SCHOOL NAME:

Oldfield Primary

TYPE OF SCHOOL:

Mainstream Primary School Academy sponsored convertor.

ACCESSIBILITY:

Fully wheelchair accessible

No – Ground floor only

Auditory/Visual enhancements

None

Other adaptions:

- Disabled Toilet

-Tinted screens on Class Smartboards

CORE OFFER:

Are you currently able to deliver your core offer consistently across all areas of your school?  Yes                                                                                            

POLICIES

Are the schools policies available on its website (or from School Office) for:

SEN

Yes

SAFEGUARDING

Yes

BEHAVIOUR

Yes

EQUAL OPPORTUNITIES

Yes

Are you aware/familiar with the requirements of the Disability Discrimination Act 1995 and the Equality Act 2010

Yes

RANGE OF PROVISION

Please indicate what your school has to offer (over and above your core offer) in each of the following areas:

Areas of Strength:

·         Highly trained Teachers and Teaching Assistants with a range of expertise.

·         Well planned lessons ensuring the highest possible expectations of children with SEN and all pupils in the class. Good differentiation and resources/staffing to meet individual need.

·         Use of multi-sensory teaching and learning strategies to engage and support children in their learning.

·         Use of multi-media resources.

·         A creative curriculum that encompasses and encourages children to develop and show their areas of strength and talent. 

·         Use of vocab ninja building

·         A wide range of inclusive extra-curricular activities and after-school provision.   

·         Strong transition links from playgroup/home–Nursery, throughout school, Y6–Secondary.

·         Community and Parent involvement – family activities provided in school.     

Specialist Facilities/Equipment to support SEND:

Trust Sen Lead works in school

·         All staff attend regular in-house training to update their knowledge and inform practice with children who have Special Educational Needs.

·         Use of additional resources to support learning including; voice recorders, ipads, pencil grips etc

·         Additional assessment, screeners and checklists used to help identify needs.

·         Children’s needs are assessed on an individual basis and the correct adaptations, resources and equipment are provided, following advice from external support services (Bradford LA and health professionals) as well as in school daily provision as part of good practice.

Input from Therapists/Advisory Teachers/other specialist support services:

We have limited access to a range of Specialist and Advisory Teachers through the Local Authority support services (Cognition & Learning Team-Learning Difficulties, Communication & Interaction/Autism, Educational Psychology, Behaviour Emotional and Social Difficulties Team, Pre 5-Early Years’ Intervention Team, Physical Difficulties, Visual & Hearing Impairment Teams). 

We also have access to Speech & Language Therapy, School Nurse via a panel and other health services through Airedale.  In school we have the SENDCO, Pastoral Support Assistant

Who all provide support to children and families in their own specialist areas.

We use our Academy colleagues for help and advice and use their staff where needed.

Breakfast and After School Club:    Yes - daily before and after school provision.

INCLUSION

How do you promote inclusion within the school? Including day and residential trips?

·         All pupils are included in Class and School activities

·         All year groups have a Teaching Assistant (s) to support learning and extra staffing is provided if individual needs require this to enable that child to access learning and make further progress.

·         Our Pastoral Support Assistant provides nurture support 1:1/groups and offers support for parents.

What proportion of children currently at the school have an SEND?

As of June 2025

 9 out 0f 67 (9%) are on the SEN register 10 (16%) have EHCP This is inclusive of Nursery.

Additional, specific assessments are carried out by the SENDCO & other specially trained staff in school, with children at all Ranges to help identify barriers to learning, support effective provision, identify strengths and next steps.

The Children’s Special Educational Needs include:

Learning Difficulties; Irlen (use of coloured overlay or tinted lenses); Specific LDs-Dyslexia, Autism; Communication & Interaction; Speech & Language difficulties; Behaviour, Emotional & Social Difficulties; Social skills; Motor coordination; Developmental delay

* Please note that these figures constantly fluctuate as we respond rapidly to individual children’s needs and therefore children move between Ranges dependent upon the level and type of additional provision they require to meet their needs at any particular time.   

PARENT SUPPORT

INVOVLEMENT/ LIAISON

How do you involve/support the parents of children with an SEND regarding identifying and meeting their needs.  How do you communicate their progress and areas of difficulty?

·         We aim to work fully in partnership with parents/carers and offer a range of opportunities for you to meet with your child’s Class Teacher, the SENDCO and other members of staff supporting your child, including external support services, on a regular basis. 

·         We have two Parents’ evenings when you can discuss how your child is getting on, any concerns and any additional provision being made. If your child is receiving additional support in school, the Class Teacher or SENDCO may also invite you to attend an IEP (Individual Learning & Provision Plan) review meeting where your child’s individual targets, progress and next steps can be discussed and agreed.  Class Teachers and the SENDCO are available to meet at other times should you wish to talk to someone in between review meetings and parents’ evenings.  

·         We can provide you with information about training courses and voluntary parent groups (such as AWARE who provide clubs for children with additional needs).

How will the school prepare children with an SEND to join their next setting/school/college/stage of education or life?

We have good relationships with our local secondary schools and will ensure contact with the transferring school should your child move mid-year or to another area.  We will contact the SENDCO at their new school to ensure they know about any special arrangements or support that needs to be made. 

We liaise with secondary schools to arrange additional transition visits or for staff from the transferring school to visit your child here at Oldfield. We ensure all relevant documents for your child are passed on confidentially to ensure that staff working directly with your child are aware of support, strategies and resources and can ensure a smooth transition.

OTHER INFORMATION

What else do you think parents would like to know about your school?

If you have a question that this document has not provided the answer to, or would like to know more about a specific aspect of Special Educational Needs provision please go to our SEN FULL LOCAL OFFER which can be found under the Policies section of the school website.

COMPLETED BY:

James Travers

DATE COMPLETED:

June 26

UPDATE:

Dec 26