The school have a higher than average proportion of SEN children. We have around 90 children on the SEN register with a variety of needs. 

The types of SEND we are currently supporting include: speech and language, ASC, ADHD, physical disabilities, specific learning difficulties (dyslexia), moderate learning difficulties, social and emotional difficulties, genetic conditions, global delay.

• Class teachers will raise a concern based on their observations of a child.
• They will consult with the SENCO who will observe the child and suggest strategies or appropriate outside agencies such as SALT (Speech and Language Therapist), EP (Educational psychologist) etc.
• Parents will be invited in to discuss any concerns. 

• Consent to put the child on the SEND register is requested at a raising the concern meeting.
• If signed, the child will have an individual education plan (IEP) which highlights the child’s strengths and difficulties, and the interventions the school will put in place to help close the gap with peers.
• IEP meetings are held once every big term with the parents to monitor progress and share strategies.
• In some cases, the SENCO may feel it appropriate to apply for an educational health care plan (EHCP), which will be discussed with parents if required.

• http://www.englishmartyrs.reading.sch.uk/ourschool/school-policies
• Alternatively, a copy can be given, upon request.

• Quality First inclusive Practice (wave 1) is clearly defined in our setting and we expect all staff to deliver this. Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families.
• All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENDCo oversees all additional support and regularly shares updates with the SEN Governor.
• All Staff take part in regular training, which is then followed up on by the SENCO.
• We measure children’s progress in learning against National expectations and age related expectations.
• The class teacher continually assesses each pupil and sets individual pupil targets, which are shared with each child.
• As a school, we track children’s progress from entry and through to Year 6, using a variety of methods including teachers professional judgements based on National Curriculum levels of attainment.
• Leadership and SENCO regularly assesses children’s progress through class observations, looking at the books, planning and analysis of pupil progress.
• Pupils who are not making sufficient progress are identified through meetings with the class teacher and a member of the Senior Management Team. Interventions are put in place when required. The SENCO monitors the impact of interventions. 

• Class teachers attend termly pupil update meetings with the Senior Leadership Team and the SENCO to discuss children's wellbeing and non-academic issues.
• All staff promote independence skills, which are explicitly taught in EYFS and are then supported throughout the school as needed, such as modelling how to put on a coat, doing up shoe laces, and using cutlery.

• The SENCO monitors children's attainment each term, and provides support to class teachers who feel that children are not making the progress that they should be.
• The SENCO completes classroom observations, looks at children's books and speaks to the children about their learning, to check that they are making progress.
• Children are assessed termly and professional judgements are entered on ‘Balance’ (our schools assessment software). 

• IEP meetings are held once every big term with parents to monitor progress and share strategies.
• The class teacher discusses children's learning levels with parents.
• Parents can make appointments with their child's teacher to discuss progress in between IEP reviews if needed. 
• If an outside professional is seeing a child, the professional will provide a phone call and/or report.

Usually, IEP review meetings are held with the class teacher and the parents. If needed, the SENCO can also attend. 

• We use a combination of approaches appropriate to the child’s needs. These may be;
  • Scaffolded support and differentiation
  • Additional in class equipment e.g. pencil grips, sloped writing boards etc.
  • Extra small group work or 1:1 sessions
  • Discussions with SENCO and outside agencies to provide additional ideas

• Discussions with the Class Teacher. 

• Visual timetables are used in every classroom.
• Less information on the classroom walls to reduce distractions.
• Most areas of the school are wheelchair accessible.
• The school grounds are sectioned to ensure children have consistency.
• School day routines are in place to ensure consistent transitions for children when moving around the school.

• Our class teachers plan lessons according to the specific needs of your child.
• Learning tasks are adjusted in order to enable your child to access the learning as independently as possible.
• Trained support staff are there to help your child progress and be as independent as possible.
• Interventions are regularly monitored and the SENDCo checks progress of pupils.
• The SENDCo reports impact of interventions to the Leadership Team and SEN Governors.

• We measure children’s progress in learning against National expectations and age related expectations.
• We create personalised curriculums for children who are not able to access their age-expected national curriculum levels.
• The class teachers continually assesses each pupil and sets individual pupil targets.
• As a school, we track children’s progress from entry and through to Year 6, using a variety of methods.
• Leadership regularly quality assures children’s progress through class observations, looking at the books and planning and analysis of pupil progress.
• Pupils who are not making sufficient progress are identified through meetings with the class teacher and a member of the Senior Management Team and interventions are put in place.
• Support for each child is based on need.

• Support staff are allocated to classes with high levels of SEN need to provide additional adult support. 
• Additional resources such as wobble cushions, fidgets, writing slopes are provided for children who need them.

• The class teacher will discuss the extra support with you.
• The extra support will be highlighted on each child's IEP.

• Observations of how the child responds in class to different adaptations/support.
• Discussions between class teacher, parent and SENCO.
• Trialling different ways of delivering support to ensure it matches what the child needs. 

• We are a very inclusive school. All of our clubs are open to children with SEND. On Occasions, if a child’s needs are severe then a risk assessment may need to be carried out to ensure that it is safe for them and the other children to partake. 

• Every big term, the various clubs run by Class Teachers and outside people are advertised through a newsletter.

• School trips for children with SEND are encouraged; in most cases, children are included on school trips with their peers. 

• Gospel values are at the heart of our school. All staff and pupils are valued and respected as individuals.
• We have a caring and understanding team looking after our children who share an inclusive approach to our pupils.
• The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class therefore would be the parents’ first point of contact.
• If further support is required, the class teacher liaises with the SENCO. This may involve working alongside outside agencies.
• The school has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENCO with vulnerable pupils.
• The school has a full time family support worker.
• The school has a Play therapist who works under the direction of the SENCO with vulnerable pupils.
• We have a school Council with representatives from two pupils per class (Years 2-6) who are elected by the children. They meet regularly under the supervision of our School Council Co-ordinator.

Contact our SENCO: Sian Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466

Contact our SENCO: Sian Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466

• Staff attend in house training that is led either by the SENCO or outside speakers.
• Staff attend training courses in various aspects of SEN including ASC, ADHD, Team Teach, Speech and Language, First Aid, English as Additional Language and occupational therapy.
• The school has strong links with outside agencies. This includes Speech and Language therapist, Education Psychologist, CAMHS, Autism Advisory Service, ABC to read, Sensory Consortium, OT, Reading IASS

• Equipment such as sensory toys, wobble cushions, pencil grips, occupational therapy equipment, reward charts, coloured overlays and other learning equipment are purchased by the school out of our SEND budget.
• If expensive specialist equipment is needed for a child, additional funding is requested from the Borough.

• During IEP meetings, parents are encouraged to share their ambitions for their children, and if they would like more support.
• Parents are encouraged to discuss their children's IEP targets. 
• The school communicates with parents in a variety of ways;
  • School Website
  • Weekly newsletters
  • Parent notice board
  • SEN Coffee mornings, which include outside agencies
  • Special events for parents e.g. phonics session

• IEP targets are shared with parents, who can ask for advice on how to develop these at home.
• Speak to class teachers who will be able to provide additional ideas about how to support children at home.
• Providing visual routine cards for home use if needed. 
• Signposting to websites which are used in school to support children's academic learning.

• Where a child has an EHCP (if appropriate and according to need), SEN children are encouraged to be a part of their EHCP annual review. This is recorded as part of the report. If possible, children can write their own views. If a child is not able then they can verbalise their views and an adult will scribe for them.
• Children are asked about their views when updating IEPs, and are added to their IEP to show their thoughts and ideas as well.

• If you have a concern or a complaint, these can be made to the Chair of Governors: Roz Doctor.
• You may also refer to the complaints policy which can be accessed via the following link: https://www.englishmartyrs.reading.sch.uk/key-information/polices

• If you have a concern or a complaint, these can be made to the Chair of Governors: Roz Doctor.
• You may also refer to the complaints policy which can be accessed via the following link: https://www.englishmartyrs.reading.sch.uk/key-information/polices

The SENCO can refer children to any of these services if they feel there is a significant need.

• CYPIT (Speech and Language)
• Educational Psychologist
• Nursing Team
• IASS supports parents of SEN children
• CAMHs
• Behaviour support

Contact our SENCO: Sian Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466

• www.readingiass.org providing impartial support for parents of children with SEND (IASS stands for Information Advice & Support Services) 01189 373 421 Email: iass@reading.gov.uk 
• www.parentingspecialchildren.co.uk for diagnosis support, a sleep clinic, and parenting programmes for parents of children with ASC or ADHD and other special needs. 07876 275731 
• www.autismberkshire.org.uk supporting anyone living with Autism and Asperger’s Syndrome in Berkshire. Daily helpline 01189 594 594
• www.autism.org.uk for the National Autistic Society, including their Parent to Parent Line 0800 9520 520
• www.rnib.org.uk The Royal National Institute for the Blind supports everyone affected by sight loss. Their helpline operates Monday – Friday 8:45 -5:30 on 0303 123 9999
• www.dyslexiaaction.org.uk/get-help have advice and information around dyslexia
• www.dyspraxiafoundation.org.uk for support and information about dyspraxia 01462 455016
• www.iddtinternational.org The Independent Diabetes Trust offer great information for parents and schools regarding pupils with diabetes. 01604 622837
• www.reading.gov.uk/children-andeducation/localoffer

• When we have a child with SEND we take great care in providing smooth transitions.
• When a child comes to us from Nursery or transitions from us in Year 6 to a secondary school, we contact the previous school or the school they will be going to, to gather/share information.
• In addition, the school will create social stories (a child friendly story, with pictures, to give children a clear understanding of what they might see, adults they will meet and the school structure/timetable). These social stories are shared with the child before they start their new class/school.
• Children will be taken with a trusted adult, in person, to meet the new staff and explore the new class environment. This is done each year.
• In addition, visits are planned to reduce any anxieties the child may have. This includes transition visits to local secondary schools.

• https://servicesguide.reading.gov.uk/kb5/rea ding/directory/service.page?id=n1-oXAajaO8 By following the above link – this will take you to Reading LAs Local Offer and highlights what the borough can offer you if your child has SEND.

• Depending on the level of SEND your child has will depend on the level of involvement that you and your child will have with reviewing your child’s progress towards agreed outcomes.
• IEP (Individual Education Plan) reviews will be reviewed by the class teacher, but can also be added to by parents. 
• If your child has an EHCP, parents are able to share more in-depth information about progress towards the end of key stage targets.

• IEPs will be reviewed and have new targets set 3 times per year. The Autumn term and Spring term will be completed at parents evening. The Summer term will be a meeting.
• EHCPs are reviewed once per year at an annual review.