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Exceptional Education at the Heart of the Community

Exceptional Education at the Heart of the Community

Special Educational Needs and Disabilities

Oasis’ ethos is based on an overarching theme of Inclusion; welcoming, encouraging and enabling all to achieve their best whatever the challenges may be in doing so.

As an Academy we:
  • Identify children with SEND (Special Educational Needs and Disabilities) and ensure provision is made in accordance with the SEND Code of Practice
  • Have an appointed SENCO (Special Educational Needs Coordinator)
  • Invest in whole Academy and targeted training for staff
  • Ensure that teaching is inclusive and support practices are embedded throughout the Academy
  • Ensure that all teachers understand that they are teachers of SEND
  • Plan for transitions across Key Stages

Our SENDCo is Selina Read, who is available to talk to parents with concerns or answer any questions you may have about the provision. 

Our Provision

We do our very best to ensure that all students feel comfortable, confident and challenged whilst studying with us. For students with Special Educational Needs we know that this means taking a different approach. 

Our staff are all fully trained and have regular updated training on working with SEN students to help them reach their potential.

Our Commitment to Equality

Equality and inclusion are at the heart of Oasis. We have a passion to include everyone and a deep desire to treat everyone equally. We accept others for who they are and respect differences.

The Academy’s aim is to ensure that all its students achieve their full potential, regardless of differentiating needs. If a student has special educational needs or disability needs (SEND), the Academy will take every reasonable step to identify and meet them. Further information on the policy and provision for SEND can be obtained from the Academy. Students with SEND who do not have statements of special educational needs or an Educational Health Care Plan will be admitted on an equal basis with others in accordance with the Academy’s admissions policy.

Where a student has a statement or Education Healthcare Plan, and the Local Authority is proposing to name the Academy in the statement, the Academy will agree to the student’s admission. The only reason for not doing so is if the inclusion of that student would be incompatible with the education of other children and there are no reasonable steps the Academy could take to resolve this. If there is a disagreement between the Academy and the Local Authority on the placement of a student, there is a voluntary dispute resolution service backed up by the Secretary of State’s power to intervene. In the last resort, parents can appeal to the Special Educational Needs and Disability (SENDIST) Tribunal.

 

Supporting Our EAL Students

At Oasis Academy Sholing, we want our EAL (English as an Additional Language) students to thrive and achieve their full potential.

We support and monitor both the development of students’ English language skills and their wellbeing. We aim to identify concerns early, take appropriate action, and evaluate the impact of any interventions provided.

Information about a student’s home language and previous English language learning is gathered during the admissions meeting and shared with the EAL Champion. If a student is unable to communicate in English during this meeting, they will spend up to three tutor registration sessions with the EAL Champion to enable further assessment and information gathering. These students will be prioritised for an iPad to support communication and will then be placed in the most appropriate tutor group.

Students who have been in the UK for fewer than two years on arrival at OAS, and who have not been educated through the medium of English, have their English language proficiency assessed. We use the Flash Academy assessment, which is based on The Bell Foundation’s A–E English Language Proficiency Scale and assesses the skills of listening, speaking, reading and writing.

Students who are assessed as Grade A (New to English) or Grade B (Early Acquisition) in any of these skills will be offered up to three hours of timetabled language support each week, led by the EAL Champion. Support is tailored to individual needs and may include:

  • Phonics
  • Survival and everyday communication language
  • General and subject-specific vocabulary development
  • Reading and writing support

Students receiving language support are reassessed termly. All staff have access to their students' English language proficiency information and plan appropriately to support EAL learners. This may include the use of visual supports, modelling, scaffolding, pre-teaching of key vocabulary. The EAL Champion provides guidance and support to staff where needed.

During intervention sessions, Key Stage 4 students may also receive support with practical administrative tasks, such as post-16 applications and obtaining a National Insurance number. The academy website is available in approximately 100 languages to support students and their parents/caregivers.

Alongside monitoring language development, we also monitor students’ wellbeing and respond promptly to any concerns. We work closely with pastoral staff, SEND, wellbeing services, teaching assistants and classroom teachers to ensure students receive the support they need. Students complete a wellbeing survey at least once every half term, and more frequently where concerns have been identified. Concerns, actions and outcomes are recorded and reviewed to ensure interventions have a positive impact on students’ academic progress and personal wellbeing.

We recognise and celebrate the linguistic and cultural diversity of our community. Students' home languages are valued as an asset, and we encourage learners to maintain and develop their first language alongside English. Where a qualification is available, students will be supported to enter a GCSE in their home language in Year 11.

How we support additional needs at Oasis Sholing