Exceptional Education at the Heart of the Community

Special Educational Needs and Disabilities

All Oasis Academies are caring communities which aim to promote mutual respect and understanding and an effective education for all our students. Oasis Community Learning believes that all children and young people should be equally valued and therefore we will do all that we can to promote equality of opportunity and outcomes, and to help develop a learning environment where all children and young people can flourish and feel safe.

All young people should have access to a broad, balanced and relevant curriculum, with teaching and learning strategies that maximise achievement and prevent failure. At Oasis Academy Putney we will achieve this by providing access to a wide range of learning challenges.

At Oasis Academy Putney, where a child has an edcuational and healthcare plan or requires additional support to enable them to access the curriculum, we will aim to provide this through a constructive dialogue with parents / carers and social work and healthcare professionals to ensure that the child’s best interests are served.

Where a child shows a particular talent or gift we will work with them to ensure they have every opportunity to develop this.

The school will meet the needs of children with these needs:

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory and physical

We are an academy, which means that generally the local authority does not oversee the running of the school. However, the local authority is still responsible for making sure that children with SEND receive appropriate support. For children with a very high level of need, the local authority may provide extra funding through an Education and Health Care Plan.

SEND Information

Support in school

Class teacher:

  • Teaches good or outstanding lessons for all children.
  • Adapts teaching and learning for children with SEND.
  • Checks on your child’s progress.
  • Plans and delivers extra help for your child.
  • Sets and reviews individual targets.
  • Makes sure everyone working with your child knows their needs and how to help them.

Contact by: Speaking to them at the end of the day.

Assistant Principal : Laura Nike acts as SENCO (Special Educational Needs Coordinator):

  • Organises support for children with SEND.
  • Checks that children with SEND get consistent, quality support.
  • Makes sure families are kept informed and involved in planning support.
  • Contacts and makes referrals to outside agencies (see External Support page).
  • Keeps and updates records of children with SEND.
  • Supports school staff and organises training in meeting SEND.
  • Prepares for an EHCP where needed.

Contact by: visiting or calling the school office, email: info@oasisputney.org

Executive Principal: Di Morgan

  • Runs the school, including support for children with SEND.
  • Expects the class teacher and SENCO to manage support but checks that this is happening.
  • Makes sure that the Academy Council (governors) are kept up to date about all SEND issues in the school.

Contact by: visiting or calling the school office, email: info@oasisputney.org

SEND Academy Councillor:

  • Makes sure the school’s SEND information is up to date.
  • Makes sure the school has the right support and is using funding appropriately.
  • Visits the school to monitor SEND provision.
  • Contacts the SENCO regularly to discuss current issues.

Contact by: sending a letter via the school office.

Teaching Assistant (TA):

  • Delivers specific support, 1:1 and group work as instructed by the class teacher, SENCO and outside professionals.
  • Feeds back to the class teacher about your child’s progress in intervention groups.

Contact by: Although the TA might work with your child a lot, the class teacher will plan your child’s learning. Please contact the class teacher or SENCO about your child’s needs.

External support

Please speak to the class teacher or SENCO if you think that your child needs support from any of these services.

Educational Psychologist (EP):

  • An expert in child development and learning.
  • Offers advice and assessment for a range of needs.
  • Explores difficulties that your child is having in school.
  • Trains school staff.

Referrals: Parents/carers must sign a form to refer to the EP.

Speech and Language Therapist (SALT):

  • Often referred to as SALT or SLT.
  • Explores difficulties with speech sounds, using language and understanding language.
  • Delivers and monitors interventions.
  • Trains school staff.

Referrals: Speech and Language Therapy is a health service and the referral is made through a Common Referral Form with parental consent.

Special Schools Outreach:

Wandsworth has a number of specialist schools and centres to support schools, families and children with specific needs such as:

  • Hearing impairment
  • Visual Impairment
  • Physical needs
  • Autism
  • Behaviour

Referrals: Please speak to the SENCO if you feel your child would benefit from specialist support.

CENMAC:

  • Experienced teachers with knowledge of assistive technology (computers to support learning).
  • Support school staff in using technology to help children learn.
  • Loan the school computers and other equipment for the child.
  • Provide training in how to use special software.

Referrals: CENMAC support can be provided if a child has an Education and Health Care Plan (Statement). A referral form must also be completed.

Occupational Therapist (OT):

  • Works on skills to support your child’s independence.
  • Can support with dressing, feeding and other life skills.
  • Explores high and low levels of activity in children.
  • Helps parents find ways to manage children’s behaviour at home.

Referrals: School referrals to OT are made through a Common Referral Form with parental consent.

Physiotherapist:

  • Works with children who have difficulties with movement.
  • Provides advice, support and recommendations for specialist equipment.
  • Trains staff working with your child to meet their physical needs.
  • Works alongside other medical professionals.

Referrals: School referrals to physiotherapy are made through a Common Referral Form with parental consent.

Child and Adolescent Mental Health Service (CAMHS):

  • Works with children when there are concerns about emotions, behaviour or social skills.
  • Helps families to manage the child and their needs.

Referrals: Schools refer to CAMHS through a referral from.

School doctor (Community Paediatrician):

  • Can explore children’s difficulties when other professionals cannot find causes.
  • If you think that your child might have a learning disability, such as Autism or ADHD, the paediatrician can help to explore this.

Referrals: School referrals to the paediatrician are made through a Common Referral Form with parental consent.

School nurse:

  • Makes sure medicines are kept and administered correctly in school.
  • Helps to organise training for medical needs.
  • Checks children’s height and weight where there are concerns about the child’s growth, including obesity.
  • Provides medical plans for children with medical needs, such as asthma.

Referrals: Children with medical needs who require medication in school are automatically monitored by the school nurse. The school nurse also helps to monitor children when Social Care are involved.

Local Authority:

  • Provide a named person to manage the EHCP process.
  • Monitor the school’s provision for children with SEND.
  • Provide additional resources (funding) for children with a high level of needs. 
  • Although the school is in Wandsworth, your child will be supported by their home borough.

Contact by: sending a letter, visiting the local authority website or via the school.

Support for my child

Good/outstanding classroom teaching for all children:

  • The teacher will have the highest possible expectations for your child and all pupils in their class.
  • All teaching is based on building on what your child already knows, can do and can understand.
  • Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve things like using more practical learning or providing different resources adapted for your child.
  • Using specific strategies (which may be suggested by the SENCO or staff from outside agencies) to help your child to access learning.  This may include occasional support from a Teaching Assistant to help with a particular difficulty.

Specific small group work:

  • This will be used when your child needs extra support to close a gap in their understanding or learning.
  • These interventions will have clear targets to help your child make more progress.
  • Interventions may include small group work or individual sessions on a specific theme. They may be run by school staff or outside professionals, such as the Speech and Language Therapist.

Precision Teaching:

  • Precision teaching involves practising the same skill again and again until it is learnt.
  • We use this approach to help children with gaps in their ‘fact’ knowledge. For example, learning common spellings or number facts.
  • The teacher will decide which facts your child needs to practise and they will work with an adult at least three times a week until they can get the answer right every time.

Pre-teaching:

  • Pre-teaching is used with children who may take longer to learn new concepts.
  • For some children, there will be a ‘preview’ of the key learning before the main lesson.
  • This can include reading a book before everyone else, or learning the meaning of new words.
  • This can help your child to feel less anxious and more able to take part in the main lesson.

Working with specialist professionals (see ‘External Support’):

This may include:

  • Making changes to the way your child is supported in class e.g some individual support or changing some aspects of teaching to support them better.
  • Support to set targets which will include their specific professional expertise.
  • Your child’s involvement in a group run by school staff under the guidance of the outside professional e.g Speech and Language Support.
  • A group or individual work in school run by an outside professional.
  • You will be provided with the contact details for any agencies or services outside the school who work with your child. You will be involved in decisions about how support will be used.

Inclusive technology:

  • Some children with fine motor or literacy difficulties may use a laptop to type their work.
  • We may refer to CENMAC or Bowley Close Assistive Technology to explore ‘high tech’ learning aids for children with significant needs.
  • Our staff are experienced in using a range of hardware and software to support children’s learning.
  • We currently support a number of learners who use computers to support their communication.

Individual behaviour plans:

  • May include a reward chart.
  • Linked to specific behaviours that your child needs to work on.
  • We will work closely with parents to monitor behaviour over time and find strategies that work at school and at home.
  • Your child will be involved in helping to monitor their own behaviour.

Alternative and Augmentative Communication (AAC):

  • Some children find it very hard to communicate with speech, so we use a range of different approaches to help them share their wants and needs (AAC).
  • We are increasing our use of Makaton (gesture) and symbols (pictures) to support communication throughout the school.
  • With support from the speech and language therapist (SALT), we can help to set up systems for children who need to use symbols to communicate.

Accessibility:

  • Our school site is on three levels but is fully accessible with a lift.
  • We have disabled toilets.
  • We work closely with health professionals to continuously review and adapt the environment for children and families.

Identification and Assessment

We continually monitor all children’s progress and share information with parents and carers. This allows us to identify needs early and put support in place.

If the family is concerned:

  • If you are concerned about your child’s learning, we recommend speaking to the class teacher first. They will know how your child is doing in school and can offer additional support if necessary.
  • If you are unhappy, or would like to discuss your child’s needs further, you can speak to the SENCO or Principal.
  • If you feel that your concerns have not been addressed, you can speak to the SEN Academy Councillor.
  • Information about how to contact the people above can be found in ‘Who supports my child in school’.

If the school are concerned:

  • The class teacher will usually be the first person to speak to you about concerns with your child’s learning and support that can be provided.
  • If your child needs more intensive or very specific support, the SENCO may meet with you to plan support. This may include meetings with other professionals.
  • In some cases, the Principal or SENCO will ask to meet with the child’s family to discuss support at home.

Levels of support (graduated response):

Level 1 Level 2 Level 3

All Students
High quality teaching for all

OA Putney is committed to support and enrichment for every child. The class teacher will provide 'booster' groups and work as well as extension activities where needed

SEN Support 

If your child needs support that is additional to, or different from, other children in their class, we will work together to write an SEN Support Plan. This will include targets which are reviewed at least once a term. 

Education Heath and Care Plan (EHCP)

If your child has significant needs and is not making progress within an SEN Support Plan, the school and family may apply for additional resources through an EHCP. Please discuss this with the SENCO. 

 

 

Measuring Progress:

  • The class teacher will continually monitor your child's progress and assess your child against the against age related curriculum objectives at the end of each term.
  • If your child is in Year 1 or above but is not yet able to work at National Curriculum Levels, they will be assessed using 'P Levels', which are levels with smaller steps for basic skills.
  • At the end of each Key Stage (Reception for Early Years, Year 2 for Key Stage 1 and Year 6 for Key Stage 2), your child will be formally assessed. In some cases, your child's needs may mean that they can receive additional time or resources to take exams or in some cases they may be exempt from national tests.
  • All children receiving SEN Support or with an EHC Plan or Statement will be given termly targets which will also be reviewed to help measure progress.

 

Working with families

Meetings to share ideas and concerns:

In most cases, this will be with the class teacher. However, sometimes the SENCO or Principal may hold a meeting to discuss concerns or explore further support. This may include external professionals who have been working with your child.

Workshops:

We hold a range of workshops for parents throughout the year. These tend to focus on what your child will be learning in class and how to support them at home.

Planning support:

Families will be actively involved in setting and reviewing targets and support through the SEN Support process.

Parent Teacher Association:

We will have a very active PTA. As well as organising successful events at school, they will meet regularly and welcome new members. Coming along to a PTA meeting is a great way to get involved with our network of families.

Transitions

Moving to another school:

  • We will talk to your child about how they are feeling and try to make the move as positive an experience as possible.
  • We will contact the new school's SENCO and ensure they know about any special support that needs to be in place for your child.
  • Where possible, we will support a visit to the new school in advance of the move.
  • We will make sure that all records about your child are passed on to the new school as soon as possible.

Moving to a new class in school:

  • You will be informed of the new staff working with your child as soon as possible in the Summer Term before they move.
  • Your child's class will meet their new teacher at the end of the Summer Term.
  • Information will be passed on to the new teacher in advance and school staff will meet to 'handover' information about your child.
  • Additional time with the staff from the new class will be provided if we know that your child will struggle with the transition.

In Year 6:

  • We will meet with the SENCO of your child's secondary school in advance to discuss any specialist provision that needs to be in place.
  • Your child's class will receive sessions focussed on moving on and workshops where they can share concerns and queries about secondary school.
  • Where possible, your child will visit their new school on several occasions and the new staff will visit them at Oasis Academy Putney.

SEN Policy

Equality Policy

Accessibility Plan

Who is the best person at the Academy to talk to about my child’s Special Educational Need?

Our SENCo is Laura Nike, Assistant Principal. You can contact her either via the Academy address or by telephone or email.

She is available to talk to about any issues you may have regarding to the care and education of your child, including whether they may have a special education need, whether their needs are being met or anything in their learning plans.