Exceptional Education at the Heart of the Community

Special Educational Needs and Disabilities

Oasis’ ethos is based on an overarching theme of Inclusion; welcoming, encouraging and enabling all to achieve their best whatever the challenges may be in doing so.

At Oasis Academy Temple we work very hard to provide a caring, stimulating and inclusive environment where every child can reach their full potential. We recognise that you know your child best and you may feel that they need some additional help or support for some or all of their time at school.

Oasis Temple has an inclusive approach.  You can attend Oasis Temple if you live in the local area regardless of any disability or special educational need.

The information in the sections below are there to inform you of the types of support available for your child at school. It will help you to understand who can help and how this support can be accessed. If you cannot find the information you need then please contact:

Kobi Howarth, SEND Coordinator (SENDCo)
Kobi.Howarth@oasistemple.org
0161 205 1932

Every local authority publishes a local offer informing parents of services available to them.  Lots of useful information can be found about services in the local area. If you want advice from professionals outside school you may find the following contacts helpful:

Manchester Local Offer

Information, Advice and Support (formerly Parent Partnership)
0161 209 8356
Parents@Manchester.gov.uk

School Admissions 
0161 245 7166

Manchester Families Service Directory

Who's Who & Responsibilities

Oasis Academy Temple has a named SENCO (Ms Kobi Howarth) and a named Governor responsible for SEND. They ensure that the academy's Special Educational Needs policy works within the guidelines and inclusion policies of the SEN Code of Practice (2014), the Local Education Authority and other policies current within the school.

You can contact the SENCO by phone on 0161 205 1932.

At Oasis Academy Temple we support children with a wide variety of special educational needs including children with ASC, ADHD, Dyslexia, Down’s syndrome, Learning difficulties, Speech and Language delay, HI, VI, medical conditions, emotional, behavioural and mental health difficulties and many more.

Role

Responsibility

Class Teachers

 

To provide good quality first teaching by:

  • Taking into account the views of parents/carers and young people
  • Identifying and assessing individual need and tracking progress
  • Planning and delivering a challenging and differentiated curriculum which ensures the progress of all children
  • Using prior knowledge as a starting point for learning
  • Adapting teaching strategies to meet the needs of all learners
  • Creating a classroom environment where all pupils understand expectations and know where to find support 
  • Creating a classroom atmosphere which encourages and values the contributions of all children
  • Supporting the identification, planning and provision for children needing extra support 
  • Devising personalised Additional Support Plans, with support from the SENDCo.
  • Implementing the advice from outside agencies to support the learning and progress for identified children

SENDCo

To develop, alongside the Principal and School Councillors, the strategic development of SEN provision, within the school, by:

  • Creating an overview of the needs across the school
  • Meeting half-termly with the SEN Governor and providing a report for the termly Governors Meeting
  • Facilitating training for staff where appropriate
  • Providing advice for all staff
  • Working in partnership with pupils and parents/carers to improve outcomes 
  • Liaising with a range of agencies and ensuring the implementation of support programmes

Specialist Support Staff

To support the work of the class teacher by:

  • Working directly with children who have Special Educational Needs and Disability (SEND) by supporting them within the classroom and targeting areas of focus from their Individual Learning Plans / EHCPs 
  • Working in partnership with the class teacher by contributing to planning and feeding back on progress towards individual targets and learning outcomes
  • Supporting identified children through mentoring sessions, draw and talk, motor skills interventions and academic interventions

Principal

The day to day leadership and management of all aspects of the school including the provision made for children with Special Educational Needs (SEN).

SEN Governor and Governor Members

Supporting the school to develop the quality and evaluate the impact of provision for children with Special Educational Needs (SEN)

SEN Support

We have a highly experienced team of staff who may be involved in supporting your child at Temple. These include:

  • Your child’s teacher, who will always make sure that tasks set are appropriate and accessible for your child. They are available to you at the start and end of each day.
  • Teaching Assistants, who support all pupils in class. We have several additional TAs who help support groups and individual children with their learning.
  • The SENCO
  • In house Speech and Language Therapist (SALT)
  • A Counsellor, who work with children who may be experiencing a particular period of trauma or emotional difficulty, including help with friendships.
  • Ms Aisha Ali (Governor)  who works with the SENCO in leading SEN in school
  • Sometimes school may commission Specialist Support to work with identified children with a particular focus e.g Occupational therapists, physiotherapists etc.
  • Learning Mentors who work with children with social, emotional and behavioural needs.
  • The LEAP team who support children who are learning English as an additional language.

In addition to the staff supporting children to learn, we run a number of therapeutic interventions and have a Sensory Area in the SEN Room which is used by many children throughout school with a range of SEN needs.

All lessons are differentiated to the needs and abilities of the children in the classes. Teachers take great care to identify a child’s specific and preferred way of learning and work is planned accordingly. Where necessary, a child might have an individual timetable and specific work or additional support depending on their additional need. This will be discussed with parents during parent-teacher consultation meetings or additional progress meetings generally attended by the class teacher and SENCO.

Assessment

On entry and throughout the academic year we assess all the children using a variety of different forms of assessments. This enables us to identify children who are working behind academically or children who are functioning at a lower than expected emotional/behavioural level. It also enables us to identify children who are working at a higher level than their peers. We also identify children as early as possible if they show signs of fine and gross motor delay or delayed speech and language skills.

If the child already has an identified special educational need, this information may be transferred from the Early Years setting and the SENCO and class teacher will use this information to:

  • Provide starting points for the development of an appropriate curriculum.
  • Identify and focus attention on action to support the child within the class.
  • Use the assessment processes to identify any learning difficulties.

The identification and assessment of the special educational needs of children whose first language is not English requires particular care. Where there is uncertainty about a particular child, a teacher will look carefully at all aspects of the child’s performance in different subjects to establish whether the problems are due to limitations in their command of English or arises from special educational needs.

If you are worried that your child might have special needs you could, in the first instance discuss this with their class teacher. The teacher will be able to discuss this with you further and if appropriate will discuss further with the SENCO.

Alternatively any parents are welcome to make an appointment to meet with the SENCO (Mr Foster) by contacting the school’s reception.

Every pupil pupils is assessed and monitored by the class teacher through information from:

  • Foundation Assessment ( Nursery and Reception)
  • Phonic  Screening ( Year 1)
  • SATs/Optional Tests (Non-Statutory Year 2 & 6)
  • Termly assessment in Autumn Term, Spring Term and Summer Term
  • Ongoing Teacher Assessment through work in class
  • Classroom observations
  • Standardised termly tests
  • Termly Pupil progress meetings
     

In addition, additional assessments can be carried out by the SENCO or under the directions of the SENCO which might include all or some of the following depending on the area of Special Educational Need including:

  • Individual Reading Assessment (MIRA/SSRT)
  • Individual Spelling Assessment (SWST)
  • Individual Maths Assessment (Sandwell)
  • Dyslexia Screening Tests
  • Motor skills Assessment
  • Information from Outside Agencies

Teaching and Learning

All pupils in school, no matter what their level of need, receive quality first teaching. This means that a range of teaching and learning styles are used and that appropriate learning objectives are set for all children with a curriculum matched to their needs. All our classes are supported by teaching assistants and pupils are also offered additional one to one tuition, small group work or catch up programmes where needed. Support can also be arranged so our extra-curricular activities are inclusive.

At Temple the progress and attainment of all pupils is reviewed by members of the SLT through Pupil Progress Meetings. You would normally be informed about your child’s general progress and targets through Parent’s Evenings and annual report.

If a child continues to have difficulty after intervention or has a high level of difficulty when they join us, they may be considered to have special educational needs (SEN) and placed on the SEN register. Parents will be informed of this.

  • As part of our support for all children in school we have regular opportunities to consult with support services and health agencies through a multi-agency approach which sometimes includes completing the Early Help Assessment (EHA) to support the family as well as the pupil.
  • We will discuss the needs of the individual/family in school and plan together the best use of advice and support from other agencies.

Professionals who might attend this meeting include:

  • A School Nurse who can advise and assess any medical needs. If an Individual Health Care Plan is required this would be done in conjunction with the parent/nurse and reviewed annually as a minimum.
  • Our School Speech and Language Therapist can advise upon whether your child would benefit from language support or assessment.
  • An Educational Psychologist may give advice or complete an assessment for a few children.
  • Behaviour Support Professionals who give advice if required.
  • Outreach support from specialist schools

Medical Needs

At Oasis Academy Temple we have adopted the Local Authorities Policy for administration of medication. All children with a medical condition that requires regular or emergency administration of medication or any form of regular medical intervention have an Individual Healthcare Plan which will include one or more of the following:

  • Pen Portrait
  • Medical Protocol
  • Emergency Medical Protocol
  • Risk Assessment
  • Personal Emergency Evacuation Plan
  • Personal Care/Needs Plan

School staff work very closely with parents and health professionals to produce the IHCP which is reviewed as and when is necessary but at least annually. All staff will be made aware of the school’s policy for supporting pupils with medical conditions and their role in implementing that policy through for example whole school awareness training, involvement in development of IHCPs, staff briefing sessions etc.

Specialist training and advice are provided by appropriate healthcare professionals, e.g. specialist epilepsy nurse, asthma training by school nurse etc., for staff involved in supporting pupils with medical conditions including the administration of relevant medicines / medical interventions. Training for all staff is provided on a range of medical needs, including any resultant learning needs, as and when appropriate. Training is sufficient to ensure staff are competent and have confidence in their ability to support pupils with medical conditions, and to fulfil the requirements as set out in individual healthcare plans. 

Transition

If your child is moving to another school:

  • We will contact the school SENCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • We will make sure that all records about your child are passed on as soon as possible.
  • We arrange an additional meeting after a term with the class teacher, SENCO and parents to discuss the progress and settling in of your child. During this meeting we will discuss previous education, interventions etc.
     

When moving classes in school:

  • Information will be passed on to the new class teacher IN ADVANCE and in most cases, a planning meeting will take place with the new teacher.
  • If your child would be helped by a book to support them understand moving on then it will be made for them.
     

In Year 6:

  • The SENCO will attend the Primary Transition Meetings to discuss the specific needs of your child with the SENCO of their secondary school.
  • Your child will do focused learning about aspects of transition to support their understanding of the changes ahead.
     

Where possible your child (especially the pupils with Statements and with SEN support) will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school.