SEND at The Oaks

We are proud to be a dedicated independent SEND school. We believe that every child is unique and deserves to feel valued, understood and supported. We give our pupils the freedom to flourish through personalised learning journeys that celebrate their strengths and nurture their needs.

With the right support, every child can thrive academically, socially and emotionally.

Compliance

We follow the statutory SEND Code of Practice (2015) and all current legislation, including:

  • Children and Families Act 2014
  • Child Protection and Safeguarding Policy
  • SEND Code of Practice: 0–25 years
  • Equality Act 2010 – Advice for schools DfE
  • Teaching Standards

 

These frameworks shape our policies, practices and provision, ensuring your child receives
the right support, delivered with care, compassion, expertise and professionalism.

Our Vision

Our vision is to promote confidence, independence and emotional wellbeing so that pupils leave The Oaks as valued and successful members of the community.

We achieve this by creating a nurturing, inspiring and inclusive environment where every child, regardless of ability or need, can achieve their very best. At The Oaks, children with SEND are not only supported but celebrated for their individuality and strengths.

Our Aims

Through our SEND provision, we aim to:

  • Identify and respond to each child’s needs.
  • Ensure every pupil can access the full curriculum, enrichment activities and wider school life.
  • Enable all learners to make progress, achieve success and grow in confidence.
  • Work in strong partnership with parents and carers, with open communication and shared decision-making.
  • Give pupils a voice in shaping their education and support.
  • Collaborate with external agencies to provide the best possible provision when needed.

 

All children attending The Oaks school have an Education Health and Care Plan (EHCP) in place. We provide education to pupils age 4-11 with moderate and/or complex learning needs in conjunction with: Autistic spectrum disorder, communication difficulties, multi-sensory impairment and behaviours.

Our Approach to Support

Every child at The Oaks has an Individual Education Plan (IEP) with personalised targets, strategies and interventions. IEPs are reviewed termly with input from teachers, parents, carers and the pupil.

Support may include:

  • High-quality, differentiated classroom teaching.
  • Small group or one-to-one interventions.
  • Specialist programmes such as Emotional Literacy Support (ELSA), Speech & Language support and hobby/interest development.
  • Additional resources or adaptations to ensure full access to learning and school life.

 

The curriculum at The Oaks supports our vision of freedom to flourish and grow through personalised and inclusive learning journeys, so all can reach their full potential. Every opportunity is taken to promote confidence and emotional wellbeing to enable pupils to leave as successful and valued members of the wider community. We believe that learning should be engaging, enjoyable and rewarding for everyone, developing pupils to be lifelong learners. Through high quality teaching, we inspire pupils to learn and equip them with the skills, knowledge and understanding necessary to reach their full potential. Our belief in an individualised approach to teaching and learning contributes to pupils becoming successful learners who make excellent progress.

Areas of Need We Support

At The Oaks, we support a wide range of SEND, including:

  • Communication and Interaction needs
  • Autistic Spectrum Disorder (ASD)
  • Specific Learning Difficulties (SpLD), such as dyslexia and dyspraxia
  • Speech, Language and Communication Needs (SLCN)
  • Attachment Disorder
  • Moderate Learning Difficulties (MLD)
  • Sensory and/or Physical Needs

 

Each child is different, so our provision is flexible and responsive to their changing needs over time.

Working Together

We know that children succeed best when everyone works together. That’s why we build strong partnerships with:

  • Parents and carers through regular meetings, updates and collaborative planning.
  • Pupils by involving them in setting goals and sharing their views.
  • External professionals such as speech and language therapists, educational psychologists, occupational therapists, CAMHS and specialist teachers.

Together we create a holistic support network so that no child is left behind.

Reviewing Progress

The school tracks pupil progress in a number of different ways dependent on the pathway that a child is working in e.g. B Squared, Evisence and EHCP milestone trackers. Progress against targets are monitored on a half-termly basis and reported to parents. Pupil IEPS are in place to set and monitor targets against prior attainment. Parents are formally invited into school for the Annual Educational Review, where the school report is discussed and targets are set. Within this meeting the EHCP is amended.

The Annual Review is an opportunity for all of the people involved in working with a pupil to come together with the parents and the child, to discuss progress, plans for the following year and to raise any concerns. The annual review meeting is a person-centred process. Where appropriate we try to hold joint educational and social care reviews to ensure a wraparound service for children and their families.

Equal Opportunities

The school supports the rights of all pupils to equal access and opportunities regardless of age, culture, religion, gender, ability, disability or sexuality. The school promotes an ethos of respect for everyone.

Celebrating Every Child

At The Oaks, we see each child as an individual with unique strengths, talents and aspirations. We celebrate all forms of progress, whether academic achievement, social growth, creativity, independence or resilience.

 

Every child belongs.
Every voice is heard.
Every success is celebrated.