1. The Oratory SEN Information Report and Offer 2017-2018
Appropriate and effective teaching and learning
A Partnership approach
Open and honest communication
The Oratory SEN Information Report and Offer
Mr Paine is in School every day and can be contacted on
Hello and welcome to The Oratory’s Inclusion Zone. My name is Mr Paine and I am the Inclusion Leader and SENDCO*. I work with children, parents, teachers, teaching assistants and outside agencies to ensure that all our pupils’ individual needs are met.
Please click on the tabs above to find out what The Oratory can offer you, if your child has special educational needs or you think they might.
*SENDCO means Special Educational Needs & Disabilities Co-ordinator

2. Open and honest communication
How to speak to the Inclusion Leader, if you have a concern.
How we try to make the information about your child clear and easily understood.
Which agencies might become involved with your child.
How we ensure the necessary people know about your child’s needs.
What happens when your child moves school.
These will then link to the other areas

3. Open and honest communication
If you have a concern about your child, Mr Paine is available to speak to you. We always encourage you to speak to your child’s teacher too.
Mr Paine works every day in school. Sometimes he may be busy or he might not be in the building so you can do the following:
Speak to Theresa in the office to find out when he may be available.
Make an appointment to see him or ask if he can telephone you.
You can also him on
Mr Paine will aim to reply to your s and calls as soon as possible.
Could this be opened up under – how to speak/contact the SENCo if you have a concern

4. Open and honest communication
We will ensure that all the information we need to share with you is clear and easy to understand.
You can read our Special Educational Needs Policy in the Policies section of the website. The policy explains how we identify and assess children who we think might have special educational needs.
If you prefer information on paper, please ask for a copy of our Special Educational Needs Policy. Mr Paine will be happy to give you a copy.
Our governing body has two governors who are responsible for special educational needs. Their names are Frances Joseph and Rachel Meadows.
What happens if there is a concern about progress?
Could this be linked to clear information
Teacher/parent concerns re poor progress
We will meet to produce a plan of support in school.
Provision made – input from teacher, pupil, parent and SENDCO
If there are still concerns then the Inclusion Leader arranges for external agency support

5. Open and honest communication
The Oratory works with a lot of external agencies to help identify specific needs. These include:
Pupil and School Support
Speech and Language Therapy
City of Birmingham School – emotional and behavioral needs
Communication and Autism Team
Educational Psychologist
If your child requires support from these services, school will always consult you and request your permission. Your child will not be seen or assessed without you being informed beforehand.
Link to outside agencies
Mrs Bower, our Educational Psychologist, regularly comes into school to assess, offer support and advice. Please ask Mr Paine if you wish to meet with her or any of our other outside agencies.

6. Open and honest communication
Paramjit Sall is our school-based social worker. She can provide help and advice with issues such as family issues, parenting classes and signposting to appropriate support services. Paramjit runs regular workshops and coffee mornings for parents/carers. They are advertised on our website and in the school newsletter. Paramjit is an experienced children’s counsellor and often works 1:1 with pupils. If you want to contact Paramjit, please ask at the School Office.

7. Open and honest communication
School Nurse. Our school nurse, is in school every two weeks. She can provide help with medical issues and signpost parents/carers to relevant health services. The school nurse can be contacted via the School Office, Mrs Price or Mr Paine.

8. Open and honest communication
Mrs Price is our Home-School Liaison Teacher. Mrs Price deals with issues such as attendance, punctuality and signposts parents/carers to internal and external support services. She also provides homework support for pupils. Please contact the School Office to speak to Mrs Price.

9. Open and honest communication
Darryl Barnett is our Health Mentor. Darryl works with children in developing their physical fitness and raising awareness of their health needs. As well as acting as a personal mentor to targeted pupils and being available to chat to any child who needs his support, Darryl runs a number of extra-curricular activities. Darryl is in school on Wednesdays, Thursdays and Friday and he can be contacted via the School Office.

10. Open and honest communication
The SENDCO, Mr Paine, will make sure that all necessary school staff are aware of your child’s needs and worries.
If your child has been identified with extra educational needs, a Support Plan will be written with the teacher and shared with you and your child.
If your child has medical needs, a plan will be written and shared with you.
All staff have access to a copy of these plans in the classroom. The plans identify how your child should be helped to succeed and make progress.
Occasionally, your child’s teacher may not be in class and this extra information is useful for the covering teacher.
All of these plans will be reviewed three times a year. Please see the calendar on the School website for details.
All necessary people have the info relating to your child.

11. Open and honest communication
If school thinks your child needs extra support, we will always talk to you about this.
Your child’s teacher will talk to you about the progress that has been made each term. We also operate an open door policy and you can make an appointment to speak to your child’s teacher or the SENDCO at any point during the year.
If your child has individual targets, these will be discussed and reviewed regularly with you and your child. These targets form what is known as a Pupil Support Plan.
The Support Plan is reviewed at several points during the year. Both you and your child will be invited to attend these review meetings. You will be asked to think about your views about your child’s strengths and areas for development prior to the review.
All necessary people have the info relating to your child.

12. Open and honest communication
Your child’s progress will be reviewed regularly and you will be invited into school to discuss the outcomes and give your views. Your child’s views will also form an important part of the review.
We regularly assess the children to see if they are working above, at, below or significantly below the same level as national age-expected expectations. All the teachers and teaching assistants do this together at several points in the year so that they can talk to each other and gather evidence.
This helps us identify any targets your child may need to make faster progress in English or Maths. We use the criteria to make a Pupil Support Plan. This plan is shared with you and your child and sets out what needs to be in place for your child to make as much progress as possible. We then review it each term and talk about what has gone well and what might still need to be worked on.
Sometimes children don’t need an Pupil Support Plan any more because they have caught up with national expectations. Sometimes we involve outside agencies, such as Pupil and Support Service to support us in making our assessments and these agencies offer advice.
All necessary people have the info relating to your child.

13. Open and honest communication
Your child’s progress will be reviewed regularly and you will be invited into school to discuss the outcomes and give your views. Your child’s views will also be listened to.
If your child has an Pupil Support Plan and you move your child to another school, the SENDCOs at both schools make sure that information is shared.
If your child is at another Nursery and is about to start in Nursery or Reception here, we liaise with the SENDCOs at the nursery schools to find out as much information as possible about your child’s needs. This will include any targets and paperwork or agencies which might have been involved in supporting your child.
When your child moves from Year 6 to secondary school, Mr Paine will ensure that all information regarding your pupil’s special educational needs are passed on to the new SENDCO. Extra visits to the secondary school may be arranged and sometimes the SENDCO from the new school will come to review meetings held at The Oratory.
All necessary people have the info relating to your child.

14. Appropriate and effective teaching and learning
How we train staff to support the needs of your child.
How we ensure good teaching for your child and how we give extra support if your child needs it.
How we ensure that parents and children with additional needs are fully included in all school activities.
How we ensure that your child has work pitched at the right level to make good progress.
What resources does the school offer if my child has significant social and/or communication needs?
What sorts of learning resources are available for my child?
What support is available if my child needs support with managing behaviour or dealing with social situations?
These will then link to the other areas

15. Appropriate and effective teaching and learning
All school staff will receive appropriate training so they have the knowledge and confidence to support children’s needs.
At The Oratory we hold a weekly staff meeting. These are used to ensure staff have up-to-date knowledge to teach children of all abilities. Sometimes training is run by specialists e.g. Epipen training or training by a member of the Communication and Autism Team.
Mr Paine regularly talks to staff about teaching approaches and resources for children with additional needs.
Our Teaching Assistants work closely with children with SEN .Please feel free to talk to them or to any other member of staff if you have any questions or concerns.
All necessary people have the info relating to your child.

16. Appropriate and effective teaching and learning
We offer support through some key interventions. The children’s progress is looked at closely and staff reflect on what we can do to support them.
Some of the interventions we currently run:
Targeted 1:1 and small group phonics support in KS1
Spelling support in KS1 and KS2
Speech Link (speech and language) in EYFS and KS1
Racing to English (for pupils with English as an Additional Language)
Small group work in English and Maths lessons
Reading support volunteers
Maths target work 1:1 and small group
All necessary people have the info relating to your child.

17. Appropriate and effective teaching and learning
Teaching and support staff will be able to accurately assess the level children are working at and differentiate the curriculum.
We use a range of criteria and evidence to help us identify the level children are working at. These include:
regular assessments in Reading, Writing and Maths
tests to determine Reading Age
weekly spelling and mental Maths tests
weekly moderation of English and Maths work and planning
This helps teachers to plan work for all children to make progress. The work and support will be different for different groups of children.
We use the following to support children with additional needs to become independent learners:
interventions
one to one or small group support
adapted tasks and resources (identified in teachers’ planning)
All necessary people have the info relating to your child.

18. Appropriate and effective teaching and learning
A range of resources will be available in all learning areas to support learning for children operating at different levels. These are identified on children’s SEN Support Plans.
all classrooms have different types of practical and visual apparatus to support learning and progress
our reading books, in class and to take home, are book banded so that they are at the right level for your child to make progress
we have a range of ICT equipment including laptops, Learn Pads,, cameras and recording equipment to support children recording their work in different ways
positions of tables and chairs are always considered for children with physical, hearing or sight impairment
our classroom working walls have examples of teacher models and other pupils’ work to support independent learning.
children are encouraged to talk with partners or in small groups to develop their ideas, reason and articulate before recording them.
All necessary people have the info relating to your child.

19. Appropriate and effective teaching and learning
Where necessary, resources will be available to support the learning of children who have significant social and/or communication needs.
Our SEN Support Plans identify the types of need a child may have. For example, autism, sensory, cognition and learning.
We use visual timetables in our classrooms to support children who have difficulty with changes in routine.
We work with the Communication and Autism Team (CAT). Members of the team visit to observe, assess and offer advice on ways to support children with autism. Maggie Birch is our CAT worker; she can be contacted via Mr Paine.
We can provide individual workstations for a pupil whose needs require them.
Mrs Price is our Family Support Teacher. She works with pupils and families to support their emotional, health and well-being.
All necessary people have the info relating to your child.

20. Appropriate and effective teaching and learning
The school will provide support for children if they need support with managing their own behaviour and/or to build up skills and confidence in dealing with social situations.
We work with City of Birmingham School, who provide support for pupils who have difficulty in managing their behaviour.
We run social skills groups across the school to support children who can find social situations difficult.
We follow the Social and Emotional Aspects of Learning Curriculum. The school makes links to this aspect of the curriculum through whole school assemblies and collective worship.
We have a set of sanctions and rewards, as set out in our Behaviour Policy to
encourage children to make the right choices. This is consistent
across the school. Click here to read the Behaviour Policy. (LINK REQUIRED)
All necessary people have the info relating to your child.

21. Appropriate and effective teaching and learning
The school will provide good teaching for your child and extra support when needed.
At The Oratory we use a range of strategies to monitor the progress of children and to ensure that good teaching is in place for all pupils. We do this through:
Tracking your child’s progress and holding teachers to account through half-termly assessments and pupil progress meetings
termly pupil progress meetings.
Half-termly book scrutiny for all classes and constructive feedback to teachers.
Classroom observations and learning walks, including monitoring the learning environment.
Click here to find out more information about interventions
Click here to find out more information about external agency support

22. A partnership approach
How we will work with you to identify your child’s needs.
How we will ask for your permission to involve other professionals to work with your child.
How we will involve you in all decisions and listen to your views.
How we will involve your child in decisions about their learning.
How we can support you in contacting organisations who can give advice and support.
These will then link to the other areas

23. A partnership approach
We will work in partnership with you to identify the needs of your child and put in place the correct support including family support if you need this.
The governing body has a duty to ensure that the school adheres to the new Code of Practice under the Children and Families Act This means that the school governors hold the Head teacher and SENDCO to account.
The governing body appoints governors who are specifically responsible for special educational needs to ensure that the School and the SENDCO carry out their duties. These governors are Frances Joseph and Rachel Meadows.
One of the key responsibilities of the governing body is to make sure that the School’s policy for children with disability and special educational needs (DSEN) is published on the School website. The information on the School website must be reviewed annually by the governing body.
Please see the school website ( to read our Inclusion, Special Educational Needs and Access Policies.
The governing body also has a responsibility to ensure that appropriate safeguarding procedures are in place for all pupils, including those who are DSEN.
All necessary people have the info relating to your child.

24. A partnership approach
The school will involve you in all decisions and listen to your views.
Assessments are carried out to find out the specific need(s) of the child.
Possible involvement of outside agency.
Parents or teachers raise a concern about the progress of a child. Discussion with parents/teacher/SENDCO takes place.
Ways to support at home discussed.
Outcomes are assessed are reviewed with the parents and the child – what’s worked well, what still needs to be worked on.
Targets to address the needs are written with parents and pupils. Resources and teaching approaches are identified. SEN Support Plan is implemented.
All necessary people have the info relating to your child.
Teaching with regard to the SEN Support Plan takes place. Appropriate support/interventions are included and progress is monitored.
Concerns are addressed. Continued progress to be monitored.

25. A partnership approach
The school will try to involve your child in decisions about their learning.
Here are the things we do at The Oratory to make sure your child is listened to and involved in decision making:
Our voice!
One page profiles
Home visits in Nursery and Reception
Children can speak to the Head, Mentor, Ms Sall or Inclusion Leader as well as their class teacher.
Pupil feedback on their targets
Being involved in reviewing our progress in interventions.
All necessary people have the info relating to your child.
Being involved in target setting and saying how well they have done.
Pupil conferencing

26. A partnership approach
We will be happy to give you contact details for organisations who can give advice and support for you and your child. Please speak to Mr Paine if you need any contact details.
Some of the organisations that we work with:
Pupil and School Support (PSS)
Special Educational Needs Assessment and Review Service (SENAR)
Communication and Autism Team (CAT)
Speech and Language
Hearing Impaired Service
Team for children with physical disabilities (PDSS)
Forward Thinking Birmingham ( formerly CAMHS)
School Nurse Service
SENDIAS (formerly Parent Partnership)
Autism West Midlands
All necessary people have the info relating to your child.

27. A partnership approach
Sometimes we may need to ask for your permission to involve other qualified professionals to support your child.
The governing body, through the SENDCO, ensures that other appropriate agencies are involved in meeting the needs of of pupils with special educational needs. Click here to find out about the agencies which school regularly works with.
Our governing body regularly reviews both policy and the information publish. The content of the meeting is confidential and is only shared with parents and the SENDCO. Please speak to Mr Paine if you require any further information.
All necessary people have the info relating to your child.