Retford Oaks Academy

We recognise the needs of a range of pupils in line with the requirements of the SEND Code of Practice in relation to Cognition and Learning, Communication and Interaction, Social, Emotional and Mental Health along with Physical and Sensory needs within the context of a mainstream environment. We make reasonable adjustments and best endeavours as required by the SEND Code of Practice.

School liaises with parents and outside agencies where appropriate. We have internal identification and assessment tracking systems and procedures to help identify areas of concern. If you have queries regarding your child's education or progress please speak to their Tutor, Head of House or SENDCO.

School works towards the requirements of the SEN Code of Practice in line with the Assess, Plan, Do and Review cycle, working in partnership to assess progress and devise subsequent actions. Provision Mapping tracks interventions and outcomes. Children with additional external funding will have their needs and provision identified on an individual plan.

Retford Oaks Academy staff make ongoing assessments throughout the year, with Achievement Coordinators and the SENDCO regularly tracking pupil progress. Feedback on pupil progress is through termly reports, parents evenings and student review days. Parents can track behaviour, homework and attendance via our online system called Go4Schools. Parents can contact either the tutor or the SENDCO at any time to discuss their child’s progress.

In line with the Code of Practice guidance on ‘reasonable adjustments’ a graduated approach is taken depending on the needs of the individual child/pupil. This begins with identification, assessment, differentiation, intervention and personalisation of the curriculum where necessary with the goal of enabling every child/pupil to learn effectively.

As mentioned above each child is assessed and teaching scaffolded accordingly. We look at children's global needs: to include social, emotional, behaviour and learning. Programmes of support are devised to match needs that may include target groups or short-term interventions, through to individualised, bespoke provision.

Decisions are made collegiately in response to the individual needs.  It is a responsive process to ever-changing needs and is structured with clearly defined outcomes. Tutors and subject teachers monitor success and achievement through pupil engagement and progress data. Support is increased or decreased depending on levels of success. This process is monitored by the Head of House and the SENDCO.

Retford Oaks Academy is a fully inclusive school and makes every effort to ensure all children have access to extra-curricular activities within the boundaries of health and safety and in line with schools duty to make reasonable adjustments.

The school promotes a culture that encourages positive interaction between staff and pupils. Staff listen to children and take their concerns seriously. Staff are available to listen and talk to children as necessary or when requested. We currently offer services that provide counselling for targeted pupils. The pastoral team holds regular meetings where individual students and pastoral issues are discussed, appropriate strategies implemented and outcomes are assessed regularly. All staff are trained in and are sensitive to changes in children's behaviour and emotional state within the classroom and consult the mental health and/or safeguarding leads when required.

The  SENDCO is Suzy Whitaker. They can be contacted on 01777 861618 or by emailing office@retfordoaks-ac.org.uk

Relevant staff have regular training relating to specific individual needs. Staff training is reviewed on a regular basis and updated as necessary by in-house or external providers/practitioners. A number of staff have accessed Paediatric First Aid, Managing Anxiety, Supporting Children with Autism and Precision Training delivered by external agencies. Peer to Peer support has also been facilitated relating to ICT based programs and Dyslexia resources. Key information and developments are shared during staff meetings. The Academy staff also have access to online training modules in a wide range of subjects. The SENDCO attends all relevant, up to date training on a regular basis.  Staff individual CPD focussed on SEND is encouraged and assisted.  

School works in tandem with outside agencies. These include the Educational Psychologist, the Communication and Interaction Team, the Cognition and Learning Team, Targeted Support, Health and the Child and Adolescent Mental Health Service. Social Care and other health professionals also support individual children or families. Where necessary, the Virtual School supports us to deliver appropriate care to Looked After Children. SEND leaders meet regularly across the Family of Schools and Diverse Academies.

Equipment is secured on loan where possible from specialist suppliers via the Local Authority. This may be in relation to mobility issues or to curriculum access. The school works in tandem with the Physical Disability Support Service to minimise physical barriers to the environment and with Teachers of the Deaf or Teachers of the Visually Impaired to provide an adapted learning environment where possible.  The school has disabled access and toilet facilities.

The school holds parents evenings, review meetings and student review days with parents to share information, discuss progress and develop the way forward for their child. Tutors, subject teachers and the SENDCO are also available via phone calls and emails to share information or answer queries at other mutually agreeable times. The school aims to work collaboratively with parents or carers who hold important information about particular children and pupils. Staff recognise and respect parents as primary carers.

The children fill in a questionnaire annually to express their views on all aspects of school life. One-page profiles are also used at times to gain pupil views. They have an opportunity to be involved in .student review days and target meetings to air their opinions where appropriate. Best efforts are made to solicit views in alternative ways for children who do not communicate easily through speech. School Council meetings also allow views to be expressed.

Any concerns or complaints should first be aired with the Head of House. Concerns will be passed on to the SENDCO or Principal if appropriate. Any formal complaint should follow the Academy policy, which requires a written submission to the Principal and Chair of Governors.

There is a Link Governor who meets with the Inclusion Leaders to gain an operational overview of the SEND in the school, provide support and monitor compliance. Inclusion Leaders update Governors on developments. Use of the Local Offer is recommended to parents and school signposts families to support or information sources both in and outside of school where relevant. All operational matters are dealt with by Academy staff.

The school talks to parents about local organisations and services that may be of relevance or interest. Information can be found online on the Nottinghamshire Local Offer:  https://www.nottshelpyourself.org.uk/kb5/nottinghamshire/directory/localoffer.page?newdirectorychannel=9 

This is dependent on the needs of the child. Extra visits and consultations are available if required prior to starting. In year admissions consultations will be made by the SENDCO.

Extra visits are available for children who need additional support moving to Retford Oaks Academy from primary school. There is a transition programme between the feeder primary schools and Retford Oaks Academy. For children moving from other schools or academies for Year 7, the SENDCO will establish contact with the current school in order to share relevant information. Transition links may be established during Year 5 if required.

Careers Education, Information, Advice and Guidance is also promoted on future career pathways. Progression routes are tracked throughout changes in Key Stage to ensure appropriate options are taken and for transition from Key Stage 3 to Key Stage 4 and again from Key Stage 4 to Key Stage 5. Information is also delivered to vulnerable pupils via bespoke programmes e.g. those suitable for pupils with autism, in a sensitive and responsive manner where necessary. 

To obtain further information about the school you can access our website www.retfordoaks-ac.org.uk email or phone the school directly.