Oakworth Primary School and Nursery

Together We Learn, Together We Grow

Part of Bronte Academy Trust

SEND Information Report

Here are some questions you might ask regarding what support Oakworth Primary School can offer your child. 

Please click the question for the information.

The class teacher


Responsible for:



  • Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be targeted work or additional support) and letting the Special Education Needs/Disabilities Co-ordinator (SENDCo) know as necessary.

  • Evaluating Individual Education Plans (IEPs) and writing new targets that form the basis of the ‘Plan, Do’ Review’/Cycle documentation and with the support of the (SENDCo) sharing and reviewing these with parents at least once each term and planning for the next term.

  • Personalised teaching and learning for your child as identified on the child’s IEP.

  • Ensuring that the school’s SEND Policy is followed.


The SENDCo/Assistant Headteacher: Miss S Layfield


Responsible for:



  • Developing and reviewing the school’s SEN policy.

  • Co-ordinating all the support for children with special educational needs or disabilities (SEND)

  • Ensuring that you are


i) involved in supporting your child’s learning


ii) kept informed about the support your child is getting


iii) involved in reviewing how they are doing.



  • Liaising with all the other people who may be coming in to school to help support your child’s learning, e.g. Speech and Language Therapy, Educational Psychology.

  • Updating the school’s SEN register (a system for ensuring that all the SEND needs of pupils in this school are known) and making sure that records of your child’s progress and needs are kept.

  • Providing specialist support for teachers and support staff in the school, so that they can help children with SEND in the school to achieve the best progress possible.


The Head teacher: Mrs B.Vargassoff


Responsible for:



  • The day-to-day management of all aspects of the school; this includes the support for children with SEND.

  • The Head teacher will give responsibility to the SENCo and class teachers, but is still responsible for ensuring that your child’s needs are met.

  • The Head teacher must make sure that the Governing Body is kept up to date about issues relating to SEND.

If you have concerns about your child’s progress, or you think your child has a special educational need, you should speak to your child’s class teacher initially. 


If you would like to discuss this further, you should contact the Base Leader via the office email or by phoning the school office.


Base Leaders


EYFS
Mrs Gavin


Years 1-3 
Miss D Blott


Years 4-6
Miss S Layfield


The school budget, received from Bradford LA, includes money for supporting children with SEND.


- The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of needs in the school.

- The Head Teacher and the SENDCO discuss all the information they have about SEND in the school, including
o the children getting extra support already
o the children needing extra support
o the provision of further resources/training if needed.

All resources/training and support are reviewed regularly and changes made as needed.

For your child this would mean:



  • That the teacher has the highest possible expectations for your child and all pupils in their class.

  • That all teaching is built on what your child already knows, can do and can understand.

  • That different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.

  • That specific strategies (which may be suggested by the SENDCo) are in place to support your child to learn.

  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has a gap or gaps in their understanding/learning and needs some extra support to help them make the best possible progress.


Specific group work


Individual support is based on specific needs identified through assessments and regular reviews.They are:



  • Carried out in the classroom or during small group work beyond the classroom where appropriate.

  • Carried out by a teacher, nurture staff, teaching assistant (TA) or a Higher level teaching assistant (HLTA).


SEN Code of Practice 2014: School Support 


This means a pupil has been identified by the SENDCo/class teacher as needing some extra specialist support in school from a professional beyond the school. This may be from



  • Local Authority central services, such as the ASD Outreach Team, Social, Communication Interaction and LearningTeam or Sensory Service (for students with a hearing or visual need).

  • Outside agencies such as the Education Psychology Service (EPS).

  • Fiona Macaulay- Our academy Inclusion Lead

  • Health services such as the School Nursing Team, Paediatrician or Speech and Language Therapy


What could happen:



  • You may be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and you to understand your child’s particular needs better and be able to support them more effectively in school.

  • The specialist professional will work with your child to understand their needs and make recommendations as to the ways your child is given support.


Specified Individual support


This type of support is available for children whose learning needs are severe, complex and lifelong.


This is usually provided via an Education, Health and Care Plan (EHCP). This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.


This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups.


Your child will also need specialist support in school from a professional outside the school. This may be from



  • Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).

  • Outside agencies such as the Speech and Language Therapy (SALT) Service.


For your child this would mean



  • The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.

  • After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.

  • After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.

  • The  EHC Plan will outline the type of support your child will receive and what strategies must be put in place. It will also have long- and short-term goals for your child.

  • An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child


An Educational Health and Care plan is a legal document that describes a child or young person's special educational, health and social care needs, explains the extra help that will be given to meet those needs and how that help will support the child or young person to achieve what they want to in their life


This type of support is available for children with specific barriers to learning that cannot be overcome through Quality First Teaching and intervention groups. This means your child will have been identified by professionals as needing a particularly high level of individual or small-group teaching.


Your child will also need specialist support in school from a professional outside the school. This may be from



  • Local Authority central services such as the ASD Outreach Team, Behaviour Support or Sensory Service (for students with a hearing or visual need).

  • Outside agencies such as the Speech and Language Therapy (SALT) Service.


For your child this would mean



  • The school (or you) can request that Local Authority Services carry out a statutory assessment of your child’s needs. This is a legal process which sets out the amount of support that will be provided for your child.

  • After the request has been made to the ‘Panel of Professionals’ (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case, they will ask you and all professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this, they will ask the school to continue with the current support.

  • After the reports have all been sent in, the Panel of Professionals will decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan (EHCP). If this is not the case, they will ask the school to continue with the current level of support and also set up a meeting in school to ensure a plan is in place to ensure your child makes as much progress as possible.

  • The  EHC Plan will outline the type of support your child will receive and what strategies must be put in place. It will also have long- and short-term goals for your child.

  • An additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child


If your child is identified as potentially having a special educational need or disability, you will be requested by your class teacher to attend a meeting to discuss this further. 


Cycle 1


Initially, your child will be placed on a school Cycle 1 Individual Education Plan (IEP). A plan will be put into place to identify the support your child needs in school and at home. Your child will remain on this cycle for a term (this plan be reviewed earlier if needed) and, at the end of this period, the class teacher will discuss the next steps with you.


It may be decided that your child no longer needs to receive additional support in the form of an IEP, if this is the case the cycle process will end here. Children may enter the cycle process again if needed.


On the other hand, it may be decided that your child does present with a special educational need and this support needs to continue for a longer period, or for the duration of their time at Oakworth. 


Cycle 2


Children who need their support to continue, will move onto the school Cycle 2. This means that your child will be placed on the school's Special Educational Needs register and they will receive additional support to meet the targets set out on the IEP (see 'What are the different types of support available for children with SEND?' for more information). These IEPs will be reviewed termly, at the very least, and a meeting will take place to gather your views and your child's views. 


It is important that you are fully involved in the cycle process and that your views and your child's views are taken into account. If at any point you feel that this is not the case, please discuss this further with the class teacher or SENDCo.

When your child is allocated their place at secondary school, Oakworth receives a list of these allocations. We work closely with all the schools to ensure that your child's information is passed on and that the school is aware of any needs your child has. 


You do not need to inform the new school of your child's special educational needs or disabilities. However, you are welcome to contact the secondary school directly if you have any concerns or questions about your child's future attendance there.


Transition arrangements for your child may include:



  • Additional visits during the school day with a member of Oakworth staff

  • Transferring of IEPs/ behaviour logs/ child protection information

  • Additional visits from the new form teacher or headteacher

  • Completion of pre-transition questionnaires 

  • Discussion with the new SENDCo

  • EHCP transition meeting or an earlier annual review

  • Virtual tours

  • Transition booklet

  • Nurture support from Oakworth

  • Nurture/child protection meetings with the new school