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The Howard Partnership Trust (THPT) is a Surrey based Multi-Academy Trust, comprising four secondary, six primary and two special schools with two further under development. We are proud of our ethos of collaboration and inclusion, "Bringing out the best" in students of all abilities and backgrounds. Visit website

Part of The Howard Partnership Trust

SEN Information and Reports

All schools are supported to be as inclusive as possible, with the needs of students with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible.

The four broad ‘areas of need’ are defined as:

  • Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs

From the 1 September 2014, under Section 65 (3) (a) of the Special Educational Needs (Information) Regulations, all schools are required to publish an SEN Information Report on their School website.

This report must contain SEN information as is set out in the Schedule, as well as utilising the Local Authority (LA) Local Offer. Consequently, the report should meet the needs of SEN students as determined by School policy and the provision that the School is able to determine.

Further information on the Schedule can be found by following this link

Our SEND Policy has been reviewed in line with the new regulations.

Our Equality Policy can be viewed here. 

Our SEN Information Report can be found below:

(including the on-site specialist centre for the visually impaired)


School Response

How does the School know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

The School has an experienced Inclusion team which has expertise in Special Educational Needs, behaviour, removing social barriers and developing emotional well-being.  All students are screened for their cognitive ability when they first join.  These results are explained and shared with staff. Students who are identified as having below average standard scores are then assessed using more in depth screening tests.  Any student that is identified as having complex needs are placed the SEND register and SEND Support Arrangements are implemented that follow the ‘assess, plan, do, review’ process in order to meet the needs of that young person.

We track the progress of all our students and as professionals, we regularly discuss any concerns we have as well as celebrate achievement.  We have weekly student focused meetings and half termly Impact meetings to track and monitor progress.  We have robust whole-school data collection and data monitoring systems. Parents are encouraged to speak to their child’s tutor about any concerns they have.  When a student is not making expected progress in a particular area of learning the School can identify the need for additional support.  This will then be discussed with parents/carers and the student where necessary.

The School has an SEN policy which can be found on the School website (Information / School Policies).


The SENCO is Mrs Waller  telephone 01883 712425

The School website has a list of other key members of staff and also some helpful external support websites and groups to contact.

How will School staff support my child/young person?

Oxted School is a mainstream, inclusive setting with a Visual Impairment Centre attached. Our School fully complies with the requirements outlined in the Special Educational Needs Code of Practice 2015. Staff have been trained so as to be able to cater for the learners who may have difficulties with:


  • Cognition and Learning
  • Communication and Interaction
  • Social, Emotional and Mental Health
  • Sensory and Physical

We make reasonable adjustments to our practices so as to comply with the Equality Act (2010).

As well as the four key areas above we have staff that have been trained in the following specific areas: ASD, ADHD, mental health, bereavement, speech and language and counselling.

Our School Provision Map shows the range of interventions in place in our School which identify children who benefit from these interventions.  All the intervention programmes we use are developed through evidence base research and known to support children to make increased progress.  Surrey County Council may also offer additional services from an Education Psychologist, a Learning and Language teacher and a SALT specialist teacher. 

How will the curriculum be matched to my child’s/young person’s needs?

Reasonable adjustments are made to teaching approaches in order to include and support learners. Staff differentiate* approaches and resources so as to support access to the curriculum. We have an Accessibility Plan which shows how adaptations are made not only to the built environment but to the curriculum and how information is accessed by learners and their parents. On our website we have audio feeds for specific documents so that information can be accessed by stakeholders who may have difficulties reading or seeing.

We have a tailored personalised curriculum for some of our students.  When the School has a significantly low attaining student, they are likely to follow a modified curriculum that includes additional Maths and English lessons.  We hold meetings with parents before options evening at KS4 so both parents and our young people are fully aware of the options and challenges each route will pose for them.

The curriculum choices at KS4 are broad and varied and we offer support advice and guidance through-out the options process.  The curriculum in Year 7 and Year 8 is challenging and has been modified to meet the new government standards.

*Differentiation is the way a teacher prepares instruction to meet the needs of all the students in an inclusive classroom, from the most challenged to the most gifted. Differentiating instruction is not only going to help students fully participate, it will also enrich and improve the experience of the general education of students.

How will both you and I know how my child/young person is doing and how will you help me to support my child/young person’s learning?


Student feedback is part of our established learning culture.  Students with additional needs are fully integrated in the decision around their support.

Parent involvement is also central to formalising the support around a student. Student Profiles, SEND Support Arrangements and teacher meetings are a few examples of where families drive the intervention.

In addition we offer parental coffee mornings, workshops, support groups for ASD and ADHD and additional parent’s evenings for students identified as needing support. We also send out a half termly SEND BYTES newsletter to parents.  We hold a variety of specific events throughout the year for SEN students. 

SEN students can benefit from an allocated key worker. There is a weekly parent bulletin sent out to all parents and the School also has an active Friends of Oxted School and a Parent Council who discuss Oxted School developments.

What support will there be for my child’s/young person’s overall well-being?

All our staff are regularly trained to provide a high standard of pastoral support.  The School has a traditional and well established House system which students, staff and parents are very proud of.  Relevant staff are trained to support medical needs and in some cases all staff receive training.  Surrey County Council have trained members of staff to be an Emotional Literacy Support Assistant (ELSA) to help support individual students.  We have a strong inclusion team who have additional training in specialist areas such as self-harm and depression.  We have a Medical Policy in place with medication managed by the First Aider, located in the Pupil Welfare Office.

Our Behaviour Policy, which includes guidance on expectations, rewards and sanctions is understood and in place by all staff.  We regularly monitor attendance and take the necessary actions to prevent prolonged ‘unauthorised’ absence.  Student Voice is central to our ethos and this encourages our students to become independent and confident learners.  We have an active Student Council.

We have a zero tolerance approach to bullying in the school which addresses the causes of bullying as well as dealing with negative behaviours. We often use a restorative/mediation approach to bullying which is administered by trained staff to good effect.

Our PSHE programme also looks to develop emotional and social development. The School also uses mentoring to work with learners to positively focus on social and emotional development. In the first instance every child has a tutor who they can talk to in order to share concerns.

What specialist services and expertise are available at or accessed by the School?


Oxted School are always concerned with the overall development of the learner which may necessitate at times working with agencies outside of the School setting.

We hold meetings where professionals from outside the School are invited to attend. During these meetings we may discuss individual cases where it is felt support above and beyond what the School is able to offer is necessary. In these cases parents and young people will be consulted and consent sought so that agencies are able to work in supporting the overall development of the young person. Only where there may be a safeguarding issue would consent not be sought.

Every academic year we work with social services, child and adolescent mental health teams, parent working partnership, young carers, youth service, surrey intervention team, various charities and many more.  We have a particular duty in ensuring that Looked After Children are given appropriate support and care to help support their progress and engagement within their learning environment. Our designated senior leader with responsibility for Looked After Children is Mr S Milne. He meets with both the virtual school and social care to ensure the young person’s wider needs are being met.

A personal education plan (PEP) is produced termly to help support the child develop holistically.

Our Special Needs Coordinator (SENCo) is a qualified teacher and a member of the Senior Leadership Team.  Other skills within the inclusion team include counselling qualifications, specialist mental health training, SEN training, literacy screening qualifications, self-harm training, restorative practices, Safeguarding training and many more.

We have trained staff within the School who have been trained in ELSA (emotional literacy), ELKLAN (speech and language support), literacy and numeracy support. We aim to ensure that all staff working with learners who have SEN possess a working knowledge of the difficulty to help them in supporting access to the curriculum.

Where it is deemed that external support is necessary we discuss any referrals with parents in the first instance and gain full consent before proceeding with a referral.

What training are the staff supporting young people with SEND had or having

As stated above, all our staff within inclusion are trained within their specialist areas. We also have a very high ‘continuing professional development’ training programme where the Inclusion team disseminate this specialist knowledge to all staff.

We build special educational needs into our strategic training programme.  Members of the Inclusion Team regularly attend in-house ‘updates’ and externally led training.  All staff have regular, professional and open dialogue regarding students’ progress to ensure the school maximises their life chances.

The SEND team are offered high quality external training both through Surrey and private providers as well as national conferences and training days.

How will my child/young person be included in activities outside the classroom including School trips?

We have a whole school approach to inclusion which supports all learners engaging in activities together. Any barriers to learning or engagement are reviewed with discussions on what can be done to overcome these. We make reasonable adjustments so that learners can join in with activities regardless of their needs.

Each year additional staff accompany school trips to Year 8 camp, Geography field trips, Drama performances and many more.

Registers are taken for all school activities and we actively monitor the engagement of learners across the school.

How accessible is the School environment?

Advice was taken when writing the Accessibility Plan and every effort to make reasonable adjustments, where possible.  Most of the building is wheelchair accessible, with disabled toilets and changing rooms.  As there is a Visual Impaired Centre on site, the environment is mostly inclusive.  For students that have English as their second language the School has a designated EAL Coordinator (English as an Additional Language).

How will the School prepare and support my child to join the School, transfer to a new School/college or the next stage of education and life?

We hold meetings with staff at our local primary schools. During these meetings we share an overview of our learners who have SEN.

Good practice is shared so that transition to the next phase is made easier. In some cases staff from the primary schools come in to work with learners to give them a familiar face for when they transfer. Visits to the local primary schools are also organised and we fully encourage all our learners to attend induction day.  We carry out an induction programme that lasts for 4 weeks in June/July to support the most vulnerable learners adjust to school life at secondary school.  Where we know there is likely to be high levels of anxiety we send staff along for parts of the induction day.

Parents are invited in to discuss the next stage of the young person's development. Guidance and signposting for advice is given during the meeting so that each stakeholder can take an active part in preparing for the next stage of education or employment.

Careers talks are given to learners so that they can make informed choices about what they would like to do in the future.

Induction is important to us and we invest time in welcoming all our students in a way to ensure a smooth transition that makes them feel a part of our school.  We work well with our partner schools and have clear and established links with local colleges and primary schools.  The School strongly believes the impact of the induction process significantly affects the success of the individual student.  The school has a dedicated team responsible for induction that includes a member of the Senior Leadership Team.

How are the School’s resources allocated and matched to children’s/young people’s special educational needs?

We review the needs of the learners within the school and endeavour to put in place provisions in order to be able to cater for these needs. Some of the funding the school receives may go towards funding training so that in-house provision is more targeted at needs. The SENCo carries out learning walks which include reviewing how provision is delivered and helps in maintaining standards through rigorous quality assurance.

Decisions are made as to whether specific interventions are proving to be effective both in terms of the time spent on them and the finance used in providing the intervention.

How is the decision made about what type and how much support my child/young person will receive?

The SENCo liaises with key staff in the school where there are concerns about progress or engagement. Following the sharing of information, decisions are made as to the most appropriate type of support to put in place for the learner. Learners are then spoken to regarding progress/concerns with a one page profile being completed; parents are also consulted when the profile is put together.

Student profiles are produced in consultation with learners so that teaching staff have a clear overview of the whole child. We feel that it is important to have the views of the learner so that they feel involved in their own learning.

How are parents involved in the School?  How can I be involved?

We involve parents and families as often as we can.  We communicate with parents using a variety of means.  The school sends email messages with letters attached to communicate with parents. 

Parents are regularly asked for their opinion on provision including student profiles and SEN interventions. We have an active Parent Council and the Friends of Oxted School.  Keyworkers feedback to parents of children with SEN when necessary.

Who can I contact for further information?

In the first instance, parents/carers are encouraged to talk to their child’s form tutor. As part of the induction evening parents have the opportunity where possible to meet with the tutor.

Further information and support can be obtained from the Senior Pastoral Leader or relevant class teacher.  All the teachers email addresses and contact details are available on Frog.

The SENCo at the school is Mrs Waller (  or (  or by telephone 01883 712425. In the first instance, if a parent has a concern they are encouraged to speak to the class teacher/form tutor.


If the matter cannot be resolved at this stage then the SENCo may become involved and a meeting convened so as to discuss the nature of the complaint and look for a resolution to the issue.

The Complaints Procedure will outline the formal steps the school will take in handling each complaint.