Definition: A child or young person is considered to have a learning difficulty or disability if they:

  • have a significantly greater difficulty in learning than the majority of others of the same age; or
  • 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’. (SEN Code of Practice 2014)

Special Educational Needs are broadly categorized into the following four areas:
Communication and interaction needs (C&I)
Cognition and learning needs (C&L)
Social, emotional and mental health needs (SEMH)
Sensory and/or physical needs (S&P)

Special Educational Needs Status:

The majority of students with a special educational need will be appropriately provided for at OSA under what is newly termed (SEN Code of Practice 2014) Special Needs Status. A small number of students may require a Statement of Special Educational Needs or Education and Health Care Plan (EHCP). Should a student require an EHCP we will consult with the child and their family in order to make an application.

Additional Support at OSA:

Literacy: We have a highly skilled literacy tutor, who provides personalised, focused interventions for students with significant literacy and learning difficulties. The intervention sessions cover a range of skills: spelling, reading, writing, and comprehension and exam preparation.

In addition we conduct a range of psychometric tests to assess individual needs and to enable us to apply for exam concessions when necessary. In Years 7, 8 and 9 all students sit standardized spelling and reading tests in order to monitor and assess need.

In addition to the intensive 1:1 interventions, we deliver small group literacy lessons to students that require additional literacy support to secure essential literacy skills. These lessons are run twice a week.

We also run a computer based literacy intervention, LEXIA. Students are invited to attend sessions either before or after school and some students do LEXIA at home or during designated lesson slots.

Teaching Assistants: we have a select number of experienced Higher Level Teaching Assistants who offer focused support in English, Maths, Science and Special Educational Needs. Students with SEND will have access to teaching assistant support if required; support is allocated on an individual needs basis.

External agency support: we work with a range of external agencies and advisory services that offer additional support to students, families and the school. We will inform you if we consult with external agency support and you will be given copies of any reports that they may write.

Reviewing needs:

As a school we will conduct ongoing assessment of your child’s needs through a range of means. If your child is on the SEN register you will be invited to attend SEN review meetings which will be in addition to normal subject teacher meetings. During these meetings we will seek the views of the students and their families and invite any relevant external agency professionals to attend. It is our primary concern that student views are heard. The meetings will focus on the students’ progress towards agreed targets; new targets will be set and actions agreed to ensure the best possible outcomes for your child.

Information to teachers

Students on the SEN register all have a Pupil Profile which outlines their needs and strengths and most importantly sets out appropriate strategies to support them to fully access the curriculum. During the review meetings we will consider the strategies and amend as necessary. All our teaching staff are required to be aware of and implement the strategies suggested for each individual student.

Further information:

Should you have any questions or concerns please contact the SENCO either via email: Ms Hermaszewska or phone: 01865 592357
In addition you may find the links to the following information useful:

SEND code of practice 0 to 25 Years
SEND The Local Offer