Ovingham Middle School is an inclusive school; it is our belief that all children and young people have an equal right to an education that will enable them to achieve their full potential.
Miss Sarah McHugh is our Special Educational Needs Co-ordinator and she is supported by a Team of specialised Teaching Assistants, who work collectively, alongside teachers and Senior Leaders, to review the provision in school for learners whom have an additional and/or special educational need.
Our SEND Offer
Our staff team invest in responding to each child’s individual needs; we recognise that during the four years learners spend with us, their needs change and flexibility and regular review from all stakeholders is required. As professionals, we recognise the importance of working collaboratively with parents/carers and external professionals in order to consider the necessary support and resources for our learners.
Ovingham Middle School is well-designed for access; our school is a single level building. All main entrances, including pupil entrances, have ramps to give easy access to people with physical disabilities. Our zebra crossing from the car/bus park, footpaths and key junctions/doorways have sensory pavement tiles to support visually impaired people. We have an accessible toilet on site, which includes a shower and physiotherapy bed with hoist access.
We believe all children are entitled to a broad and balanced curriculum. Our ‘ordinarily available provision’ offer (OAP) or ‘universal offer’, which is accessible for all learners in school, can be viewed via the link below:
Some of our learners require special educational provision in excess of the OAP; this might be more targeted or specialist support. Learners with a Special Educational Need will have a Pupil Passport and/or Support Plan and where the need is more complex and has a significant impact upon their learning on a daily basis, they may have an Education, Health and Care Plan (EHCP). Learners who have an identified need are registered on the SEND register or may be on our Monitoring List.
The SEND Code of Practice (CoP) identifies 4 broad areas of need and support. The diagram below shows some of the needs learners present with.
Read the SEND Code of practice here.
During the academic year 2024/2025, we are delivering the following targeted interventions in school to identified learners:
- Emotional Literacy Support (ELSA); this is delivered by a fully trained member of staff in a 1:1 or group ratio
- Lego Therapy sessions in a 1:3 ratio (Engineer role, Supplier role, Builder role)
- Sensory Circuits– this is a daily intervention to support with emotional regulation and preparing children for the day ahead
- Sensory Corridor- used for purposeful movement breaks, which alert, organise and calm the body
- Phonics/Read Write Inc interventions; this is for KS2 learners whom have a gap in their phonic knowledge
- Rapid Reading; focuses on reading pace/fluency and comprehension skills for KS2 and KS3 learners; the reading books are designed to support learners with Dyslexia in particular
- Touch Typing; this intervention supports children to use their muscle memory to find the keys on a keyboard with pace and without using their sense of sight
We also deliver a range of 1:1 checks in and structured movement breaks for children who struggle with transitions in the school day or have anxieties around particular lessons.
We endeavour to make sure that every child receives an education appropriate to their needs.
Some children have significant SEND; in order for them to make progress, these children may require a high level of adult support, an adapted curriculum and a timetable that suits their needs. We will work as a multi-disciplinary team to ensure there is an action plan in place.
We have a total communication approach here at OMS
The total communication approach is about finding and using the right combination of communication methods for each child. This approach helps an individual to form connections, ensures successful interactions and supports information exchanges and conversations.
Examples of different formal and non-formal types of communication that can be used include:
▪ Non-verbal: including body movements, hand over hand methods, breathing patterns and eye pointing. Textures, smells, temperature, intensive interaction and routine can also support communication by allowing an individual to anticipate what is going to happen next;
▪ Language-based communication: including speech, lip reading, giving and receiving information in large print and sign systems (Widgit), including British Sign Language (BSL) and Makaton. Sign systems may be independent sign, on body sign or hand under hand sign;
▪ Symbol systems: including using objects of reference (real objects and object symbols), Picture Exchange Communication System (PECS), line drawings, pictures and photographs.
We are in the process of adapting our whole school environment with ‘Widgit’ symbols. These are simply-drawn, colourful symbols, that illustrate a single concept in a clear and concise way (you may have seen these in health settings before). We also use these symbols to support with teaching children new vocabulary and giving instructions so you will see them on resources we use with the children (these may be black and white or in colour).
These methods of communication can be used in any combination and will be individual to the child. During informal and formal discussions with parents/carers as well as external professionals, we will discuss the types of communication we believe to be the most effective for the child.
