Oaklands Primary Academy

The SEND section of this website contains information about SEN and some of the many ways in which we seek to fulfil our responsibilities to those children who may need support during their time with us.

Our Inclusion/SENCO Manager is Shital Amin.

Our Inclusion/SENCO Governor is Sonal Desai.

The Special Educational Needs and Disability (SEND) Code of Practice for 0 – 25 years (2014) states that:

A child or young person has Special Educational Needs (SEN) if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

a) have a significantly greater difficulty in learning than the majority of others of the same age; or

b) have a disability which prevents or hinders them from making use of educational facilities of a kind  generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

Setting suitable challenges

Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets, which are deliberately ambitious.

Responding to pupils needs and overcoming barriers

• Teachers should take account of their duties under equal opportunities legislation that covers race, disability, sex, religion or belief, sexual orientation, pregnancy and maternity, and gender reassignment.
• Wide ranges of pupils have special educational needs, many of whom also have disabilities. Lessons should be planned to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that these pupils will be able to study the full national curriculum. The SEN Code of Practice includes advice on approaches to identification of need, which can support this. A minority of pupils will need access to specialist equipment and different approaches. The SEN Code of Practice outlines what needs to be done for them.
• With the right teaching, that recognises their individual needs, many disabled pupils may have little need for additional resources beyond the aids, which they use as part of their daily life. Teachers must plan lessons so that these pupils can study every national curriculum subject. Potential areas of difficulty should be identified and addressed at the outset of work.
• Teachers must also take account of the needs of pupils whose first language is not English. Monitoring of progress should take account of the pupil’s age, length of time in this country, previous educational experience and ability in other languages.
• The ability of pupils for whom English is an additional language to take part in the national curriculum may be in advance of their communication skills in English. Teachers should plan teaching opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subjects.

SEN Information:

Bromley Information, Advice and Support Service

Bromley IASS provides free, impartial and confidential information and advice about special educational needs and disabilities (SEND). Click through to their site here.

Click here to see the local authority (Bromley) offer.  Click here to view Bromley Special Educational Needs and Disability policies and ifnormation.

Admissions

Children with a full statement of Special Educational Needs (SEN) or Education, Health and Care Plan (EHC) are dealt with under a separate process by the Special Educational Needs team. The published admission number of all Bromley academies is inclusive of students with a statement of special educational needs or Education, Health and Care Plan (EHC) that are admitted to the Academy pursuant of the school being named in their statement or EHC plan.