1. How does Oxton St. Saviours know if children need extra help and what should I do if I think 
that my child has Special Educational Needs and Disability?


The class teacher is the first point of contact for parents who have concerns over their child’s progress or think their child may have additional needs. Following this the teacher may liase with the SENCO for further advice and guidance. A meeting would be arranged with parents/carers if it is felt that further assessments or investigations are needed.


2. How will Oxton St. Saviour’s staff support my child? 


At Oxton St. Saviours we offer many different approaches of additional support. This can include additional support in the classroom, small group work, one-to –one support, access to particular resources and access to outside agencies. The type of support and targets your child is given will be dependent upon the child’s individual needs.


Targets and support will for some children be connected to cognition and learning and will often be linked to their progress in an area of literacy and/or numeracy. For some children targets may be concerned with social interaction, communicating with other children, emotional difficulties or physical needs such as fine motor skills.


The class teacher plans for all the pupils in his/her class, differentiates accordingly to suit the pupil’s individual needs and is responsible of their progress. Children are taught as a whole class, as groups, 1:1 by both the class teacher and the teaching assistants. It might be that the child’s needs may be met through intervention groups, e.g. Time To talk, Socially 
Speaking, Speech and language programmes, literacy or maths programmes. Your child’s progress will be monitored and reviewed regularly.


3. What support will there be for my child’s well-being? 


Your child’s well-being and emotional health is as important as their academic progress. Oxton St. Saviours offers a wide variety of pastoral support including:-

  • Our Pastoral Leader, Mrs Dodd works closely with families to implement the most appropriate support.
  • A nurture area called the ‘Nook’, this has a homely atmosphere and provides a calming space for 1:1 or group pastoral support. 
  • If a child has a medical need then a detailed Health Care Plan is compiled with the support of the school nurse in consultation with parents/carers.
  • Teachers and Teaching Assistants are readily available to discuss concerns.
  • Some of the staff are qualified first aiders.
  • Several staff are trained to use a defibrillator and the school has one on the premises.
  • All staff are aware of children with specific medical needs.

 
4. What Specialist Services and expertise are available or accessed through Oxton St. Saviours? Senior Leaders, teachers and TAs at Oxton St Saviours are highly skilled in meeting the individual learning, behavioural and social needs of our children.


The school also has access to wide range of specialist services including:-

  • School Nurse
  • Speech and Language Therapist
  • Educational Psychologist
  • Special Educational Needs Assessment Advice Team (SENAAT)
  • Occupational Therapy
  • Vision and Hearing Support Service
  • Outreach Support from Specialist Schools, e.g. Gillbrook and Orrets Meadow
  • Specialist Support from the Autism. Social Communication Team
  • Social Services
  • Social Care Family Support
  • Paediatricians – accessed through the school nurse
  • Wirral/Parent Partnership
  • Wirral Autistic Society
  • Child & Family
  • Minority Ethnic Achievement Services (MEAS)


5. What training have the staff supporting the children with SEND have?


Different members of staff have had training related to Special Educational Needs including:-

  • Autism
  • Social Communication Difficulties
  • Speech and Language
  • Dyslexia
  • Dyscalculia
  • First Aid
  • How accessible is the school environment?

6. How accessible is the school environment?


The physical layout of the school premises is not conducive to the easy access of all rooms by someone with disabilities which hinder their mobility. However, we have taken every step necessary and possible to prevent our existing cohort of children being disadvantage.

  • Rails have been installed either side of steps internally and externally.
  • An evacuation chair has been installed on the upper floor.
  • A ramp has been installed on to the playground.
  • Two disabled toilets have been installed.
  • New classrooms are accessible for wheelchairs.
  • All extra- curricular activities are equably accessible to our children with disabilities. 
  • Plans for increasing our accessibility are included within our Premises Development Plan.