OAKFIELD PRIMARY SCHOOL SEND Report 22-23
What types of SEND do we provide for?
How do we identify and assess pupils with SEND?
How do we assess and review pupils’ progress towards their outcomes?
Oakfield is a happy, welcoming and inclusive school, where everyone is treated equally and expectations are high. Teaching and learning is firmly focused on the needs, abilities and enthusiasms of all our pupils and we provide a tailored approach to supporting pupils with additional needs, giving extra support to those pupils who need it most. We believe that, by providing high quality learning opportunities in a fully inclusive setting, we can achieve our mission of ‘preparing our children for a successful, ambitious and happy future.’ We tailor our provision to meet the needs of pupils who may experience barriers to learning which relate to: 1. Communication and Interaction 2. Cognition and Learning 3. Social, Mental and Emotional Health 4. Sensory and / or Physical or may relate to factors in their environment, including the learning environment they experience in school. The school’s system for regularly observing, assessing and recording the progress of all children is used to identify children who are not making adequate progress and who may have additional needs. The school uses the following definitions of adequate progress: Closes the attainment gap between the child and their peers Prevents the attainment gap from growing wider Is similar to that of peers starting at the same attainment baseline, but less than the majority of peers Matches or betters the child’s previous rate of progress Ensures full access to the curriculum Demonstrates an improvement in self-help or social or personal skills Demonstrates an improvement in the child’s behaviour The school’s system includes reference to information provided by