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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising four secondary, six primary and two special schools with two further under development. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

Part of The Howard Partnership Trust

SEN Information and Reports

All schools are supported to be as inclusive as possible, with the needs of students with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

The four broad ‘areas of need’ are defined as:

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

From the 1 September 2014, under Section 65 (3) (a) of the Special Educational Needs (Information) Regulations, all schools are required to publish an SEN Information Report on their School website.

This report must contain SEN information as is set out in the Schedule, as well as utilising the Local Authority (LA) Local Offer. Consequently, the report should meet the needs of SEN students as determined by School policy and the provision that the School is able to determine.

Further information on the Schedule can be found by following this link

Our SEND Policy has been reviewed in line with the new regulations.

Our Equality Policy can be viewed here. 

Our SEN Information Report can be found below:

RESPONSES TO THE 14 QUESTIONS
(including the on-site specialist centre for the visually impaired)

Questions

School Response

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

The school has an SEN Policy in place and can found here.  This policy details our belief that all students, regardless of their particular needs, are provided with inclusive and high quality teaching, which will enable them to make the best possible progress, and feel that they are a valued member of the school community.

 

We will assess each student’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate.

We have regular monitoring in place that tracks the progress our learners make in all areas of the curriculum. Subject teachers will make regular assessments of progress for all students and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers


Slow progress and low attainment will not automatically mean a student is recorded as having SEN. Oxted staff raise any concerns identified through our inclusionteam@oxted.thpt.org.uk.  In line with our school’s graduated response to meeting student’s needs, the Inclusion team meet to discuss engagement, progress, and attainment of students to agree the necessary support pathway needed. 

 

Our staff are vigilant at supporting and raising any concerns identified through monitoring and classroom observations.  The Inclusion Team meet on a weekly basis to discuss the progress, engagement and conduct of learners within the school.

 

We have in-house specialist expertise in a number of areas of special educational needs, including ASD and dyslexia.

 

Parents/carers are encouraged to speak to their child's tutor about any concerns they have.  They are also able to contact the SENCO in school or by email (inclusionhelpdesk@oxted.thpt.org.uk).  The SENCO at Oxted School is Mrs P Waller.


When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the student and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

How will school staff support my child?

We are a mainstream inclusive school, that fully complies with the requirements outlined in Special Educational Needs Code of Practice 2015.  Staff receive training so that they are able to cater for learners who may have difficulties in the areas of cognitional learning, communication interaction, social, emotional, health and/or sensory/physical needs.  We make reasonable adjustment to our practices in line with the Equality Act 2010.

 

Our Governors/Trustees play an active role in monitoring the quality of our special educational needs provision.  Mr James Local is the Link Governor and he works closely with the SENCO throughout the school year. 

 

We will follow the graduated approach and the four-part cycle of assess, plan, do, review. 

Subject teacher and subject leads will work with the SENCO and Inclusion Team to carry out an analysis of the student’s needs. This will draw on:

  • The teacher’s assessment and experience of the student
  • Their previous progress and attainment or behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The student’s own views
  • Advice from external support services, if relevant

All teachers and support staff who work with the student will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required.

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

Quality First Teaching and differentiation are embedded in our curriculum and practice.  Teachers are responsible and accountable for the progress and development of all the students in their classes. High-quality teaching (Quality First Teaching) is our first step in responding to students who have SEN. This will be differentiated for individual students. We make the following adaptations to ensure all students’ needs are met:

  • Differentiating our curriculum to ensure all students can access it, for example, by grouping, 1:1 work, teaching style, content of the lesson
  • Adapting our resources and staffing
  • Using recommended aids such as laptops, coloured overlays, visual timetables, larger font
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud


Termly tracking and identification helps us identify students who would benefit from time-bonded sessions to support them in areas such as literacy and numeracy.  Students are identified for these programmes through early testing using Lucid, which is a literacy assessment.

 

We hold meetings with parents before Options at KS4 are chosen, so that parents and our young people are fully aware of the options and challenges each route offers.

 

Our SEN Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. All students have the opportunity to participate in educational visits.  We will also provide the following interventions:

 

  • Drawing and Talking
  • Social Skills/ Nurture Group
  • Lego Therapy
  • ELSA
  • Literacy intervention
  • Numeracy intervention
  • Mindfulness

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

 

We will have an early discussion with the student and their parents when identifying whether they need special educational provision. These conversations will make sure that:

 

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We consider concerns which parents may have
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

 

Notes of these early discussions will be added to the student’s record and given to their parents.

 

We will formally notify parents when it is decided that a student will receive SEN support.

 

Parents/carers are encouraged to speak to their child’s tutor and year team about any concerns they have. They are also able to contact the SENDCO in school or by email to raise any concerns they may have about how their child’s additional needs are being met in school.  Mrs Waller can be contacted by emailing directly  paula.waller@oxted.thpt.org.uk or via inclusionteam@oxted.thpt.org.uk

 

We also host half termly Inclusion forums for parents to support with their understanding of key SEND matters and developments.

 

Each year group has parents’ evening once a year in addition to information evenings throughout the academic year. At these meetings, parents have the opportunity to discuss ways in which home and school can further support a child’s learning.

 

Parents also receive school reports which will show what grade their child is currently working and what their attitude to learning is.  All students with an educational health care plan (EHCP) will have a keyworker from the Inclusion team.

What support will there be for my child’s overall well-being?

At Oxted School we value student wellbeing.  We have a strong pastoral system where each student has access to the support of either their Tutor or Year Team.  Staff are regularly trained to provide a high standard of pastoral support. 

 

Relevant staff (Pupil Welfare Team) are trained to support medical needs and in some cases all staff receive training (epi-pen training). We have a Medical Policy in place with medication managed by our Pupil Welfare Team.

 

Our Behaviour Policy, which includes guidance on expectations, rewards and sanctions is fully understood and in place by all staff.

 

We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.

 

Student voice is central to our ethos as it encourages our students to become independent and confident learners. Our Junior Leadership Team meet with senior staff regularly to provide feedback and discuss key ideas around our student experience.

 

We have a school counsellor which all students can have access to.  One member of each year team alongside members of the Inclusion team are trained to deliver ELSA.

 

We have a zero-tolerance approach to bullying in the school which addresses the causes of bullying as well as dealing with negative behaviours. We use a restorative/mediation approach to bullying incidents.

What specialist services and expertise are available at or accessed by the school?

 

Oxted School has successful and positive working relationships with external agencies. These include:

 

  • Educational Psychologist
  • Specialist Teachers for Inclusive Practice (STIPS)
  • Speech and Language Therapist
  • Surrey Inclusion Team
  • CAMHS
  • Physical and Sensory Support
  • Social Services
  • Early Help Services
  • THPT Educational Psychologist
  • School Nurse

 

All external partners we work with are vetted in terms of safeguarding. Furthermore, when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service.

 

Our designated teacher for Looked After Children is Mrs P Waller. To support our students, regular meetings occur between virtual school, carers, and social care to ensure the child’s wider needs are being met.

 

Staff are regularly updated on matters regarding special educational needs and disability through staff meetings and planned INSET.

 

Oxted staff regularly work with professionals across The Howard Partnership Trust (THPT) which includes colleagues from primary and secondary schools. We share information and expertise so that we can ensure we have the best provision in place for our students.  THPT and Oxted School have invested in training staff to improve quality first teaching and develop enhanced skills and knowledge delivery of additional interventions.

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

We regularly invest time and money into training our staff to improve skills and knowledge. Support is regularly monitored and audited for effectiveness. School staff are updated during INSET days, other meetings and via email about SEND issues.

 

Policies and guidelines are reviewed annually and are available to everyone via the website; staff have copies of relevant documents in the staff handbook.

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

Our inclusive ethos promotes involvement of all our students in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration (including a risk assessment where required) is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning.

 

Oxted School believes in students gaining independence and confidence by being fully included and experiencing new activities. Students with SEND are prioritised for school trips, some clubs and activities will be subsidised, and some activities are only for students with SEND. There are no barriers to SEND students taking part in any appropriate club or activity.

How accessible is the school environment?

Our Accessibility Plan is robust, and we remind staff and students about the Equality Act 2010.

 

We value and respect diversity in our setting and do our best to meet the needs of all of our students.

 

We make use of the Read Aloud and dictate functions within Word to improve accessibility to the written word.

 

We are vigilant about making reasonable adjustments where possible, and in line with Equality Act 2010.

How will the school prepare and support my child to join the school / transfer to a new setting or the next stage of education and life?

We have an induction process in place for welcoming new learners to our setting,  This involves an induction day for all young people and additional days as required for young people to become comfortable with their new school. We also communicate with our feeder schools to ensure that we have the correct provision in place, before your child starts at Oxted School.

 

We share information with the school, college, or other setting the student is moving to. We agree with parents and pupils which information will be shared as part of this.

 

In partnership with our primary feeder schools, we have an Induction programme in place for welcoming new students to Oxted School. This involves an Induction day for all young people and additional days, as required, for the young people to become comfortable with their new school, in particular those with an EHCP or on the SEN register on arrival.

 

Students have access to our career guidance advisor to help them make informed choices about what they would like to do in the future.  In liaison with Surrey SEN, students with an education health care plan (EHCP) have additional support regarding future pathways.

How are the school’s resources allocated and matched to young people’s special educational needs?

We regularly review the needs of our students within the school and endeavour to put in place provisions in order to be able to cater for these needs.

 

  • The Senior Leadership team carries out regular learning walks to review how provision is given and ensure that high standards are maintained
  • At Trust and School level, our finances are monitored regularly, and we utilise resources to support the strategic aims of our setting as well as individual learner needs

 

All interventions are costed and evaluated. All students with an educational health care plan (EHCP) have a costed provision map

How is the decision made about what type and how much support my child will receive?

The SENCO considers a variety of options for suitable provision before deciding on a course of action, liaising with the student and other staff, and where appropriate with their families.  Quality First Teaching underpins the core offer for all our students.

 

Parents are informed when a learner is put onto the SEN register. A wide range of data will be considered before a decision is reached. For a period of time students are also observed in class and feedback is sourced from their teachers.

 

Feedback from previous schools and parents is also considered. Parents are informed of provision and given opportunities to decide on the delivery when a learner has an education health care plan (EHCP). Any intervention, including TA support, is monitored and the impact measured.

How are parents involved in the school?

How can I be involved?

We believe it is vital to work with you to support your child's learning, needs and aspirations.  It is important that you feel able to talk to the school if you have any concerns or would like to share positive news.  We regularly involve parents and families in discussions about their child’s learning.

 

Parents/carers are encouraged to speak to their child’s tutor and year team about any concerns they have.

 

They are also able to contact the SENCO in school or by email to raise any concerns they may have about how their child’s additional needs are being met in school. SENCO can be contacted by emailing the Inclusion Team directly via inclusionteam@oxted.thpt.org.uk.  We also host half termly Inclusion forums for parents to support with their understanding of key SEND matters and developments.

 

Each year group has parents’ evening once a year in addition to information evenings throughout the academic year. At these meetings, parents have the opportunity to discuss ways in which home and school can further support a child’s learning.

 

Parents also receive school reports which will show what grade their child is currently working and what their attitude to learning is.  All students with an educational health care plan (EHCP) will have a keyworker from the Inclusion team. Parents are invited and attend annual review and mid-year review meetings.

 

Our Governing body includes parent governors.

Who can I contact for further information?

In the first instance, parents and carers are encouraged to talk to their child’s Form Tutor or Year Team.

 

The majority of concerns can be dealt with, without resorting to the complaints procedure.  Where you have a concern, please raise this with the relevant member of staff; they may be able to address your concern straight away or arrange a meeting with you to discuss the issue.  If you are dissatisfied with the outcome, you are able to raise a formal complaint.  At Oxted School we take concerns seriously and seek to address them as quickly as possible.

 

Parent and carers can contact the Inclusion Team: inclusionteam@oxted.thpt.org.uk. Further information and support can be obtained from the  SENCO,  Paula Waller, by emailing paula.waller@oxted.thpt.org.uk 

 

  • Surrey SEND Information, Advice and Support Service (SIASS) offer impartial, confidential and free support to empower parents/carers, children and young people with special educational needs and disabilities aged 0-25 years. Further information can be found at http://www.sendadvicesurrey.org.uk/
  • Contact a Family offer advice and guidance for families with disabled children and can be found at http://www.cafamily.org.uk/
  • The Surrey Family Information Service offer a free impartial information and signposting service on all aspects of family life for parents and can be accessed at https://www.surreycc.gov.uk/people-and-community/families
  • Surrey’s Family Help Hub is a new service that is currently focusing on support with children’s behaviour. They can be found at https://www.surreysfamilyhelphub.org.uk/
  • The following organisations offer information and support for students with specific SEN:

Please visit https://www.surreylocaloffer.org.uk/kb5/surrey/localoffer/home.page to view the Surrey Local Offer