Our SENCo
The SENCo at Oakwood is Mrs Natalie Trinder. Mrs Trinder started her teaching career at Oakwood Infants and Nursery School in 2004. After teaching for several years, she became the SENCo in 2018. Mrs Trinder gained the National Award for SEN Coordination in 2020. 

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Making the curriculum accessible for those with disabilities or special educational needs and how we are complying with our duties in the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 

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For most pupils with SEND the curriculum is differentiated appropriately so they are able to access it fully. Visuals, pre-teaching, post-teaching, adult support, peer support, modelling, repetitive tasks are to name some of the adaptations used in classes to allow pupils with SEND to access the curriculum.   

For pupils with higher level SEND the curriculum is adapted and personalised to meet a child’s individual needs. Timetables are personalised to maximise the time spent in class with their peers and ensuring their needs are met (which may require times spent out of the classroom).   

Pupils with high levels of SEND may require very specific and personalised interventions to meet their needs. Details of these will be entered on their one plans.   

At Oakwood Infant and Nursery School we value the abilities and achievements of all learners.  Our aim is for children, parents/carers and school staff working together to enable all children to and make the best possible progress whatever their needs or abilities.   

We believe in providing an inclusive and high-quality education for all learners through providing a creative, broad and balanced curriculum and environment which encourages and enables each learner to become an independent in their learning.   

We recognise that some learners will require a more personalised approach to their learning and development to enable them to make progress, achieve and enjoy success.   

Adjustments to the curriculum are based on a learner’s individual needs with additional support and interventions put in place aiming to overcome barriers to learning. Reasonable adjustments are made to ensure that learners with special educational needs and disabilities can take a full part in every aspect of school life.   

Resources and adaptations are provided to allow children to work as independently as possible. Modelling tasks, visual reminders to help children with SEND to understand what they need to do to complete a task, pre-teaching, work checklists, sound button cards, scaffolding writing techniques are used to allow children with SEND to work independently. Peer mentoring is used frequently in classes.