Oak Lodge School currently makes provision for moderate learning difficulties, speech, language and communication needs, autism and specific learning difficulties. Oak Lodge has also adapted the provision and curriculum offered to accommodate a number of pupils with more complex learning needs including severe learning difficulties and/or physical disabilities.
All pupils attending Oak Lodge have an EHCP (Education Health and Care Plan) which identifies their primary and, where appropriate additional needs and names Oak Lodge School as the most appropriate provision for that pupil. The school is resourced by the DfE and the local authority provides small class sizes and levels of staffing to meet your child’s needs as identified in their EHCP.The use of additional money through pupil premium, primary sports funding etc. is targeted at these specific groups and the impact of this on pupil achievement is reported.
The local authority SEN department makes the decision about the level of support each pupil receives prior to transition and outlines resources, teaching programmes and multi-agency involvement related to meeting these needs on the EHCP.
Pupils are set short term targets from the outcomes indicated in the EHCP covering the four areas: cognition and learning, communication and social interaction, physical, sensory, independence and social, emotional and mental health needs.
Speech and Language Therapy
- 1 ½ days per week provided by HCC SEND SaLT to meet the needs of pupils with identified language or communication needs on their EHCP
- In depth assessment and individual language programmes; delivered directly by SaLT or by trained school based LSA overseen by SaLT
- Use of communication support – assisted technology if appropriate
- Individual communication targets incorporated into the curriculum
- Joint working with tutor / subject teachers as appropriate to reinforce communication and language development across the curriculum
- Advice regarding differentiation and use of language for staff
- Consultation with parents of pupils with identified language or communication needs on EHCP at parents evenings
- Transition support for Year 11 pupils – communication passports
- 2 days per week from Alex Kelly Ltd to enhance social communication
- Social Skills programme based on “Talkabout” materials delivered by trained Speech Therapist to Year 7 pupils and identified groups in Year 8
- Joint intervention with Occupational Therapist for pupils in Year 7; working with tutors and subject teachers as appropriate to enhance or reinforce therapeutic strategies
Occupational Therapy
- Half termly visits from NHS Occupational Therapist to meet the needs of pupils with identified OT needs indicated on their EHCP
- Individual programmes devised to incorporate in classroom practice
- Training of school staff as appropriate
- Monitoring of progress with feedback to parents/ appropriate staff
- 1 day per week from Advanced Occupational Therapist- sensory processing
- Individual programmes for identified pupils with complex sensory processing difficulties
- Offering The ALERT programme to Year 7 pupils
- Overseeing group work to develop core stability and gross motor skills
- Training for staff to continue and develop the above programmes
- On-going consultancy support for tutors to incorporate sensory diet into classroom practice for identified pupils as appropriate
- desensitisation strategies for tactile or auditory defensiveness
- use of self-regulation strategies, relaxation activities, tactile cushions, fiddle toys, theraputty
Physiotherapy
- Half termly visits from NHS Physiotherapist to meet the needs of pupils with identified physiotherapy needs indicated on their EHCP
- Individual programmes devised for staff to incorporate into timetable
- Training of school staff to deliver programmes as appropriate
- On-going monitoring of progress with feedback to parents/ staff
Educational Psychologist
- 3 days per year direct input to the school
- Observation of identified pupils with recommendations for strategies that could be used to enhance teaching and learning
- Consultation or advice for parents of identified pupils if appropriate
- Training for identified school staff – behaviour management
Hampshire Futures Team
- Pupils in Year 9 and above receive independent careers advice and support with regards to transition to college, training or employment
Independent Futures Team
- An officer from the Independent Futures Team aims to attend Year 9 EHCP reviews for pupils who will meet the criteria for adult social services to support transition planning
Individual Behaviour Management Support (IBMP)
For a small number of pupils with behavioural, emotional and social difficulties o
- Assistant Head (pastoral care) has lead responsibility for Individual Behaviour Management Support
- A qualified TEAM TEACH trainer
- Providing support to staff in devising and implementing IBMP
- Ensuring close tracking and monitoring of behaviour
Attendance Officer
The attendance of all pupils is a high priority. Oak Lodge buys in Attendance Officer time from Applemore College to provide targeted support for a small number of individual pupils to ensure attendance is as high as possible.
We recognise that many of our pupils, given the complexity of needs, require time off school due to medical difficulties or scheduled medical appointments, which can have a negative impact on the school’s overall attendance figures (target 95%).
Home School Liaison Officer
- Works closely with attendance officer
- Makes home visits if required
- Links with supporting agencies in community to support identified pupils and their parents/ carers
- Statutory organisations – social care, Early Help Hub, Barnardos
- Voluntary organisations – parent support groups, charity groups,
Each pupil has a formal annual review, chaired by the SENCO or a member of Senior Leadership Team with class tutor, parents/carers and pupil and, where appropriate, a SEN Officer from the local authority to review progress towards outcomes and targets set and to ensure that the EHCP reflects the pupil’s current needs. Progress against targets and resources to meet need are reported back to the local authority for their consideration following the annual review.
Although the EHCP is usually reviewed on an annual basis, if it is felt, either by the school or parents, that there is a change in need or a need for additional support an emergency or interim review can be held to make this request to the local authority.
Name of SENCO: Liz Lee, Assistant Head.
In addition to targets set through their EHCP, pupils are also set academic targets across the curriculum with progress monitored termly by class/subject teachers and the senior leadership team. Personal development and subject targets are evaluated regularly to assess the effectiveness and impact of the planned provision using subject specific criteria (APP).
If a pupil is not making expected progress in a particular area of learning, the school can identify the need for additional support. This can take the form of literacy or numeracy intervention or therapeutic support from our therapy team (Speech Therapy, Occupational Therapy, ELSA or Art Therapy). Intervention plans are drawn up to address areas of need and are monitored regularly to ensure any intervention offered makes a difference.
Progress is discussed with parent/carers at individual pupil progress meetings and with the pupil concerned. Pupils also receive an academic report, annually in July.
We offer an open door policy and it at any point you wish to discuss a pupil’s progress an appointment can be made to meet with the class teacher or a member of the senior leadership team. Staff in school can offer advice and practical ways that you can help your child at home.
The EHCP outlines the resources, teaching programmes and multi-agency involvement. Pupils are educated in small teaching groups, (6-12 pupils depending on complexity of need as indicated on their EHCP), matched according to ability and social emotional development and allocated a class tutor and Learning Support Assistant who get to know the individual needs of each of their tutees very well.
All staff joining Oak Lodge follow a carefully planned induction programme. They are allocated a learning mentor and have regular meetings with the Deputy Head, until confident in the role. There is a comprehensive Continuing Development Programme, with a mixture of whole school training and targeted training according to specific role in the school.
Given the changing profile of the school, whole school training has been tailored to reflect this: for example “meeting communication and language needs” “Managing the sensory environment”, “Meeting the needs of VI and HI pupils”, “Meeting the needs of pupils with multisensory impairments”, “Epilepsy training”.
Identified staff have received additional training in meeting more complex learning or speech, language and communication needs, from our Speech Therapy team and Portsmouth Down Syndrome Association. Specific staff receive additional training in PECS and Makaton where appropriate. A significant number of learning support staff have received ELKAN training. Oak Lodge has good on-going support from Hampshire Specialist Advisory Teacher service with further specific training offered to meet the needs of pupils with PD, VI, including use of braille or HI. Identified staff complete moving and handling and additional hoist training.
All staff complete TEAM Teach accreditation (positive behaviour management and safe handling course), refreshed annually.
Given the percentage of pupils on roll with a diagnosis of Autism, Oak Lodge uses Autism friendly strategies throughout the school. It is a structured learning environment with a high level of visual support, based on the TEACCH approach. A number of pupils have individual work stations or bays as appropriate to meet needs. New staff receive basic autism awareness training during their induction and a significant number have been TEACCH or PAATHS trained.
Oak Lodge also has support from Hampshire Educational Psychology service, either as whole school training e.g. “attachment difficulties”, “ADHD” or as smaller year group consultation sessions to help support individual pupil’s access to learning.
Our therapy team also offer small group consultation sessions as necessary to help staff identify barriers to learning and put strategies in place to help overcome these.
The ground floor of Oak Lodge School is fully accessible to wheelchair users or those pupils with mobility difficulties. There is an accessible toilet and hygiene/ changing room. Two teaching rooms have hoist facilities as does the local health and leisure centre used for PE and swimming. All specialist teaching rooms, ICT, music, art, science, food technology, DT and drama are fully accessible and have height adjustable tables. A number of pupils use Brezi chairs or have other adaptions as appropriate to their needs, as assessed prior to transition. A number of pupils are allocated assistive technology, including speech recognition software, writing slopes, have adapted cutlery or other resources on transition.
Pupil grouping, rooming and timetable takes into account pupils with PD needs.
Our offsite visits are designed to enhance curricular and recreational opportunities and provide a wider range of experiences than could be provided on the school site alone, promoting the independence of our pupils as learners.
We run after school activities twice a week, these include sports and leisure activities. We also have a number of lunchtime clubs (e.g. ICT, drama, Airfix, Lego art). Oak Lodge School is fully inclusive. All pupils have equal opportunity to participate in any whole school or extracurricular activity offered. Class trips and off site activities are risk assessed, with pre visits if necessary, to ensure that they are accessible for all pupils. The school has an accessible minibus, however uses a local transport companies that can accommodate our needs for longer trips, e.g. theatre visits.
Parents/carers take an active part in discussions around residential visits alongside pupils to ensure that their views are taken into account in the planning. On occasions it may be necessary to offer an alternative venue, such as for a residential trip or class trip, to allow a similar personal development experience but with more appropriate activities for a number of pupils with more complex PD needs.
Pupils are educated in small teaching groups, (6-12 pupils depending on complexity of need as indicated on their EHCP), matched according to ability and social emotional development and allocated a class tutor and Learning Support Assistant who get to know the individual needs of each of their tutees very well and who are the first point of contact.
Each tutor group elects a school council representative to attend regular school council meetings, allowing pupils to have their say about how the school is run and what improvements that would like to see. Pupils are encouraged to share their worries, concerns or offer their views, opinions or suggestions on how to improve their learning experience at any time other than this to their tutor, head teacher or any member of the senior leadership team. There is also a confidential worry/ concern/ suggestion box in Kieron Hudson’s office (Assistant Head pastoral care) which is checked on a regular basis.
All pupils follow a social skills programme, based on Alex Kelly Ltd, “Talkabout”, initially delivered by a qualified speech therapist in Year 7 and Year 8, adapted according to age and ability by the tutor as pupils move through the school, providing as many opportunities as possible to generalise skills taught to the local community in preparation for transition to Post 16.
Oak Lodge also receives support from Hampshire SEND Speech Language Therapists for pupils who have additional speech and language needs indicated on their EHCP. SMILE Therapy, Lego Therapy, using a narrative approach and vocabulary development groups are currently offered where appropriate to support social communication of pupils with more complex communication needs.
The class tutor is responsible for the day to day well-being of their pupils. Where appropriate, pupils have an Individual Health Care Plan which identifies their care needs including personal care needs or the administration of medication. It also identifies emergency procedures to be followed, where appropriate.
Supporting our pupils’ emotional, mental health and wellbeing is a priority area, as outlined in the school improvement plan. Please see policy “Supporting Emotional, Mental Health and Wellbeing”. Oak Lodge School received the AcSEED Award, a nationally recognised accreditation, recognising the school’s contribution to supporting mental health and wellbeing of pupils. We are committed to multi agency working to ensure that the needs of the whole child are met.
Promoting good emotional, mental health and wellbeing linked to good physical health is approached through our Personal Development curriculum, with wellbeing workshops offered by supporting charity based agencies “Solent Mind Heads UP project” and “It’s Your Choice”. The school holds a “wellbeing week” or wellbeing charity fundraising days to reinforce learning. It also has a robust “Anti bullying” policy, reinforced through the PD curriculum and focus assemblies. Older pupils are trained by Solent Mind for a buddy role, supported by the subject leader for PD.
Pupils with more complex emotional health needs can be identified by tutors/ class LSA to Liz Lee (SENCO, Assistant Head) or Kieron Hudson (Assistant Head pastoral) as requiring additional support and the most appropriate intervention allocated.
The school uses “The Incredible 5 Point Scale” and “Coping and Resilience plans” as recommended by CAMHS to support pupils learn to recognise and regulate their emotions.
The school has:
- A well-resourced nurture room
- 3 trained ELSAs who receive on-going training and supervision from the Educational Psychology Service. Boxall Profiles are completed for pupils identified as requiring additional nurture support
- 3 LSAs who have completed additional mental health training from CAMHS
- 1 Mental Health First Aider
- 1 day Art Therapy support from a highly qualified Art Psychologist, for a small number of pupils bought in directly by the school.
- Good communication with our local CAMHS team for pupils open to this service
Throughout the school, pupils are grouped according to their needs, abilities and age. The level of support will depend on your child’s needs, as identified in their ECHP. All pupils follow a broad and balanced curriculum which is adapted to their needs to ensure high levels of interest and engagement, with learning differentiated to enable them to make progress.
Oak Lodge School offers two learning pathways:
- A more formal academic curriculum : pupils are taught by subject specialists and work towards formal accreditation in separate subjects (Entry Level, BTEC, GCSE, Arts Award)
- A core curriculum: pupils are taught for a greater proportion of their time by their class tutor through a topic based approach with subject specialist teaching input for literacy, numeracy and technology subjects. Pupils work towards formal accreditation in literacy and numeracy. Progress in other areas will be measured through improvement in communication, independence and problem solving across the curriculum. The emphasis will be on developing communication skills, social interaction, confidence, life skills and independence, preparing pupils for transition to college and adulthood.
Pupils also access a range of opportunities to develop holistically as young people. These include extracurricular activities with a specific arts focus, residential or day trips and community learning. All learning programmes are nationally accredited.
In year 11 we have a strong transition programme supporting our pupils moving to Post 16 education.
Admissions to the school are determined by the local authority and it is their responsibility to ensure that the provision meets the needs of your child as identified in the ECHP. Parents are encouraged to visit the school as part of this process.
Your child will be invited to access transition opportunities, such as visiting the class, or a phased introduction to the school.
The school provides a specific transition programme for new pupils joining the school at the start of the year so that the pupils and family have some idea of what to expect when they start in their new class.
Transition planning is a vital part of the annual review process from Year 9 onwards. Oak Lodge School advocates person centred planning and aims to involve all pupils as far as possible in making informed choices and decisions about their future. Parents and pupils meet the Hampshire Futures, careers adviser, regularly and all students have the opportunity through years 10 and 11 to benefit from college links so that pupils can familiarise themselves with the settings.
We believe that a pupils’ education is a partnership between parents and teachers, therefore we are committed to developing strong communication with parents and carers and communicate regularly.
Parents and carers are invited to all review meetings and a number of parents’ evenings each year to discuss their son/daughters individual targets and progress towards these and to talk about any other aspect of the school. Members of the Senior Leadership Team are available during these evenings or appointments can be made at any time.
There is a parents association and parent representation on the governing body.
Family and friends are regularly invited to join in school events; coffee mornings attend performances, special assemblies and a range of social functions. These are advertised through the school newsletters or on the website.
Contact Sharon Burt (Head teacher), Karen Brown (Deputy Head), Liz Lee (Assistant Head/SENCO) or Kieron Hudson (pastoral Assistant Head). For queries about your child’s progress, assessment or accreditation, contact Shirley Mitchell (Assistant Head- assessment and recording).
The first point of contact is your child’s tutor.
If you needs more general information about the school contact the school administration office.If you are considering your child joining the school you should contact Caroline Hall, Senior Administrative Assistant who will arrange a tour of the school and a meeting with either the Headteacher (Sharon Burt), Deputy Head (Karen Brown), or Assistant Headteachers (Kieron Hudson, Liz Lee, Shirley Mitchell).
The information in this report forms part of Hampshire’s Local Offer which can be found at www.hantslocaloffer.info/en/MainPage
SEN Department
New Forest area – Kirsten Pakes SEN Officer
Phone 01962 846247
Email: newforest.sen@hants.gov.uk
Test Valley
Phone 01962 847496
Email: testvalley.sen@hants.gov.uk
Winchester & Eastleigh
Phone 01962 846569
Email: winchester.sen@hants.gov.uk
Independent Parent Support – Support4SEND
https://www.hants.gov.uk/socialcareandhealth/childrenandfamilies/…/support4send
Phone 01962 845870
Email enquiries.support4send@hants.gov.uk