Questions

School Response

1

How does the school know if young people need extra help and what should I do if I think my child may have special educational needs?

We will assess each student’s current skills and levels of attainment on entry, where appropriate.

We have regular monitoring in place that tracks the progress our learners make in all areas of the curriculum. Subject teachers will make regular assessments of progress for all students and identify those whose progress:

• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the child’s previous rate of progress
• Fails to close the attainment gap between the child and their peers

Slow progress and low attainment will not automatically mean a student is recorded as having SEN as there may be other reasons for this. Oxted staff raise any concerns identified through our Inclusion helpdesk. In line with our school’s graduated response to meeting learner’s needs, the Inclusion team meet to discuss engagement, progress, and attainment of learners to agree the necessary support pathway needed.

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the student and their parents/ carers.  We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

2

How will school staff support my child?

We will follow the graduated approach and the four-part cycle of assess, plan, do, review the support offered to you child.

Subject teachers and subject leads will work with the SENCO and Inclusion team to carry out an analysis of the student’s needs. This will draw on:

• The teacher’s assessment and experience of the student
• Their previous progress and attainment and behaviour
• Other teachers’ assessments, where relevant
• The individual’s development in comparison to their peers and national data
• The views and experience of parents/carers
• The student’s own views
• Advice from external support services, if relevant

All teachers and support staff who work with the student will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required.

3

How will the curriculum be matched to my child’s needs?

Teachers are responsible and accountable for the progress and development of all the students in their classes. High-quality teaching (Quality First Teaching) is our first step in responding to students who have SEN. This will be differentiated for individual students. We make the following adaptations to ensure all students’ needs are met:

• Differentiating our curriculum to ensure all students can access it, for example, by grouping, 1:1 work, teaching style, content of the lesson
• Adapting our resources e.g. scaffolded tasks, sentence starters
• Adapting staffing levels
• Using recommended aids such as laptops, coloured overlays, visual timetables, larger font
• Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud

All students participate in a wide and varied curriculum to ensure that they are able to use their skills of literacy and numeracy in a wide variety of subjects. Quality first teaching ensures that students are able to access this curriculum.

Our SEN Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. All students have the opportunity to participate in educational visits. We will also provide the targeted interventions to support our students.

4

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

We will have an early discussion with the student and their parents/carers when identifying whether they need special educational provision. These conversations will make sure that:

• Everyone develops a good understanding of the student’s areas of strength and difficulty
• We consider concerns which parents may have  
• Everyone understands the agreed outcomes sought for the child
• Everyone is clear on what the next steps are

Notes of these early discussions will be added to the student’s record and given to their parents.

We will formally notify parents when it is decided that a student will receive SEN support.

Parents/carers are encouraged to speak to their child’s tutor and year team about any concerns they have. They are also able to contact the SENDCO in school or by email to raise any concerns they may have about how their child’s additional needs are being met in school. Paula Waller,  can be contacted by emailing directly to inclusionhelpdesk@oxted.thpt.org.uk. 

We also host half termly Inclusion forums for parents to support with their understanding of key SEND matters and developments. 

Each year group has parents’ evening once a year in addition to information evenings throughout the academic year. At these meetings, parents have the opportunity to discuss ways in which home and school can further support a child’s learning. 

Parents also receive school reports which will show what grade their child is currently working at and what their attitude to learning is.  All students with an educational health care plan (EHCP) will have a keyworker from the Inclusion Team.

5

What support will there be for my child’s overall well-being?

Staff are regularly trained to provide a high standard of pastoral support.   

We have a year team pastoral support system where staff journey through the school with their year group.  This system allows the team to know the needs of the students. It also ensures that students have key staff to talk to. 

Relevant staff (Pupil Welfare Team) are trained to support medical needs and in some cases all staff receive training (epi pen training). We have a medical policy in place with medication managed by our Pupil Welfare Team. 

Our Behaviour Policy, which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff. 

We regularly monitor attendance and take the necessary actions in order to prevent prolonged unauthorised absence. 

Student voice is central to our ethos as it encourages our students to become independent and confident learners. Our Junior Leadership Team meet with senior staff regularly to provide feedback and discuss key ideas around our student experience. 

We have a school counsellor which all students can have access to.  Students can self-refer, or a member of staff can submit a referral. 

We have a zero-tolerance approach to bullying in the school which addresses the causes of bullying as well as dealing with negative behaviours. We use a restorative/mediation approach to bullying incidents.

6

What specialist services and expertise are available at or accessed by the school?

Oxted School has successful and positive working relationships with external agencies. These include:

• Educational Psychology
• Specialist Teachers for Inclusive Practice (STIPS)
• Speech and Language therapist
• Surrey Inclusion team
• CAMHS
• Occupational Therapy
• Physical and Sensory support

All external partners we work with are vetted in terms of safeguarding by the DSL. Furthermore, when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service. 

Our designated teacher for Looked After Children is Mrs Paula Waller. To support our students, regular meetings occur between the virtual schools, carers, and social care to ensure the child’s wider needs are being met. 

Staff are regularly updated on matters regarding special educational needs and disability through staff meetings and planned INSET. 

Oxted staff regularly work with professionals across The Howard Partnership Trust (THPT) which includes colleagues from primary and secondary schools. We share information and expertise so that we can ensure we have the best provision in place for our students. THPT and Oxted school have invested in training staff to improve quality first teaching and develop enhanced skills and knowledge delivery of additional interventions. We also have access to THPT Psychology Team.

7

What training are the staff supporting children and young people with SEND had or are having?

We regularly invest time and money into training our staff to improve skills and knowledge. Support is regularly monitored and audited for effectiveness. School staff are updated during INSET days, other meetings and via email about SEND issues. 

Policies and guidelines are reviewed annually and are available to everyone via the website; staff have copies of relevant documents in the staff handbook.

8

How will my child be included in activities outside the classroom including school trips?

Our inclusive ethos promotes involvement of all our students in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration (including a risk assessment where required) is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning. 

Oxted School believes in students gaining independence and confidence by being fully included and experiencing new activities. Students with SEND are prioritised for school trips, some clubs and activities will be subsidised, and some activities are only for students with SEND. There are no barriers to SEND students taking part in any appropriate club or activity.

9

How accessible is the school environment?

Our Accessibility Plan is robust, and we remind staff and learners about the Equality Act 2010. 

We value and respect diversity in our setting and do our best to meet the needs of all of our students.

10

How will the school prepare and

support my child/ to join the school / transfer to a new setting or the next stage of education and life?

We share information with the school, college, or other setting the student is moving to. We agree with parents and students which information will be shared as part of this.

In partnership with our primary feeder schools, we have an Induction programme in place for welcoming new students to Oxted School. This involves an Induction day for all young people and additional days, as required, for the young people to become comfortable with their new school, in particular those with an EHCP or on the SEN register on arrival.

Students have access to our career guidance advisor to help them make informed choices about what they would like to do in the future.  In liaison with Surrey SEN, students with an education health care plan (EHCP) have additional support regarding future pathways.

11

How are the school’s resources allocated and matched to young people’s special educational needs?

We regularly review the needs of our students within the school and endeavour to put in place provisions in order to be able to cater for these needs. 

• The Senior Leadership team carries out regular learning walks to review how provision is provided and ensure that high standards are maintained
• At Trust and School level, our finances are monitored regularly, and we utilise resources to support the strategic aims of our setting as well as individual learner needs

All interventions are costed and evaluated. All students with an educational health care plan (EHCP) have a costed provision map

12

How is the decision made about what type and how much support my child will receive?

The SENDCO considers a variety of options for suitable provision before deciding on a course of action, liaising with the student and other staff, and where appropriate with their families.  Quality First Teaching underpins the core offer for all our students. 

Parents are informed when a learner is placed onto the SEN register. A wide range of data will be considered before a decision is reached. For a period of time students are also observed in class and feedback is sourced from their teachers. 

Feedback from previous schools and parents is also considered. Parents are informed of provision and given opportunities to decide on the delivery when a learner has an education health care plan (EHCP). Any intervention, including TA support, is monitored and the impact measured.

13

How are parents involved in the school?

How can I be involved?

We regularly involve parents and families in discussions about their child’s learning. 

Parents/carers are encouraged to speak to their child’s tutor and year team about any concerns they have. 

They are also able to contact the SENDCO in school or by email to raise any concerns they may have about how their child’s additional needs are being met in school. Mrs P Waller, Inclusion Lead, can be contacted by emailing inclusionhelpdesk@oxted.thpt.org.uk. We also host half termly Inclusion forums for parents to support with their understanding of key SEND matters and developments. 

Each year group has a progress review evening once a year in addition to information evenings throughout the academic year. At these meetings, parents have the opportunity to discuss ways in which home and school can further support a child’s learning. 

Parents also receive school reports which will show what grade their child is currently working and what their attitude to learning is.  All students with an educational health care plan (EHCP) will have a keyworker from the Inclusion team. Parents are invited and attend annual review and mid-year review meetings.

Our Governing body includes parent governors.

14

Who can I contact for further information?

Parents/carers are encouraged to talk to their child’s Tutor or Year Team. 

Parent and carers can contact the Inclusion team: inclusionhelpdesk@oxted.thpt.org.uk. 

Surrey SEND Information, Advice and Support Service (SIASS): offer impartial, confidential, and free support to empower parents/carers, children and young people with special educational needs and disabilities aged 0-25 years.

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