SEN Local Offer

Derby City Council’s full Local Offer can be found at:

SENCO – Mrs R Noon Tel: 571231


At Oakwood Junior School we have adopted a whole school approach to SEN policy and practice. Pupils identified as having SEN are, as far as practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school. The SEN Code of Practice 2014 makes it clear that all teachers are teachers of pupils with special educational needs.

All teachers are responsible for identifying pupils with SEN and, in collaboration with the SENCO and Assessment Coordinator will ensure that these pupils requiring different or additional support are identified at an early stage. All teachers, in collaboration with support staff, complete a termly Teacher Concern Form which is then discussed with the SENCO at planning meetings. Pupils with SEN are identified by the Derby City Council criteria of Cognition and Learning, Communication and Interaction, Sensory and Physical and Social and Emotional Mental Health Difficulties. In addition to this we have an “open door” policy for parents and teachers to contact the SENCO with any concerns.


Early identification of pupils with SEN is a priority. The school will use appropriate screening and assessment tools and monitor pupil progress through:

  • Evidence obtained by teachers through observation
  • Evidence obtained through summative assessments and progress made in relation to Assertive Mentoring targets
  • The school’s tracking system
  • Pupil progress in relation to objectives in the English and mathematics curriculum.
  • Reports received from Educational Psychology, Speech and Language Therapy, Occupational Therapy, School Nurse and any other external agencies where appropriate.

This evidence will then be matched to the criteria as set out by Oakwood Junior School.


  • Assertive Mentoring assessment criteria
  • QCA Reading, Writing, Numeracy and Spelling Tests
  • Behaviour Checklists
  • Reports/observations
  • Records from feeder/transfer schools
  • Information from parents
  • SATs/NC results


On entry to the school in Year 3 each child’s attainment level is broadly shown by Key Stage 1 SATs results. These, together with previous reports, records and liaison with Key Stage 1 staff, will help to inform the school of a child’s aptitudes, abilities and attainment. This will be used to improve continuity in learning when entering Key Stage 2. The records provided help the school to design appropriate differentiated learning programmes. For pupils with identified SEN the SENCO/Class teacher/Learning Mentor/Special Needs Teaching Assistant will use the records to:

  • Provide starting points for appropriate curriculum.
  • Identify the need for support within the class
  • Assess SEN difficulties
  • Ensure ongoing observation/assessment provide regular feedback and achievements/experiences for planning next steps in learning
  • Involve parents in a joint home-school learning approach


No member of staff has professional qualifications in the teaching of children with SEN. However, the SENCO has the National Award for Special Educational Needs Co-ordination and collectively much experience has been accumulated by teaching and non-teaching staff which serves to assist in providing a relevant curriculum for children with moderate SEN difficulties.

The main methods of provision made by the school are:

  • Full time education in classes with additional help and support by class teacher/curriculum leaders through a differentiated curriculum.
  • Attendance at the Learning Support Centre for targeted intervention from non-class based SENCO.
  • Periods of withdrawal to work with the SENCO/Learning Mentor/Special Educational Needs Teaching Assistant. These may include:
    • Daily reading
    • Specialised literacy intervention
    • Physical Literacy
    • Precision teaching
    • Specialised maths intervention
    • Circle of Friends
    • Friends for Life
    • Fine and Gross Motor skill support
    • Physiotherapy and Occupational therapy programmes
    • Social Skills
    • Speech and Language programmes
    • Concentration and Listening Skills
    • 1:1 emotional support
  • Attendance at an out of school specialised unit (LA provision).
  • Support from specialists within class or as part of a withdrawal programme.
  • Assessment and programmes of work from specialist external agencies.

In addition there is disabled access at the entrances and toilet facilities for people who use a wheelchair.

Expertise of Staff

Staff in school have recently received training for:

  • 1:1 Precision Training
  • Reciprocal Reading
  • Read, Write, Inc.
  • EAL Strategies
  • Fine motor skills
  • Gross motor skills
  • Behaviour Management for Children with Complex Needs
  • Dealing with Dyscalculia
  • Social Stories
  • Autism Awareness
  • EPI-Pen Usage
  • Identifying and Supporting Speech, Language and Communication Needs in Mainstream Settings
  • National Award for SEN Co-Ordination

Equipment and Facilities

  • Disabled person toilet
  • Designated car parking space
  • Level/Ramped entrance
  • One-level building
  • Writing slopes
  • Enlarged computer keyboard
  • Easi-Speak microphones

In addition to this we regularly request funding to purchase specialist equipment as needed.

Role of Parents/Carers

Parents and carers are invited regularly to meet informally to discuss their children’s progress. They are also invited to formal Annual Review meetings.

These meetings are in addition to our on-going ‘open-door’ policy.

Complaints Procedure – please see our Complaints Policy here

  • September
  • 9th - First Day of Autumn Term
  • October
  • 21st - Inset Day
  • November
  • 4th - First day back from half term
  • calendar