Exceptional Education at the Heart of the Community

Special Educational Needs and Disabilities

Special Education Needs and Disabilities

Our accessibility plan can be found here, in which we detail how accessible our modern and well equipped building is for the physically disabled.

Oasis Community Learning (OCL) has a Special Educational Needs and Disability policy which can be found on our policy page.

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

Our SENCo is Mr Matthew Wilson. You can contact him either via the Academy address, by telephone or email.

Matthew Wilson
SENCo

Matthew.Wilson@oasisenfield.org

01992 655 414

 

He 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.

SEN Information Report

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

Oasis Academy Enfield works with Primary feeder schools during transition to identify students who may have SEN (Special educational needs) and D (disabilities). Oasis Academy Enfield assesses students on entry for reading, as well as using Cognitive Ability Testing (CATS). We use prior assessment data (e.g. KS2 SATS) and our own subject assessments as well. This information, as well as discussions with parents and carers, professionals from outside agencies and previous school staff, is used to identify those who may need extra help. If you think your child has difficulties in learning, the first person to talk is the Special Educational Needs Coordinator (SENCo).

2. How will the Academy support my child?

There are a variety of ways that Oasis Academy Enfield supports students. Each student is allocated a Learning Guide to be the first person to go to if they need help and support. We have an experienced and caring pastoral support team, which includes Year Leaders and mentors. The Year Leader and Heads of Department monitor and track the quality of provision and student progress, so if there are concerns these are picked up early on.

Oasis Academy Enfield offers a supported after school study club and enrichment activities. We have a Nurture Room which is open at break and lunchtimes for students if they need a quieter place to go. The Nurture room also supports students who find lessons difficult, and helps them reintegrate back into lessons. The Inclusion Team supports students in the classroom in different ways, helping students to access the work and make progress. We have an English As an additional language (EAL) intervention teacher who works with students with little or no English. The ability to read fluently is essential, and Oasis Academy Enfield has different reading interventions, including a highly structured reading programme, peer readers, and an online reading programme called Lexia.  We have Speech and Language provision in small group and one to one situations.

We have experienced staff who work with students whose behaviour is challenging. We run anger management and social skills groups. Oasis Academy Enfield has structured pastoral support programmes (PSPs) and we work with parents to support students effectively. We have a dedicated small group provision, called the Academy Resource Centre (ARC) that works closely with students to help them manage their behaviour successfully.

Oasis Academy Enfield has a full time Parenting and Social Care Coordinator who supports families who are experiencing difficulties that impact on their children’s education. This might include home visits, and helping with referrals to other agencies.

3. How will I know how my child is doing?

Oasis Academy Enfield delivers good teaching and has high aspirations for all students, including those with SEN. Regular monitoring and feedback to parents/carers ensures that students who are at risk of not making expected progress are picked up quickly and students receive intervention if needed. Lessons are differentiated to ensure they are accessible to all learners.  

We hold regular “Drop Everything and Meet” (DREAM) days, when Inclusion staff meet with parents/ carers about their child’s progress. These are held once a term. There are other opportunities to meet more regularly should this be helpful, and staff are always contactable by email or by phone. As well, staff will contact parents/ carers if there are concerns. Parents/carers receive six progress reports each year. There are three Academic Review Meetings where learning guides share information from subject teachers and feed back to students and parents/carers on progress being made.  In Year 11, 12 and 13 there is one consultation evening per year where you can meet with your child’s individual subject teachers.

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

Teachers work hard to ensure lessons are accessible and challenging for students, and that work is correctly pitched. Differentiation is used to ensure that learning and development provision matches student’s needs. When Inclusion staff are present in lessons they support the learning of all students, including those with SEN, in a sensitive way, which promotes independent learning. Each student who has additional support will have a Profile, filled in by the student, parents and Inclusion staff, which outlines how best teachers can support them in class.

Students follow a wide curriculum taught by subject specialists. In Years 9-11 we offer a broad range of qualifications to suit all, including GCSEs and BTECs, Study and Functional skills and the COPE award. Some students are withdrawn from Modern Foreign Languages in Year 8 for extra support with their literacy.

5. What support will there be for my child’s overall wellbeing?

OAE has a high level of commitment to the personal development of each child, including teaching them to be safe, independent and healthy. Personal, Social and Health education, including sex education, is delivered through assemblies, tutor time and Oasis Life days. These are days when ordinary lessons are collapsed and students explore a particular theme or go on visits. Personal development is an intrinsic part of the many aspects of the curriculum. OAE promotes the “9 Habits”. These are hope, compassion, humility, patience, joy, honesty, self-control, consideration and forgiveness.

6. What specialist services and expertise are available at or accessed by the Academy?

OAE uses external agencies and specialist services, such as the Speech and Language therapist, Behaviour Support Services, the Educational Psychologist, Children and Adolescent Mental Health Service (CAMHS), Visual and Hearing Impairment advisors and the Education Welfare Officer. There are also many other organisations we refer students to, depending on their need.

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

The SENCo has additional specialist teacher qualifications in Specific Learning Difficulties and is qualified to assess for exam access arrangements. Other staff have additional training and experience in areas such as ASD, speech and language, behaviour management, and additional literacy and numeracy. There is an ongoing programme of staff development in place for all staff. Many of the Inclusion team have dyslexia training. Staff appraisal identifies any gaps in training and supports staff to access relevant professional development.

8. How will you help me to support my child’s learning?

Parents and carers are actively encouraged to take an interest in their child’s learning. Teachers are easily contactable by phone or email. There are opportunities to access further discussions with school staff if parents/carers feel this would be helpful. Communication with parents/carers about extended learning (homework) is written into student’s planners, and is also put on the “Show my homework” website.

9. How will my child be included in activities outside the classroom, including trips?

All students, including those with SEND, have equal access to activities in school, and participate in offsite trips. Parents and carers of students with SEND may be involved in supporting staff with planning to ensure students can participate in activities safely. Parents and carers are expected to support participation in offsite trips, enrichment and extra-curricular activities, such as Summer School, so that all students, including those with SEND, take advantage of opportunities that support their learning.

10. How accessible is the Academy environment?

The OAE school site is fully accessible for wheelchair users, has a lift and disabled toilets on each floor, and changing rooms adapted for those with disabilities. We make reasonable adjustments for students who need them to make life at the Academy as easy and happy as possible.

11. Who can I contact for further information?

Please contact the school SENCo. You can access contact information from the school website.

12. How will the school prepare and support my child to join the Academy, transfer to a new school or the next stage of education and life?

OAE has a robust transition programme with all students attending a transition day on site. All students moving on from OAE are supported by careers interviews. Those students with an Education and Health Care Plan (EHCP) will receive the support of the Learning Difficulties officer, who can advise about careers options. Inclusion staff support students with SEND and this may involve interview practice, help with completing application forms and support with college visits and interviews. The SENCo liaises with post 16 providers to ensure adequate support is in place for transition.

13. How are the academy’s resources allocated and matched to children’s special education needs?

The Inclusion team works hard to ensure that each child is supported in their area of need, and that there are clear outcomes. These are discussed with parents and carers whenever necessary, and is a part of their Profile that all teachers will be familiar with. If your child has an Education and Health Care Plan (EHCP), the support they receive will be focussed on their area of need. This may or may not include in-class support. If the Academy feels that a child needs a higher level of support, we will apply for an EHCP if necessary.

14. Our core activities are to:

  • Identify children with SEND (Special Educational Needs and Disabilities) and ensure provision is made in accordance with the SEND Code of Practice.

  • Have an appointed SENCO (Special Educational Needs Coordinator).

  • Invest in whole Academy and targeted training for staff.

  • Ensure that teaching is inclusive and support practices are embedded throughout the Academy.

  • Ensure that all teachers understand that they are teachers of SEND.

  • Plan for transitions from 11-19 years across all Key Stages.

  • Maintain an accurate SEND register and provide teaching staff with up to date information on how to support your child.

  • Offer mentoring facilities to all young people in the academy.

15. Our Commitment to Equality

Equality and inclusion are at the heart of Oasis. We have a passion to include everyone and a deep desire to treat everyone equally. We accept others for who they are and respect differences.

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

If you are concerned about your child’s overall progress Learning Guide
If you think your child may have a Special Educational Need and would like to discuss this SENCo, Mat Wilson
If you feel that your child’s needs are not being met SENCo, Mat Wilson
If you feel that your child’s needs are not being met by any of the above Associate Principal, Juan Fernandez
If you still feel that your child’s needs are not being met Executive Principal, Lynne Dawes
If you have a complaint about the SEND support for your child

Academy Councillor with responsibility for Special Educational Needs and Disabilities

Richard Robinson

 

16. How will I know how well my child is doing at the Academy?

We:

  • Welcome Parents and Carers to discuss their child’s progress as part of parent's evenings.

  • Write to you every half term with a progress report for your child.

  • Communicate regularly with Parents and Carers so we can work in partnership.

  • Hold a formal Annual Review Meeting if your child has an Education and Health Care Plan where we will report on their progress and provide a written report.  If there is a need we will hold more Review Meetings.

17. What happens if I am concerned about the progress my child with SEND is making?

  • Parents and Carers are asked to make an appointment with the class teacher or learning guide if they have concerns about attainment, achievement, progress or happiness in the Academy.

  • If your child continues to make little progress despite the extra support provided by the Academy we will look to provide external support and advice.  If there is evidence that your child has severe and complex needs that cannot be met by the resources available to the Academy, we will ask the Local Authority to undertake a statutory assessment of SEN either as set out in the SEN Code of Practice or through a request for an Education Health and Care Plan.

  • We have a designated SEN Academy Councillor who is responsible for making sure the necessary support is available for every child who attends the Academy.

18. If you need to complain

Parents and Carers have the following rights, should the Academy, Academy Council or Oasis Community Learning fail in its duty to provide, or if the parent disagrees with a decision or feels that there is discriminatory practice:

  • The Academy complaints procedure

  • An appeal to The SEN and Disability Tribunal 

  • A claim against the responsible body (Oasis Community Learning) for disability

  • To the SEN and Disability Tribunal for discrimination

  • A complaint to the Academies Ombudsman