Oughtrington Community Primary School

SEN Information Report 2021 (reviewed on an annual basis)


Oughtrington Community Primary School’s approach to meeting the needs of pupils with Special Educational Needs/Disabilities (SEND) ensures that all pupils, regardless of specific needs, make the best possible progress in school.

All schools are supported by their Local Authority (LA) to be as inclusive as possible, with the needs of pupils with SEND being met in a mainstream setting wherever possible.

Areas of need

The four broad ‘areas of need’ are

Communication and Interaction              Cognition and Learning                   Social, Emotional and Mental Health Difficulties Sensory and Physical Needs

The School SEN Information Report

Utilising the LA Local Offer, an SEN Information Report serves to break down the steps involved in meeting the needs of our SEND pupils as determined by school policy and what school is able to provide.

What is the LA Local Offer?

The Children and Families Bill became enacted in 2014. From this date, Local Authorities and schools were required to publish and keep under review information about services they expect to be available for the children and young people with SEND aged 0-25. This is the Local Offer. The intention of the local offer is to provide choice and transparency for families and to serve as an important resource that enables parents to understand and access the range of services in the local area.

Your child has SEND. What can we at Oughtrington Community Primary School offer you?

At Oughtrington Community Primary School, we embrace the fact that every child is different, and therefore, the educational needs of every child is different. A series of questions have been devised in consultation with the SENCo, Assistant SENCo, Headteacher and SEN Governor. We feel these questions reflect the most frequent concerns parents and carers may have. Should you have any further questions, please do not hesitate to contact your class teacher, the school SENCo, Assistant SENCo or the Headteacher.

What is the definition of SEND?

A child with SEND is described as a child of compulsory school age that has significantly greater difficulty in learning that the majority of others the same age, or has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

What is a SENCo?

The Special Needs Co-ordinator (SENCo) is a member(s) of staff in a school who is responsible for the operation of the Special Needs Policy (hyperlink) and co-ordinator of specific provision made to support individual children with SEND. The SENCo liaises with staff to monitor the pupil’s progress and plan further interventions where progress is slower than expected. The SENCo has regular contact with a wide range of external agencies that are able to give more specialised advice. If you have any concerns regarding SEND matters, please do not hesitate in contacting the school SENCo.

Glossary of the most frequently used abbreviations linked to SEND


Attention Deficit Disorder


Attention Deficit and Hyperactivity Disorder


Autistic Spectrum Disorder


Common Assessment Framework


Child and Adolescent Mental Health Service


(SEND) Code of Practice


Child Proctection


Emotional and Behavioural Difficulties/Social, Emotional and Mental Health Difficulties


Education, Health and Care Plan


English as an additional language


Educational Psychologist


Free School Meals


Hearing Impairment


Individual Education Plan


Key Stage


Local Education Authority/Local Authority


Looked After Child or Young Person


Moderate Learning Difficulties


National Curriculum


Occupational Therapy


Person Centred Review


Speech and Language Therapy


Special Educational Need and or Disability


Specific Learning Difficulty


Team Around the Child


Visual Impairment


What is Pupil Premium?

The Pupil Premium was first introduced in April 2011 and is allocated to schools who work with pupils that have been registered for Free School Meals at any point in their time in education. Schools also receive funding for children who have been Looked After and children of Service Personnel. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. In most cases, the Pupil Premium is paid directly to schools. Schools decide how to use the funding, as they are considered best placed to assess what their pupils need.

How does Oughtrington Community Primary make sure that the SEN support is helping pupils make better progress?

At Oughtrington Community Primary we have high expectations for all children including those with SEND. All teaching is based on building on what your child already knows, can do and can understand. At every assessment point class teachers assess their pupils’ progress. These assessments are then discussed at pupil progress meetings. Children working below average expectations or making slow or no progress are discussed at these meetings and appropriate interventions are planned to support them to make better progress.

What sort of provisions/approaches to teaching are made for pupils with SEN?

• Quality first teaching with appropriate differentiation is in place

• Extra adult support in classrooms where appropriate

• Reduced group sizes where appropriate

• Personalised learning targets (IEP’s)

• Personalised provision through adapted resources and interventions

Your class teacher will be able to give you information about the provisions that are being made for your child and the progress they are making.

How will the school help me to support my child’s learning?

At Oughtrington Community primary, our doors are always open for you to come and discuss any concerns regarding your child/children at any time. You are encouraged use ‘Class Dojo’ to contact your class teacher to make them aware them of information about your child e.g. they haven’t slept well or have been upset and to ask any questions of a simple nature. Alternatively, you can also make an appointment to speak with your child’s class teacher or school SENCo is you would like any further information. In cases where daily contact is required between parents, staff and pupils, a ‘home school’ book can be provided or daily ‘dojos’ or emails can be sent.

At the beginning of each school year, every year group hosts a ‘Welcome Evening’. You will be advised of everything you need to know regarding the year ahead e.g. curriculum, homework, reporting procedures and ways to support your child’s learning at home. A newsletter is distributed every week and will keep you up to date with recent achievements and upcoming events.

How will I know that my child is making progress?

Pupils on IEP’s will have SEN reviews where the progress they have made against targets is discussed; parents will be invited to these meetings. At these meetings parents will be given information about where their child is working at in relation to the age related expectations. Together the class teacher, child (if appropriate) and parents set new targets to enable the child to make further progress. All parents receive verbal feedback at two parents’ evenings over the school year and written feedback in their Child’s Report. Your child’s class teacher will contact you to inform you if there are any changes/additions to the provision your child is receiving. Please do not hesitate to an appointment to speak with your child’s class teacher or school SENCo if you would like any further information.

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

A child with special needs will have their work differentiated by the class teacher to enable them to access the curriculum more easily. The Class Teacher may direct Teaching Assistants (TA’s) to work with the pupil in a 1-1 or in a small focus group to target more specific needs. If a child has been identified as having a special need they will have specific targets and objectives set according to their need. These targets are monitored by the class teacher and reviewed during the year alongside the SENCo. If appropriate, specialist equipment may be given to a child with special needs to enable them to access the curriculum more easily. Examples of these are fidget toys, concentration cushions, slope boards, pencil grips, timers, work printed on coloured paper and pop up barriers.

How is my child involved in his/her learning and decisions made about his/her education?

Through our school council, self-assessment, pupil voice and involvement in their own SEN review our pupils’ are fully involved in their own learning and the decisions made. Pupils are involved in determining the next steps they needs to take in their learning and supported in how to do this when identifying targets.

How accessible is the school environment?

As a school, we are happy to discuss individual access requirements. Our whole school is on one level. Doorways and corridors are of an appropriate width to accommodate wheelchair access. There are two disabled toilets in the building and are located in the school office and near the Reception and Year 2 classrooms. There are push button exits on every outer door. During the school day, access can only be gained via vestibule at the school office, further access into the school building requires authorisation by a member of staff. Our school accessibility plan is available from the school office.

What training have the staff supporting children and young people with SEND at Oughtrington Community Primary had?

Oughtrington Community Primary has a number of trained staff to teach and support children with special educational needs. The Head Teacher, SENCo and Assistant SENCo have the National Award for SEN Coordination. All staff are given the opportunity to access training on specific the SEND of the children in their care as appropriate e.g. visual/hearing impairment and dyslexia. All staff receive In-Service training on common SEND, such as, ADHD and ASD. We have found workshops on issues relating to specific SEND, where parents and teaching staff learn together, to be very beneficial. A number of staff within school are Team Teach trained. The school development plan includes identified training needs for all staff to improve their teaching and learning of children including those with SEND.

What if my child has medical needs?

Where a pupil has specific medical needs, a care plan is written and updated annually. This is written in consultation with parents/carers, the class teacher, our school medical co-ordinator and the school nurse. Locked medicine cabinets are located in staffroom and teachers take out a first aid bag (including inhalers) when outside or on educational visits and when going swimming. Oughtrington Community Primary has named First Aid trained staff in all Key Stages of the school. Children with severe medical needs have their information in key areas in school for staff to have heightened awareness of their needs. Staff are updated regularly at staff meetings on any changes to children’s needs. Prescribed medicines are allowed in school but must come through our medical coordinator and be signed for by the parent. A medical request form must be completed and signed by the parent or carer. Staff at Oughtrington Community Primary have received training in : Epilepsy, using an Epi-pen, Asthma, Diabetes and Using a Defibrillator (The defibrillator is located in the Conference Room) Emergency inhalers are held in school and will be administered by staff if a consent form has been signed by parents.

What if my child needs specialist equipment or facilities?

We liaise with a range of services to ensure the equipment necessary is provided to enable our pupils with SEND to fully access the curriculum. This is usually funded using delegated SEND funding but sometimes school will apply to the LA for additional funding if necessary.

What if my child has social, emotional or mental health needs?

Oughtrington Community Primary has a wide variety of support for pupils who are encountering social, emotional and mental health difficulties. We have a member of staff whose role is to deal with pastoral support and is available to discuss any concerns with children and their families. They work in partnership with those who need additional support. Oughtrington Community Primary is part of a Mental Health Cluster which follows the Primary Link Model. This means we have consultation sessions with a member of the CAMHS team where concerns about specific children can be discussed and plans are made to support them. Referrals to outside agencies are made by school if more expert advice and teaching is required for the pupil. There are KS1 and KS2 nurture group interventions that take place at lunchtimes and staff can refer the names of children who would benefit from these sessions. Alternative arrangements can be made during break and lunchtime for children who find these times a challenge. There is a Lego Therapy club that is run by our Assistant SENCo at lunchtimes for children to access when required. Each week, a member two named members of staff are available in the ‘talking room’ and children can use this as a drop in session to discuss anything they wish. Each class is allocated a ‘Pet Therapy’ slot every half term where children are selected by their class teacher to go and read to ‘Clover’ (a Pet Therapy trained dog) in a safe environment. The SENCo and class teacher write a ‘pen portrait for children with EBD. This page is a quick reference for teachers and professionals working with the child to view the areas of difficulty and the strategies to apply. We encourage the child to contribute to their one page profile. Other documents such as a ‘IEPs’ can be written which outlines difficulties and strategies in more detail. Pupils may sometimes need to be educated outside of their classroom in order for them to access the curriculum. Oughtrington Community Primary staff follow our behaviour policy (accessible on the school website). If children do not follow the rules and requests from teachers, they stay back during some of their breaktime/lunchtime to reflect on their behaviour. When behaviours are unacceptable, exclusions can be made for a fixed period.

Who should I contact if I have concerns related to SEND?

· Miss K. Mohr – SENCo

· Mrs J. Clayton – Assistant SENCo

. Ms N. Brown - Pastoral Support

· Your child’s class teacher

· Miss G. Marsland – Headteacher

· Mrs Y. Poskett – SEND Governor

All staff can be contacted via the school office on 01925 752086

How will my child be included in activities outside the classroom including school trips?

Oughtrington is a fully inclusive school and activities and school trips are open to all. Risk assessments are carried out and procedures are put in place to enable all children to participate. If a child requires a more intensive level of support or an additional adult, a parent/carer may be asked to accompany their child during the activity. Residential Visits take place from Year 3 onwards. During the planning stage every attempt will be made to include all children and may involve a school/parent meeting to discuss details and accessibility.

How is the decision made on how much support my child will receive?

These discussions are made in consultation with the class teacher, SENCo and the Head teacher. Decisions are based on termly tracking of pupil progress and SEN assessment by outside agencies. Children who have an EHCP (Education, Health and Care Plan) usually have provision and support stated on their plan. School may receive advice from an outside agency recommending additional support. Support can be through an intervention in groups or individual lesson support. This can be short or longer term, depending on need. Support may be increased/decreased as per the needs of the individual pupil.

How will school prepare and support my child’s transitions within Oughtrington Community Primary or transfer to another school?

Many strategies are in place to enable the pupil’s transition to be as smooth as possible. These include: Year groups visit their new teacher for sessions in the last half term. SEND also have additional visits to their new year group. Open evenings provide an opportunity for parents to speak with the current teacher and the new teacher. All pupils with an EHCP or significant needs have a transition meeting during the Summer Term. This is to plan for provision and resources for the next class (This includes children who are Looked After). The reviews involve the teachers, the TA, the parent and any other significant agencies. Oughtrington Community Primary ensures that any child leaving the school has their school records sent to the receiving school and, if appropriate, we will contact the school to discuss any individual’s needs. The SENCO and/or the Year 7 Inclusion Leader from the feeder High School meets any children with special educational needs, their class teacher and parents. Records are passed on and provision and support are discussed.

For Year 5 children with SEND, at their annual review, provision they may need in High School are discussed and are set in motion.

Children in Y6 with special educational needs have the opportunity to go for additional visits to High School prior to their transition days in July.



The local offer by Warrington Local Authority provides details of services and support provided for parents and is available to view on their website.     01925 443131

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