SEN Information Report 2019

Dorchester St Birinus School provides for children and young people with a wide range of special educational needs including those with:

  • Communication and interaction needs
  • Cognition and Learning needs
  • Social, Emotional and Mental Health needs
  • Sensory and/or Physical needs

Our special educational needs co-ordinator (SENCo) is: Mrs Jane Eacopo

She can be contacted on: 01865 340081

Our governor responsible for SEN is Mrs Sarah Gauden.

 How do we identify and give extra help to children and young people with SEN?

The school uses Oxfordshire County Council’s guidance ‘Identifying and supporting Special Educational Needs in Oxfordshire schools and settings.

The guidance sets out:

  • How we identify if a child or young person has a special educational
  • How we assess children and plan for their special educational needs, and how we adapt our
  • Ways in which we can adapt our school environment to meet each child’s needs
  • How we review progress and agree outcomes and involve you and your child in this.

How do we work with parents and children/young people?

We will always contact parents if we have a concern that a child or young person may have a special educational need.

We work closely with children and young people with SEN and their parents to agree outcomes and how we will all work towards these, and then to review progress. We do this: by creating a Pupil Profile, which is discussed with parents at parent/teacher meetings and are regularly reviewed and updated by the class teacher.

There are also opportunities for parents and children to contribute to our policies on SEN and Equality. We do this through discussions with SENCo or the Headteacher.

Adapting the curriculum

We offer a broad and balanced curriculum for all children and young people including those with SEN.  Details are published on the school website. The way we adapt this for children with SEN and disabled children is set out in the School Accessibility Plan (see above).

We use intervention programmes to support development across the curriculum.

What expertise can we offer?

Our SENCo has qualified teacher status and the national NASENCO award.

All staff have basic awareness level training in team teach, first aid and participate in a programme of ongoing training based on needs of the children. Teaching assistants are trained to support the particular needs of the children they work with.

We also have access to a range of specialist support services including

  • Educational Psychology
  • Communication and Interaction team who support children with communication and language, sensory needs and physical needs
  • Behaviour Support
  • Child and Adolescent Mental Health Services (CAMHS)
  • Oxfordshire School Inclusion Team
  • Early Intervention
  • Children’s Social Care

Information about these services and what they offer can be found on the Oxfordshire County Council SEN web pages.

We always discuss the involvement of specialist SEN services with parents first.

We also work with other services and organisations that are involved with a family, with the family’s permission.

How do we know if SEN provision is effective?

The progress of all children/young people is tracked throughout the school through regular assessment tracking and provision mapping following the updating of the pupil profiles.

In addition, for children/young people with SEN we regularly review progress towards agreed outcomes assessing whether the support that’s been in place has made a difference and what we need to do next.  We evaluate this progress against age related expectations.

When we run special intervention programmes for groups of children we assess how successful they have been and use that information to decide on how best to run them in the future.

Information about how the governing body evaluates the success of the education that is provided for pupils with SEN is contained in the governors’ annual SEN report, which is available on request.

How are children and young people with SEN helped to access activities outside of the classroom?

All children and young people are included in activities and trips following risk assessments where needed and in accordance with duties under the Equalities Act 2010. We talk to parents and young people when planning trips so that everyone is clear about what will happen.

There is information about activities and events for disabled children and those with SEN in Oxfordshire in the Family Information Directory. 


What do we do to support the wellbeing of children/young people with SEN?

All children have the opportunity to share their views through the Pupil Parliament.

We listen to the views of children/young people with SEN through discussion with their teachers and feedback from family members.

We take bullying very seriously. We help to prevent bullying of children/young people with SEN through our anti-bullying policy, PSHE and whole school assemblies

Joining the school and moving on

We encourage all new children to visit the school before starting.  For children/young people with SEN we offer extra transition sessions to become acquainted with the school and its environment.

We begin to prepare young people for transition into the next stage of their education or training, by fostering links with our local secondary schools and organising additional visits.

Who to contact

In the first instance if you are concerned about your child please arrange a meeting with the class teacher or School SENCo.  If you are still concerned or not satisfied with the response, you are welcome to speak to the Headteacher.

If you’d like impartial advice from Oxfordshire’s Parent Partnership Service click here for details.

If you’d like to know more about opportunities for children and young people with SEN and their families, support groups or information about SEN these are listed in the Family Information Directory here.

Oxfordshire’s Local Offer contains lots of information for parents. Click here to see it . Our school has contributed to the county’s Local Offer through attendance at a training workshop and through trialling of new guidance and systems





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