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Oakridge School

Working together to succeed

'Working together to succeed'

Supporting SEN at home

Supporting Children with Additional Needs smiley


As you know, you can find many resources provided by class teachers to support your child and their learning from home via this website, home learning packs and email.


If your child is on the Special Educational Needs register (SEN) and requires additional support to access the curriculum or often works in a small intervention group please remember to refer to their Individual Support Plan (ISP), this was sent home  9.3.20. This will offer you guidance and ideas to help your child to access the curriculum as well as areas that require specific support or attention; this may be their handwriting, sentence structure, phonics, memory, instruction following or basic number skills.


When supporting your child complete home learning tasks, please consider the targets/outcomes as indicated on their ISP. 


For extra assistance, in this section you will find a wide range of useful websites, specifically for children with SEN.


If you have any specific concerns regarding SEN at this time, please do not hesitate to contact the school office           



Useful Websites to Support Children with Special Educational Needs (SEN)

Good Morning


Topic: Early Years


Supporting pupils with SEN in Early Years is based around their curriculum and learning environment....we slot into what they are doing, whilst keeping their targets and outcomes in mind. Additional support SEN in Early Years is mostly centered around lots of communication, fine (buttons, scissors, pencil, Lego) and gross (balance, climbing, jumping) motor skills. As our children are remote learning, please refer back to their Individual Support Plan (ISP) for information about their specific targets/outcomes, below are some ways in which you may make adaptations for home.


How to help young children learn at home

You can help your child to learn through the little things you do with them, for example:

  • everyday conversations -
  • repeat your child's dialogue back to them with corrections
  • encourage the use of sentences e.g. when your child says 'thirsty', you could repeat back 'can you say - mummy/daddy, I am thirsty' 
  • make-believe play
  • games with numbers or letters
  • reading together
  • involving them in the things you are doing, such as household chores, and talking with them about it
  • involve them in jobs around the home
  • threading pasta, buttons, laces


Keeping active

Young children should be active for at least 3 hours a day in total.

While inside, there are plenty of things you can do to keep children active, such as:

  • playing hide-and-seek
  • seeing who can do the most star jumps
  • making an obstacle course
  • playing music and having a dance-off


Find ideas for new things you can try at Hungry Little Minds


You do not need to set separate time or plan complicated activities dedicated to learning. These activities can be built into everyday life and play.


You know your child best. Avoid forcing them into lengthy planned activities if they naturally respond better to a mix of shorter activities. This can stop them getting bored or frustrated and keep them active, interested and learning through things they enjoy.


For more ideas, advice and information follow the links below.


Happy Home Learning

Mrs Priest smiley


Good Morning


* You can find SEND activities suggested by the Department For Education (DFE) on their website, which you can access by clicking on this link:


* Surrey have produced an Educational Psychology Coronavirus (COVID-19) resource pack, follow this link:


Happy Home Learning

Mrs Priest smiley



Message form Special Educational Needs Co-ordinator (SENCo)

If your child is registered at Oakridge as having additional learning needs, their Zoom learning sessions with their teacher will continue to be tailored to best meet their needs.


Over the next couple of weeks, we expect to be able to offer some pupils with additional speech and language needs some 1:1 or small group intervention via Zoom. I will share details of this with parents and pupils in due course.


Alongside your child’s year group/class pages on the school website.


Please also refer to your child’s Individual Support Plan (ISP) to best support their needs in specific areas of their learning.


Please do not hesitate to contact us if you have specific concerns regarding supporting your child with SEN during this time.


Stay Safe

Happy Home Learning

Mrs Priest smiley



Your child's Phase 1 (Autumn 2 - Spring 2) Individual Support Plan (ISP) was sent home last week (5.11.20). Included with the ISP was a guide to the ISP as well as reference sheets to support the outcomes set out by their class teachers. If you require any additional support please contact your child's class teacher. If your child's year/class has to quarantine, please refer to their ISP as well as other learning tasks.


Kind Regards

Mrs Priest smiley

Supporting ISP Letter

Have a Super Summer!


Thank you for your continued support over the last few months and I hope that you have found these pages useful during the school closure. 


Have a terrific summer break and I look forward to seeing you all again in September.


Mrs Priest smiley


Good Morning


You may be finding if difficult to explain to your child the need for wearing a face mask when out and about, and from Friday 24th July, in shops.


Please follow this link to find a Social Story that may be helpful when having these conversations at home. This resource provides a visual guide for individuals with autism about wearing a mask to avoid spreading germs. The resource includes why it's important to wear a mask, as well as information about how to safely wear and remove masks. The resource is translated into Spanish, Chinese, Russian, Arabic, and Burmese. An animated version is also available.


Happy Home Learning smiley

Mrs Priest


Good Evening


Information for parents and pupils moving from Key Stage 1 to Key Stage 2.


Wycombe specialist teaching team have produced some activities and worksheets to support your child's transition from yr 2 to yr 3. They may assist you when answering questions that your child might have about their move up as well as providing age appropriate activities.


Happy Home Learning smiley

Mrs Priest


Good Afternoon

Information for parents of EYFS children with SEN


Please follow the link for more information from Bucks CC EYFS SEN team on ways to continue to support your child at home :


If your child is  about to move into Reception or Year one, and they have an EHCP,  an Early Years SEND advisor will be contacting you to arrange a transition call for any children you have with EHCPs. The aim is to support you with these transitions and provide an opportunity to discuss what has already been done and any further actions that could be made to ensure the transition to school for these children is as smooth as it
can be.


Happy Home Learning smiley

Mrs Priest

11 June 2020


Good afternoon


A message to parents and children of year 6 pupils


The Specialist Teaching Team (SEN) in Wycombe have put a support pack together for pupils in year 6.


The hope will be for pupils to be able to refer to this pack when they move into their key stage 3 school.


Mrs Priest smiley


Good Afternoon


Message for parents/carers for children who have an Individual Support Plan (ISP)


As you know, the second phase of intervention and support would have run from Spring Term B - Summer Term A. You would have been informed of progress during this time and then received a review of all outcomes alongside your child's end of year report. 


Obviously, during school closure these interventions have not taken place. Therefore in the Autumn term (2020) class teachers will use your child's current ISP outcomes to inform their planning and provision. New ISP outcomes will be made for the new school year and copies of these will be shared with you in due course.


For some children this time will have affected their progress however, it is vital that we focus on transition when school life returns in September (all being well).


In the meantime, please look again at your child's ISP and use information and guidance on these pages to continue providing support  to your child at home.


If your child has returned to school this week, teachers and support staff in their bubble are not expected to carry out any intervention tasks/groups. They are, of course, aware of individuals who have additional/special educational needs.


Many thanks

Mrs Priest smiley


Good Morning

Early Years


If you have a child in Nursery or Reception and they have additional/special educational needs, please follow the link to Bucks CC EYFS (Early Years and Foundation Stage) SEND Team information pages.

Here you may find additional tips and guidance to support your child as well as pages referring to Ordinarily Available Provision (OAP) which outlines some of the ways in which we support pupils in school.


Mrs Priest smiley




Good Afternoon

OT - Gross Motor Skills


I hope that you are enjoying the sunshine and have somewhere that you can play (safely) outside.


Here is a game idea for you, one that will test your skills, teamwork and determination.


Try passing a balloon or a small ball from your knees to someone else's - don't use your hands! Or, if you have the small balls from a ball pit, try picking them up with your elbows and popping them in a bucket. How many can you do in 1 minute? 


Happy Home Learning

Mrs Priest smiley




Good Morning


SENCo's in Buckinghamshire have been requested to send this survey to families. If you are able to take part in the survey, please follow the ink below.


FACT Bucks and Bucks SENDIAS are launching a well-being survey today to find out how Buckinghamshire families are coping with the COVID-19 restrictions.

The survey will end Wednesday, 20th May 2020.

We are hoping it will give a picture of what is working well and not so well for you at the moment. The results of the survey will be shared with Buckinghamshire Council and local health authorities to help with their planning, and will also help us to work out how best to try to assist you.
Please do participate if you can. We will repeat it in a month’s time.
To access the survey, please click HERE.

We are particularly interested in children with SEND. If you have children at other schools, please submit a response for each child.
(All entries are anonymous.)

Thank you.


Kind regards,


Sarah Smith

Team Leader

Buckinghamshire Special Educational Needs and Disability

Information, Advice and Support (SEND IAS) Service


Good Morning


You will remember my son and I having a game of Guess Who on 25.03.20.

Why not adapt your game to make it a math's game?


I wonder what else you could do with your Guess Who game?


Happy Home Learning

Mrs Priest smiley

Math's Guess Who


Good Morning

At this unusual and challenging time it can be difficult to answer our children's questions and allay their worries and fears. On our school website you can find lots of information and guidance for managing and supporting your child's mental health, however, I thought I would touch base on the topic of mental health and anxiety form a Special Educational Needs perspective.



Many children or young people suffer from anxiety. It can be entirely normal. However, anxiety can be a special educational need when it creates a barrier to a child or young person’s ability to engage in normal day-to-day activities.


Anxiety can be issue-specific or present as a generalised anxiety disorder.


Typically, when a child or young person is suffering from extreme anxiety, it is very clear to their parents. 


Anxiety can be a symptom of, or can cause:

  • Separation anxiety
  • Attachment disorder
  • School phobia
  • Social phobia
  • Phobia of foods
  • Difficulties sleeping
  • Panic disorder


If your child or young person’s anxiety is creating a barrier to their ability to access normal day-to-day activities, especially school/learning, it is likely that they have special educational needs. Further support and diagnosis can be sought via your GP/Pediatrician as well as the Child and Adolescent Mental Health Service (CAMHS) where you will find further information as well as referral forms. CAMHS is used as a term for all services that work with children and young people who have difficulties with their emotional or behavioural well being. Basically, CAMHS helps young people overcome emotional difficulties in their lives. 


Some further useful information can be found here:


Mrs Priest smiley


Good Morning

Eye Spy

Why not test out your observational skills with a game of eye spy. If you are not sure of the letters, you can always say the Phonics sound it begins with or even the sound something makes.


Happy Home Learning 

Mrs Priest smiley

Eye Spy


Clicker Updates

(Refer to post dated 26.03.20 for log onto Clicker information)


To help children work through their feelings, we have published some new reading and writing Clicker Sets on Learning Grids. The new resources include a When I feel Worried series, with a Clicker Book, Sentence Set and Clicker Board, to help younger children to think about things they can do to feel better when they are worried. There is also a When My Routine Changes Connect Set and a How Do You Feel Word Bank for more independent writers to express their feelings.

You can access these and many other resources that help children to explore their emotions and feelings via the LearningGrids area in Clicker. 

Happy Home Learning

Mrs Priest smiley


Thoughts and Feelings Clicker Learning Grids



Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language. Unlike a learning disability, intelligence isn't affected.


It's estimated up to 1 in every 10 people in the UK has some degree of dyslexia.


Dyslexia is a lifelong problem that can present challenges on a daily basis, but support is available to improve reading and writing skills and help those with the problem be successful at school and work.


What are the signs of dyslexia?

Signs of dyslexia usually become apparent when a child starts school and begins to focus more on learning how to read and write.

A person with dyslexia may:

  • read and write very slowly
  • confuse the order of letters in words
  • put letters the wrong way round (such as writing "b" instead of "d")
  • have poor or inconsistent spelling
  • understand information when told verbally, but have difficulty with information that's written down
  • find it hard to carry out a sequence of directions
  • struggle with planning and organisation


For more information, tips, tools, support and advice, visit:

Mayo Clinic

British Dyslexic Association



Happy Home Learning

Mrs Priest smiley



Good Morning

 Occupational Therapy (OT)


OT provide support to children who may display difficulties with day to day activities such as getting dressed, feeding, handwriting, ball skills, balance. To find out more go to

Here you will find all sorts of guidance and ideas if you have any concerns for your child in these areas. For example, you could set up an obstacle course (balance), you could use chopsticks to move pasta from one place to another (fine motor skills) or you could dress and undress dolly/teddy practicing zips and buttons too.


Happy Home Learning

Mrs Priest smiley


Good afternoon

Why not play 'Simon Says' with your family, you could even try a Zoom or House Party version. Playing this game will develop you listening skills, teamwork and vocabulary.


Happy Home Learning

Mrs Priest smiley

23 April 2020

Simon Says


Good Morning

I hope that you have been able to enjoy the sunshine over the last couple of weeks, perhaps you have played in the garden or planted some seeds. Maybe you have painted a picture of a rainbow and popped it into your window.



For children with additional needs this uncertain time, lack/change in routine can be a particular challenge. As previously discussed, trying to keep to a routine can help. At school we often provide a visual timetable of the day to prepare children for what they may expect and when to expect it. For some children, this visual aid is broken down further into Now & Next tasks. Often at school we may also use a stopwatch, table clock or timer to assist further. When the task is completed the visual aid is put away to allow a child further understanding of their routine and our expectations. 


Below you will find a set of pictures that suit the tasks that we may be expecting at this time of school closure. The pictures can be cut up and used to create a visual timetable ( blank 5 picture timetable included) or a Now & Next board (also included) to indicate tasks for the day. Take a screen shot and print them out.


I hope you find these timetable pictures useful.

Happy Home Learning smiley

Mrs Priest



Visual Timetable Pictures


Good Afternoon

When the sun comes out, why not try creating your own shadow storyboard. You could bring the shadows to life by writing your own sentences; why not use shape coding to help you. 

Shape Coding for Sentence Structure

Shadow Storyboard


Good Morning


Check out this free site for audio books: 


Information from Bucks County Council SEND Team

The SEND Team have been busy developing resources to support families at home with their children; these can be found at the link below. The resources are organised according to specific areas of need and we would be most grateful if you could highlight these to the relevant families that you are working with.


Here you will find an open letter from Vicky Ford MP Parliamentary Under-Secretary of State for Children and Families  as well as Help with Home Learning from specific areas of SEN:



Good Morning

Supporting reluctant and emerging readers and writers


Click on the document below to find out more about Clicker 8.

This is a free computer download to support reading and writing.

We use it in school with some of our pupils, however, it has been made available and free for the next 6 weeks.

It is easy to use, for a range of ages and abilities.


Happy Home Learning smiley

Mrs Priest 

25.03.20 Guess Who?

Develop your speech and language skills with a game of Guess Who?


Good Morning


Why not try and practice you cutting and sticking skills with this cute Spring craft?


This will develop your hand strength and concentration skills, by practicing cutting you will make your handwriting neater.


Open OT Spring Craft JPG below



25.03.20 OT Spring Craft


Good Morning

Speech, Language and Communication Needs (SLCN)

This section will focus on supporting your child if their needs are Speech, Language and Communication Needs


Some children find it difficult to listen, understand and communicate with others and may need support to develop the surprising number of skills involved.

For example, if I asked a child, 'before you go out to play, please pass me the blue pencil from the top drawer' the understanding and processing of this instruction is more complex than we first think for a child with speech, language and communication needs.

They need to be able to:

  • understand this instruction needs to be followed before they go out to play - before, what does this mean?
  • know what a coloured pencil is
  • distinguish the colour 'blue'
  • distinguish the top drawer, from all the others

Therefore, we often need to allow our children time to process our words, clarify unknown language, provide instruction in order of action, provide instructions in small chunks.


SLCN is the umbrella term most commonly used to describe these difficulties. 


Children with SLCN may have difficulty with only one speech, language or communication skill, or with several.


Children may have difficulties with listening and understanding or with talking or both. Each child also has a unique combination of strengths. This means that every child with SLCN is different.


Is it common?

SLCN is quite common. It is estimated that around 10% of children starting school have SLCN – that’s approximately 2-3 in every classroom.


What do we mean by SLCN?


The word ‘speech’ can be used in a general way to mean what your child says and how clear it is. However SpeechLCN can relate to:

A child's ability to:

  • Listen to the differences between sounds
  • Articulate sounds that make up your language eg: /sss/
  • Combine these sounds to make words
  • Speak with appropriate rhythm and intonation (rise and fall of the voice)
  • Speak without too many hesitations


Most people understand ‘language’ to mean different languages like English, Welsh, Polish, Arabic.

However SLanguageCN can relate to what we are talking about and the way we put words together:

A child's ability to:

  • Understanding the meaning of spoken words and sentences.
  • Putting words together in a meaningful way to make sentences, stories, and conversations.


Communication is used in a general way to mean how we connect with one another.

However SLCommunicationN can relate to the ability to talk and interact with others in an appropriate way. It includes listening and taking turns. Communicating appropriately means saying the right thing in the right way, at the right time!


What can be the cause of SLCN?

Speech, Language and Communication Needs can occur as a result of hearing loss, general developmental needs or as part of a disability or medical syndrome, such as Down Syndrome, Cerebral Palsy or Autistic Spectrum Condition.

Difficulties with talking can also present as a child’s main area of need but without an obvious cause. You may become aware of this if your child is late to talk. Many children, who are late to talk, do not develop persisting difficulties with talking, late talkers often 'catch-up'. However some children go on to have persistent difficulties, this may be the case if: There is a family history of difficulties with talking or reading and writing and if a child has difficulties understanding, processing and interpreting what others say.


Helping your child at home

If you are concerned that your child has needs that relate to SLCN, or their SLCN have already been identified at school or been referred to a Speech and Language Therapist listed below are some useful websites; here you will find activities and resources to support your child, these mirror the type of support provided at school.

Lots of resources and free downloads on topics such as, play, getting rid of dummies, concentrating & listening and understanding language.

This is the Bucks website where you can scroll though a 'carousel' of resources and help tools.

We use this website at school to help us identify a SLCN. It also provides resources and schemes of work to support specific areas of SLCN. During this time of school closure, Speechlink have created a parent portal and have provided free access.


Happy Home Learning

Mrs Priest (SENCo) smiley