English Martyrs RC Aided Nursery Class
Opened September 2017
This will provide places for 26 pupils per session and we will be admitting pupils entitled to a 30 hour funded place as well as pupils entitled to the 15 hour universal entitlement.
This setting has signed up to offer Tax Free Childcare.
Who to contact
- Contact Name
- Catherine Doberska
- Contact Position
- Head Teacher
- Telephone
- 0118 937 5466 0118 937 5466
- admin@englishmartyrs.reading.sch.uk
- Website
- www.englishmartyrs.reading.sch.uk
- Scan to visit this website
Where to go
- Name
- English Martyrs RC Primary School
- Address
-
English Martyrs RC Primary School
Dee Road
Tilehurst
Reading
Berks - Postcode
- RG30 4BE
Directions to RG30 4BE
Availability
- Age Ranges
- 3 to 4 years
- Wheelchair access
- Yes
Inclusion Information
- Wheelchair access
- Yes
- Special Needs provision
- Yes
- Provision for special dietary needs
- Yes
- Can make special cultural provisions
- Yes
Childcare Information
Funded Places
- Has 3 & 4 year old funding
- Yes
- Has 2 year old funding
- No
30 Hours Extended Entitlements
- Additional 15 hours of *Free* childcare offered
- Yes
- When are the additional 15 hours available? (e.g. Monday to Friday, 8am to 1pm)
- Monday to Friday - See our application form for options available
- Intending to provide 30 Hours?
- Yes
- Registered to provide 30 Hours?
- Yes
Opening Times & Facilities
- Opening Times
-
Opening Times Day Opening Time Closing Time Monday 08:30 15:15 Tuesday 08:30 15:15 Wednesday 08:30 15:15 Thursday 08:30 15:15 Friday 08:30 15:15
School Pickups
- Offers school pickups
- No
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Miss Ali Mountain/Mrs Louise Sullivan
- Contact Telephone
- 01189015466
- Contact Email
- senco@englishmartyrs.reading.sch.uk
- Links
- English Martyrs Website SEND Policies Accessibility Plan
- Local Offer Updated
- 11/10/2022
Schools Extended Local Offer Response
Description
School Name: English Martyrs Catholic Primary School Address: Dee Road, Tilehurst, Reading. RG30 4BE Telephone: 0118 9375466 Email:admin@englishmartyrs.reading.sch.uk Website: https://www.englishmartyrs.reading.sch.uk/ Ofsted link: https://files.ofsetd.gov.uk/v1/file/50019022 Head teacher: Mrs Catherine Doberska Deputy Head: Mr Anton Dworzak SENDCo: Miss Sain Hawes Contact: senco@englishmartyrs.reading.sch.uk Date of Disability Equality and Accessibility Plan: Updated: 29th April 2021 (to be reviewed Spring 2023) By whom: Name: Ali Mountain/Louise Sullivan Role: Previous SENDCo
General Statement – English Martyrs is an inclusive school and will endeavour to support their SEND children so they are able to reach their full potential. The school provide lots of additional forms of therapies and groups to achieve success for our SEND children such as: 1) Quiet room to support our children who have communication and language difficulties as well as emotional needs. 2) Jigsaw Room to support children from KS2 not coping in mainstream classrooms either academically, emotionally or behaviourally on two mornings. 3) On site Family Worker. 4) Daily Occupational Therapy sessions including sensory circuits. 5) SALT (Speech and Language Therapy) 1:1 and group activities. 6) Play Therapist who will provide a tailored programme for children who have an emotional need. 7) ELSA (Emotional Literacy Support Advisor) interventions – helping children to manage their emotions including, anger, anxiety, bereavement, social skills amongst other key skills. 8) A SENDCO covering the full school week from September 2022. 9) The use of external EP (Educational Psychologist) to carry out assessments. 10) Cranbury College (behaviour) advisors can be utilised as and when needed. 11) SALT (Speech and Language Therapist) – assesses children and advises the school for children who need additional support. SALT is allocated to the school one day every other week. 12) ASD advisors are available to provide support and advice to parents. 13) Primary Mental Health Workers who work in collaboration with the school to help children with emotional needs. Through the use of all this additional support we see our SEND children thrive in a mainstream school setting. On occasions, some children need more help than a mainstream school can provide. In these situations the SENDCos will help guide parents through request, to the borough for a specialist provision.
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
The school have a higher than average proportion of SEN children We have around 65 children on the SEN register with a variety of needs; speech and language, ASC, ADHD, physical disabilities, specific learning difficulties (dyslexia), moderate learning difficulties, social and emotional difficulties, genetic conditions, global delay.
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
Class teachers will raise a concern based on their own observations of a child. They will consult with the SENDCo 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 and the child will have an individual education plan (IEP) which highlights the child’s 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 SENDCo may feel it appropriate to apply for an educational health care plan (EHCP)
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
school/school-policies Alternatively, a copy can be given, upon request.
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
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 have an expectation manual, which highlights clearly, how pupil’s needs should be met in every classroom. 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 SENDCo 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 SENDCo monitors the impact of interventions. Class teachers produce termly provision maps, which highlight how pupils with additional needs, English as Additional Language and more able pupils are supported. Targets are set and reviewed termly
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
IEP meetings are held once every big term with the parents to monitor progress and share strategies. Children are assessed termly and professional judgements are entered on ‘Balance’ (our schools assessment software). These judgements are shared on their IEP, school reports and parent’s evenings. The class teacher discusses these levels. If an outside professional is seeing a child, the professional will provide a phone call and/or report.
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
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 * close discussions with SENDCo and outside agencies to provide additional ideas. Discussions with the Class Teacher Class pages on the website
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
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
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
All Staff have an expectation manual, which highlights clearly, how pupil’s needs should be met in every classroom. 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. 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. The interventions are monitored by the SENDCo – these will be shared with you every big term. Support for each child is based on need.
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
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. We have collaborated with a local sailing club who provide lessons as part of a SEND provision. They additionally give a discount to these children should they wish to do sailing during holidays or weekends.
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
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 SENDCo. This may involve working alongside outside agencies. We have a Nurture Room, which gives intensive support to pupils with social, emotional and behavioural needs. The school also has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENDCo with vulnerable pupils. The school has a full time family support worker. 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. We have a Jigsaw Room provision to support children who may be overwhelmed or struggle to access the curriculum in their mainstream classes. This runs 5 mornings a week. The school also has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENDCo with vulnerable pupils.
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
Contact our SENDCo: Sain Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
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, Behaviour Support Team, Autism Advisory Service, CAT team, ABC to read, School Nurse, Sensory Consortium, OT, Reading IASS
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
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
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
Class teachers produce termly provision maps, which highlight how pupils with additional needs, English as Additional Language and more able pupils are supported. Targets are set and reviewed termly with parents. The school communicates with parents in a variety of ways; • School Website • Weekly newsletters • Parent notice board • Parent forum • SEN Coffee mornings, this includes speakers. • Special events for parents e.g. phonics session • Parenting groups
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
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.
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
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: The School’s SEN governor who may be able to assist is: ‘Steve Lewis
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
Outside Services available to English Martyrs: • CYPIT (Speech and Language) • EP Educational Psychologist • Nursing Team • IASS supports parents of SEN children • CAMHs • Cranbury College The SEN team can refer children to any of these services if they feel there is a significant need.
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
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
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
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 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.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
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.
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
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. Some children will be on the school’s SEN register with an IEP (Individual Educational Plan) where as other children will have a higher level of support.
15: Who can I contact for further information?
senco@englishmartyrs.reading.sch.uk
16: What is the complaints procedure?
The complaints procedure is fully explained on the school website.
17: Our external partners are
Our external partners are Educational Psychologist Social Care Primary Mental Health Worker Speech & Language Therapist Play Therapist Occupational Therapist The Avenue Outreach Education Welfare Officer Daisy’s Dream bereavement support Cranbury College Berkshire Women’s Aid CAMHS (Children & Adolescents Mental Health Services
18: Is there any additional provision you have developed during the year?
The Therapeutic Thinking Initiative Mindfulness practices Jigsaw provision for children who find accessing mainstream classrooms challenging. Sailing and paddleboard opportunities for children in KS2 who are on the SEN register in collaboration with ‘Andrew Simpson Charity’, full funding for a year of sailing has been secured. Running a Well Being Week. As a school, we recognise the continued impact the pandemic has had on our children’s mental health. Mental health 1 to 1 support School trips including Wales Residential for year 6, Ufton Court for year 4, LEGOLAND for year 1, to name a few. Additional provision set up for learners with severe autism with outdoor learning/sensory space
19: Link to the schools websites SEND information or policy page.
https://www.englishmartyrs.reading.sch.uk/parents/senlocal-offer-
Description
School Name: English Martyrs Catholic Primary School Address: Dee Road, Tilehurst, Reading. RG30 4BE Telephone: 0118 9375466 Email:admin@englishmartyrs.reading.sch.uk Website: https://www.englishmartyrs.reading.sch.uk/ Ofsted link: https://files.ofsetd.gov.uk/v1/file/50019022 Head teacher: Mrs Catherine Doberska Deputy Head: Mr Anton Dworzak SENDCo: Miss Sain Hawes Contact: senco@englishmartyrs.reading.sch.uk Date of Disability Equality and Accessibility Plan: Updated: 29th April 2021 (to be reviewed Spring 2023) By whom: Name: Ali Mountain/Louise Sullivan Role: Previous SENDCo
General Statement – English Martyrs is an inclusive school and will endeavour to support their SEND children so they are able to reach their full potential. The school provide lots of additional forms of therapies and groups to achieve success for our SEND children such as: 1) Quiet room to support our children who have communication and language difficulties as well as emotional needs. 2) Jigsaw Room to support children from KS2 not coping in mainstream classrooms either academically, emotionally or behaviourally on two mornings. 3) On site Family Worker. 4) Daily Occupational Therapy sessions including sensory circuits. 5) SALT (Speech and Language Therapy) 1:1 and group activities. 6) Play Therapist who will provide a tailored programme for children who have an emotional need. 7) ELSA (Emotional Literacy Support Advisor) interventions – helping children to manage their emotions including, anger, anxiety, bereavement, social skills amongst other key skills. 8) A SENDCO covering the full school week from September 2022. 9) The use of external EP (Educational Psychologist) to carry out assessments. 10) Cranbury College (behaviour) advisors can be utilised as and when needed. 11) SALT (Speech and Language Therapist) – assesses children and advises the school for children who need additional support. SALT is allocated to the school one day every other week. 12) ASD advisors are available to provide support and advice to parents. 13) Primary Mental Health Workers who work in collaboration with the school to help children with emotional needs. Through the use of all this additional support we see our SEND children thrive in a mainstream school setting. On occasions, some children need more help than a mainstream school can provide. In these situations the SENDCos will help guide parents through request, to the borough for a specialist provision.
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
The school have a higher than average proportion of SEN children We have around 65 children on the SEN register with a variety of needs; speech and language, ASC, ADHD, physical disabilities, specific learning difficulties (dyslexia), moderate learning difficulties, social and emotional difficulties, genetic conditions, global delay.
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
Class teachers will raise a concern based on their own observations of a child. They will consult with the SENDCo 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 and the child will have an individual education plan (IEP) which highlights the child’s 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 SENDCo may feel it appropriate to apply for an educational health care plan (EHCP)
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
school/school-policies Alternatively, a copy can be given, upon request.
3a: How the school evaluates the effectiveness of its provision for such schools
- 3a.1: How do you make sure that the SEN provision is helping pupils make better progress?
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 have an expectation manual, which highlights clearly, how pupil’s needs should be met in every classroom. 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 SENDCo 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 SENDCo monitors the impact of interventions. Class teachers produce termly provision maps, which highlight how pupils with additional needs, English as Additional Language and more able pupils are supported. Targets are set and reviewed termly
3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
- 3b.1: How do you check and review the progress made by pupils with SEN?
IEP meetings are held once every big term with the parents to monitor progress and share strategies. Children are assessed termly and professional judgements are entered on ‘Balance’ (our schools assessment software). These judgements are shared on their IEP, school reports and parent’s evenings. The class teacher discusses these levels. If an outside professional is seeing a child, the professional will provide a phone call and/or report.
3c: The school's approach to teaching pupils with SEND
- 3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?
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 * close discussions with SENDCo and outside agencies to provide additional ideas. Discussions with the Class Teacher Class pages on the website
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
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
3e: Additional support for learning that is available to pupils with SEND
- 3e.1: Is there additional support available to help pupils with SEND with their learning?
All Staff have an expectation manual, which highlights clearly, how pupil’s needs should be met in every classroom. 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. 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. The interventions are monitored by the SENDCo – these will be shared with you every big term. Support for each child is based on need.
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
- 3f.1: What social and extra-curricular activities are available for students with SEND?
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. We have collaborated with a local sailing club who provide lessons as part of a SEND provision. They additionally give a discount to these children should they wish to do sailing during holidays or weekends.
3g: Support that is available for improving the emotional and social development of pupils with SEND
- 3g.1: What support will there be for my child's overall well-being?
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 SENDCo. This may involve working alongside outside agencies. We have a Nurture Room, which gives intensive support to pupils with social, emotional and behavioural needs. The school also has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENDCo with vulnerable pupils. The school has a full time family support worker. 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. We have a Jigsaw Room provision to support children who may be overwhelmed or struggle to access the curriculum in their mainstream classes. This runs 5 mornings a week. The school also has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENDCo with vulnerable pupils.
4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
- 4.1: Who should I contact if I want to find out more about how the school supports students with SEND?
Contact our SENDCo: Sain Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
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, Behaviour Support Team, Autism Advisory Service, CAT team, ABC to read, School Nurse, Sensory Consortium, OT, Reading IASS
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
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
7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
- 7.1: How will I be involved in discussions about and planning for my child's education?
Class teachers produce termly provision maps, which highlight how pupils with additional needs, English as Additional Language and more able pupils are supported. Targets are set and reviewed termly with parents. The school communicates with parents in a variety of ways; • School Website • Weekly newsletters • Parent notice board • Parent forum • SEN Coffee mornings, this includes speakers. • Special events for parents e.g. phonics session • Parenting groups
8: The arrangements for consulting young people with SEN about, and involving them in their education
- 8.1: How will my child be involved in his/her own learning and decisions made about his/her education?
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.
9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
- 9.1: Who can I contact for further information?
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: The School’s SEN governor who may be able to assist is: ‘Steve Lewis
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
- 10.1: Who else provides services in school for children with SEN or disabilities?
Outside Services available to English Martyrs: • CYPIT (Speech and Language) • EP Educational Psychologist • Nursing Team • IASS supports parents of SEN children • CAMHs • Cranbury College The SEN team can refer children to any of these services if they feel there is a significant need.
11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
- 11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?
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
12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
- 12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?
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 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.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
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.
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
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. Some children will be on the school’s SEN register with an IEP (Individual Educational Plan) where as other children will have a higher level of support.
15: Who can I contact for further information?
senco@englishmartyrs.reading.sch.uk
16: What is the complaints procedure?
The complaints procedure is fully explained on the school website.
17: Our external partners are
Our external partners are Educational Psychologist Social Care Primary Mental Health Worker Speech & Language Therapist Play Therapist Occupational Therapist The Avenue Outreach Education Welfare Officer Daisy’s Dream bereavement support Cranbury College Berkshire Women’s Aid CAMHS (Children & Adolescents Mental Health Services
18: Is there any additional provision you have developed during the year?
The Therapeutic Thinking Initiative Mindfulness practices Jigsaw provision for children who find accessing mainstream classrooms challenging. Sailing and paddleboard opportunities for children in KS2 who are on the SEN register in collaboration with ‘Andrew Simpson Charity’, full funding for a year of sailing has been secured. Running a Well Being Week. As a school, we recognise the continued impact the pandemic has had on our children’s mental health. Mental health 1 to 1 support School trips including Wales Residential for year 6, Ufton Court for year 4, LEGOLAND for year 1, to name a few. Additional provision set up for learners with severe autism with outdoor learning/sensory space
19: Link to the schools websites SEND information or policy page.
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Disclaimer
This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.
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