Inclusion

Pupil Identification 

Leaders have established a culture and systems in which staff understand barriers that pupils may face in both learning and well-being and are aware of the referrals procedures. Staff are aware of what steps to take to alert SEND Department to needs arising. This is based on 3 stages of response approach as per the SEND Code of Practice 2015. Once a referral has been made, SEND leaders will decide upon appropriate actions e.g. round robin sent to staff, pupil observations in lessons, diagnostic testing (CTOPP2 Comprehensive Test for Phonological Processing), (DASH- Detailed Assessment of Speed of Handwriting), NGRT (New Group Reading Test) or English Language Aquisition Baseline Assessment (EAL). If needs regard Social Emotional and Mental Health, a referral will be made to Place-to-Be Counsellor or CASS (Centre for Autism and ADHD Support) Transition Lead. SAS (SEND Advisory Service) is involved if actions at Stage 1 and 2 have not been deemed sufficient to address needs arising. Referrals to CDC, Hillingdon CAMHs, Physiotherapy and Occupational Service are made if medical needs require attention. The school commissions the services of Educational Psychologist (8 days annually) and Speech and Language Therapist (5 hrs weekly) for pupils identified with specific needs and/or on a pathway for EHCNA Assessment. There is a clear referral system for access arrangement testing that is undertaken by SENCO holding a qualification- Certificate in Psychometric Testing, Assessment and Access Arrangement (CPT3A). 

Pupil Profile 

Every pupil on SEND register has APDR (Assess-Plan-Do-Review) profile outlining areas of need, their preferred style of learning, medical needs/exemptions, interventions attended and strategies for classroom teachers as to how to support them best. This is reviewed twice annually. EAL pupils have One Page EAL Profile with the contextual information about their school admission, languages spoken and how to best support them in terms of their English language acquisition process. Pupils with a complex profile of needs will have pastoral team, SEND team, safeguarding team and external professionals working in collaboration as part of TAC (Team around the Child) response. 

Pupils with Medical Needs 

The school holds and robustly tracks the records of pupils’ medical needs. Staff receive regular updates with new information and exemptions put in place e.g. medical pass to visit welfare/ queue pass for diabetic students, lift access/key, toilet pass, classroom adaptations for pupils with specific needs e.g. equipment adaptations- laptops, coloured overlays, adapted chairs, hoist, disabled toilets around the building as well as a quiet room for a child with a specific PhD/napping need. Every staircase has an evac chair and fire marshals are first aid trained.  

Oak Wood School SEND Adapted Curriculum 

Leaders recognise that pupils will multiple and complex needs require more bespoke approach, going beyond the Triple ‘A’ Approach embedded in our ELED Model. Oak Wood School offers SEND Adapted Mainstream Curriculum in English and Maths for pupils (Yr 7-Yr 11) who are performing at grades U–2 in English and/or Mathematics. These pupils are at risk of failing to achieve functional outcomes at GCSE level and may struggle to access post-16 education or vocational pathways. The SEND Adapted Curriculum focuses on core skills, practical application, scaffolded learning, and smaller group sizes, which are more appropriate to their learning profiles. Providing this intervention is consistent with the school’s statutory duty under the SEND Code of Practice (2015) to make reasonable adjustments and offer personalised support to enable pupils with SEND to access education equitably. Schemes of work have been devised for each year group and follow National Curriculum principles. In KS3, pupils follow adapted curriculum tailored to their abilities and reading age scores. The scheme of work follows the same themes/genres and pupils are assessed using English Level Descriptors. In KS4, English Literature Curriculum is followed with the resources highly adapted, abridged texts deployed and the model of delivery suited to most needy learners. Staff delivering are SEND trained specialists and well-equipped in working with pupils with multiple complex needs. Assessment and moderation take place as per school calendar.  

Specialist Resource Base 

Oak Wood School has a Specialist Resource Base (SRP) that caters for the needs of 12 pupils with a diagnosis of Autism and Education Health and Care Plan in place. The admission to SRP is determined through a consultation process with the SEND Team at Hillingdon Borough Council. Pupils who receive SRP support are expected to attend at least 60% of the mainstream curriculum. For the reminder 40% pupils receive SRP Curriculum which comprises of Life Skills, Social Skills and ASDAN Curriculum. 

The following criteria must be met to be considered for SRP Provision: 

• The pupil must have an EHCP and a diagnosis of ASD.  
• The primary need must be an autism spectrum disorder – additional challenges will be considered but must be able to be met within the SRP. 
• There is evidence that the pupil requires a higher level of specialist support and provision than would normally be available in a mainstream school.  
• The pupil must, at the time of entry, be able to access at least 60% of the mainstream curriculum, attending classes of up to 30 pupils. 
• The pupil can cope with and benefit from progressively increasing amounts of independence in a mainstream school. 
• Their admittance to the provision must not, in our professional judgement, be incompatible with the needs and safety of other pupils already in the SRP and the school. 

 EAL Department 

The EAL Department looks after newly arrived pupils who are on the EAL Priority Register. The number of lessons scheduled depends on the level of need. Schemes of Work relating to the National Curriculum have been devised. In Year 10 and Year 11 pupils are given the opportunity to take a GCSE in their Home Language. In partnership with HRSG (Hillingdon Refugee Support Group), the EAL Department organises coffee mornings for families concerned to advise about how the UK educational system works and what support is available in Hillingdon.   

Links with Alternative Providers 

Oak Wood School commissions 2 places at the Skills Hub KS3 Alternative Provision for pupils who despite bespoke curriculum offered, need a more specialised, vocational-based approach and personalised therapy/mentoring. Initially, this resource is put for the period of 12 weeks with an intention for the pupil to be gradually integrated back at Oak Wood.