I access to find out more information?