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Oakmoor is at the heart of the local community, with children from all local primary schools and some outside our immediate catchment area. We welcome all students, regardless of background or ability, and our aim is to bring the best out of everyone we teach.
Oakmoor is a fully inclusive mainstream secondary school with additional funding received from the Local Authority for six Resource Provision students with Moderate Learning Difficulties.
In our school community we believe in being positive, creative and innovative alongside having high expectations for all. Our school motto “Ambition, Courage, Excellence” recognises what we want for all our young people.
Our school believes that all people have equal worth and value and respect is given to the range of cultures represented in the school community. This means we are sensitive to the different traditions, values, needs, abilities and beliefs of others. We believe that all children should be valued as individuals and that our broad curriculum prepares them for their future choices in both educational and work life. High expectations and aspirations apply to all students, regardless of their ability or individual needs. In order to support our students to achieve their best, our curriculum is differentiated and, where appropriate, personalised in order to provide for individual and/or specific special needs.
Our monitoring and progress tracking process supports our understanding of each student’s educational needs and the potential need for intervention. We believe that educational inclusion is about equal opportunities for all learners whatever their age, gender, ethnicity, impairment, attainment and background.
Oakmoor is fully accessible to all students and members of staff with physical difficulties. All buildings have level access, there are several accessible toilets and lifts in our two storey buildings to enable access to rooms on the first floor. In addition to this, there is an accessible bathroom to cater for the needs of physically disabled students. Please refer to the school’s accessibility plan for further information.
Our aim is to ensure that provision is made to enable access to a full and relevant curriculum for all students with Special Educational Needs. All students are equally valued, regardless of their abilities, emotional or behavioural needs. We recognise that all students are entitled to have access to a broad, balanced and relevant curriculum which is differentiated to meet individual needs.
Some of our students have an Education Health Care Plan (EHCP) Statement identifying specific educational needs.
At Oakmoor, we ensure that students with an EHCP are supported as appropriate and that intervention is provided as indicated by their EHCP documents.
Through consultation with the Local Authority we have places for six students with Moderate Learning Difficulties. These are students who have Education Health Care Plans and require additional funding in order for us to provide for their more significant educational and learning needs.
All Resource Provision students’ needs are carefully considered, with external support agencies being consulted as necessary. A personalised curriculum is put in place in order to support mainstream curriculum requirements and intervention needs. We strive to provide a balanced curriculum ensuring that students are taught alongside their peers whilst also providing one-to-one and small group intervention as appropriate.
N.B. Not all students with an EHCP have Resource Provision funding attached to them. The need for this additional funding is determined by the Local Authority.
Students without an Education Health Care Plan might still require Special Educational Needs Support. The Local Authority Guidance criteria is used to supports us in identifying these students and their area of need.
Have good working relationships with outside agencies and a referral can be made to them.
The school will send home four academic progress reports each year (October, December, March and June) which will show current levels, target levels and report on attitude to learning. Subject teachers and leaders will monitor and review your child’s levels and pick up on any subjects where your child is not making the right amount of progress. Subject departments may decide that it is necessary to put in place an after school intervention session.
Through subject teacher referral or the SEND Coordinator's monitoring of English and Mathematics progress, some students will be more closely monitored. This may result in further assessment and identification of learning need. If necessary, we will then put intervention in place as part of the Learning Support Department provision. At the end of the intervention phase or the next reporting time, we will check whether appropriate progress has been made.
You will be contacted should we have a concern about your child’s progress (including attendance).
Subject teachers may choose to put in after school subject intervention support for your child. In addition to this, the SENDCO may have identified your child as potentially in need of learning support. The SENDCO will inform you if there should be the need to assess your child for potential SEN intervention support. You will be invited to be part of this decision making process.
You will be informed and invited to come and discuss your child’s needs should they be identified as potentially being in need of additional learning support. Your input to decide and support any Learning Support intervention is greatly valued.
We welcome the involvement of parents/carers and want to keep you up-to-date and involved with your child’s progress.
All teachers will be told about your child’s individual needs and will adapt and differentiate their lessons to meet these. Teachers have experience of or are trained in doing this. This means your child can access all lessons fully.
Within our school, there are a variety of staff roles to help us fully support your child. E.g. pastoral support staff, teaching assistants, mentors.
Most of our students follow a traditional curriculum. However, a small number of learners have a more personalised curriculum to match their individual needs, interests and abilities.
Where it is felt it is the right thing to do, a student may be offered additional help and support, in which case you would be informed.
There are a range of interventions and additional subject support which are available and should your child need this, it would be discussed with you.
When your child is approaching the start of Key Stage 4 we will assess and apply for exam access arrangements according to the Joint Council for Qualifications exam regulations, if we think it is needed.
All children in the school are encouraged to take part in extra activities at lunchtime and after school. An extra curriculum timetable is sent to all parents so that you know what is available each term. Day and residential trips are open to all children and your child’s specific needs can be discussed if they wish to join such a trip.
At Oakmoor we support students’ well being in a number of ways. The pastoral side of your child’s education is very important to us and we provide a large pastoral team to support this.
We consider our school to be a community and we strive to ensure that our students feel part of our Oakmoor family. All students will be placed in a mentor group and will belong to one of our House groups. Our mentor groups are organised across the age range, with a number of students from each academic year in each. We are proud of this vertical tutoring system as it encourages our students to support each other and to be aware of the needs of others.
Students would stay in the same tutor group each year, with the same tutor teacher. The mentor will get to know your child academically and will be a key person in ensuring that your child’s well being is supported. A supportive and approachable working relationship between parents/carers, students and school staff is encouraged.
We also refer to outside agencies including: Child and Adolescent Mental Health Services, Children's Services, the Police and the Youth Service.
Pastoral support is also available at break and lunchtimes should your child need to talk to someone in the West Building.
Oakmoor understands that sometimes students feel vulnerable at break and lunch times or do not like being out where groups of students may be socialising. In order to support these students we offer quiet rooms which are monitored by our Learning Support team. Students are welcome to spend breaks and lunchtimes either in the Hub (our Learning Support base) or outside area (which is also supervised).
The SEND coordinator is Mrs. V. Forbes and she can be contacted via the school office on (01420) 472 132 or emailed at firstname.lastname@example.org
We have a Learning Support Department which is made up of the SENDCO, a Special Needs Teacher and a number of other Teaching Assistants (TAs). Within this team we have staff who have a range of experience and training covering various special educational needs. In addition to the Learning support Department, our Inclusion Provision is managed and delivered by two specialist Teaching Assistants who have been trained to support the educational needs of those who struggle. Our Pastoral Support team has also received training as part of their counselling and mentoring role.
Newly qualified teachers follow an induction programme which includes training and information on SEND. Training is provided to all staff, including teachers and TAs, as the need arises and there is ongoing training for all staff as well as opportunities to further develop skills.
As a school we are supported by specialist organisations from within the Local Authority, health and social care services.
You are welcome to contact us with any concerns you may have. You can either do this by telephoning, emailing or writing a letter.
Your child’s mentor is often the first point of contact should you have any concerns. They will be able to advise you and, if necessary, will refer your concern to the appropriate member of staff. All parental concerns are shared with the necessary subject staff and Academic and Pastoral Leaders are made aware too. On occasions, a member of the Senior Leadership Team may be informed too.
If you have a concern which is linked to a particular subject, you are invited to contact that member of staff or the Head of Department directly.
The Head of Learning Support (SENDCO) should be contacted should you have any questions or concerns about your child’s learning needs and if you believe there to be a learning issue or barrier preventing achievement or progress.
The school has a formal complaints policy which can be found on the website.
These services are contacted when necessary and appropriate, according to your child’s needs. You are welcome to discuss requesting this support with your child’s Academic and Pastoral Leaders and the SENCO.
We liaise closely with Primary and Junior schools at the end of year 6. The Academic and Pastoral Leaders visit the Primary and Junior schools to meet with the class teacher and students. Information is gathered during the Summer Term of Year 6 so that staff can begin to get to know your child. All students attend a New Intake Evening and a full school day visit as part of their transition in July. Our SENDCO also meets with the Primary and Junior school SENDCO to discuss those on the Special Needs register and any other students as necessary. Some students require additional transition support. Extra visits are arranged and some are invited to attend Summer School. At the end of Year 6, all students’ records are transferred to us.
All students receive advice on careers and are encouraged to visit colleges to explore post-16 courses. Students can have a careers meeting at any time but this normally begins from year 10 onwards. Local colleges are invited in to inform students about what is available in post 16 education. Advice is also available about apprenticeships. If additional transition support is needed this will be arranged through consultation with the Post 16 SEN Transition Service. From Year 9 onwards, all Annual Reviews for students with an Education Health Care Plan, include a Transition Plan.