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School SENCo - Charlotte Saunders


Oakley Infant School

Special Educational Needs and Disability (SEND) Information

This information details how Oakley Infant School meets the needs of children in the school, particularly those with Special Educational Needs or Disabilities and the support that is available for them and their parents. Please contact the school to meet with the Headteacher to discuss your child’s needs and any concerns you may have.


Special Needs at Oakley Infant School

Oakley Infant School is a maintained mainstream infant school for children from 4 – 7 years.

Oakley Infant School is a Rights Respecting School, we believe that every child has the right to be educated, the right to be treated fairly and the right to be heard and have their views considered.


The Governors and staff recognise that:

  • all children are individuals, learn in different ways and have their own strengths;
  • all children should be offered a broad and relevant curriculum which is differentiated to meet their needs;
  • the variety of children’s needs should be recognised and met through flexible and varied provision;
  • parents have a vital role to play in supporting their children’s education and are encouraged to work in partnership with the school;
  • all children with Special Educational Needs or Disability (SEND) whether or not they have an Education, Health and Care Plan (EHCP) are welcomed in the school providing this meets with their parent’s wishes and expectations and their needs can be accommodated alongside those of the other children at the school.

All children are encouraged to take an active role in the life of the school through membership of the School Council or Focus groups and through responsibilities they assume such as the role of ‘Playground Friend’ where they are responsible for looking after the other children and making playtime a ‘Happy and Safe.’ time for all.


Identification of Special Needs

The school regularly monitors and tracks the progress of all children and those who are not making expected progress are quickly identified and appropriate support put in place. We screen children in Year R using the Dyslexia Early Screening Test (DEST) and a range of other assessments are available to help identify learning difficulties. Outside agencies, such as health services, Speech and language therapy or Educational Psychology may also help to assess and identify particular difficulties.

Parents are informed and involved at all stages in the process and given guidance on how they can give support at home. We encourage parents to talk to us if they have concerns about their child’s learning to help enable identification of needs and to assist us in putting appropriate support in place.

We actively work with parents to achieve the best outcome for all children


Supporting your Child’s Needs

Your child’s teacher and their classroom assistant will be the main contacts for you and your child although specialist Learning Support Staff may deliver support to your child. This may be given individually or in a small group,  with other children in the classroom or in a quiet area to aid concentration. Support strategies and programmes being delivered to your child will be overseen by the school Special Educational Needs Co-Ordinator (SENCo). A differentiated curriculum will be provided to support your child’s learning and their individual needs with advice sought from outside agencies and specialists when it is required. The teacher will work with parents to give them ideas of how they can support their child with their learning at home and additional activities and tasks will be given where appropriate.


My Child’s progress

If your child is receiving additional support with their learning they will have a Learning Support Plan which will detail the steps in learning and support being given. These are regularly reviewed and parents are involved in this, (the child too, if appropriate). Staff give regular feedback on progress but parents are encouraged to share any concerns they have with the class teacher or the SENCo. Progress of all children in the school is tracked and monitored to ensure they are meeting targets and any problems are identified so action can be taken.


Transition to the next stage

When the time comes for a child to transfer to another school staff from Oakley Infants will work closely with the new school to ensure a smooth transition. Where children have additional needs information concerning existing provision is shared to enable a learning plan to be put in place. All reports, records and learning plans are passed to the receiving school. Children are prepared for transition with visits and personal transition programmes can be put in place to help your child. Parents are encouraged to build relationships with the new school and share information about their child.

Staff visit pre-schools to meet children and speak to staff where there are children with pre-identified Special Needs who are due to transfer to Oakley Infants and the SENCo will arrange to meet with parents prior to children starting school.



Oakley Infant school is fully accessible by wheelchair and there are accessible toilet facilities available in the school reception area. There is a dedicated disabled parking space available in the car park. Children who need personal care or changing can be accommodated in the medical room in the school reception area, there are however no shower facilities in school. We have a variety of equipment that can be used to support children with SEND and will work with a variety of agencies to secure additional equipment needed for particular children with specific needs. If children require medication care plans are drawn up with health professionals and parent and staff are trained to manage conditions and administer specific drugs. 



The SENCo (Special Educational Needs Co-ordinator) is Charlotte Saunders. She can be contacted via the school office. School staff are trained in supporting a variety of learning and special needs and can be specifically trained to meet the needs of individual children if necessary.

Some staff have specific training in Speech and Language, Dyslexia and in delivering programmes such as SIDNEY. The school has a trained Emotional Literacy Support Assistant (ELSA) who helps children to understand and regulate their emotions.



Oakley Infant school offers a welcoming environment and we always would want to talk to parents in the first instance to resolve any worries. If there are any concerns about a child we would always contact parents so that the school and the home can work together to ensure the best outcomes for the child. If you have any concerns about your child the first point of contact should be their class teacher. The SENCo can also be contacted to discuss issues around identification of needs, progress, support or transition. Any formal complaints are dealt with in line with the schools complaints policy which is available from the school office or on the website.


Further Information

Please contact the school SENCo—Charlotte Saunders.

If you require further information or signposting to  additional services. Copies of school policies on SEND, Behaviour, Equality and Learning as well as a leaflet about the SEN offer at Oakley Infant School are available from the school office or on the website. This information is part of Hampshire’s Local Offer for SEND. Further information on the Local Offer can be obtained from  or the link at the top of this page.                                         




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