St Josephs College
St Joseph's College is an independent Catholic co-educational school for boys and girls aged 3 to 18, in the centre of Reading.
Our modern, spacious and purpose built Early Years Centre provides an exciting and safe environment for indoor and outdoor learning in which your child can flourish.
Open all year round, the Early Years Centre welcomes children from the term in which they turn three.
Wrap around care available until 6pm.
This setting has signed up to offer Tax Free Childcare.
Who to contact
- Contact Name
- Mrs Laura Stotesbury
- Contact Position
- Head
- Telephone
- 0118 966 1000 (main school) 0118 966 1000 (main school) 0118 984 6918 (prep school) 0118 984 6918 (prep school)
- [mailbox@sjcr.org.uk (general enquiries), admissions@sjcr.org.uk]
- Website
- https://www.sjcr.org.uk/
- Scan to visit this website
Where to go
- Name
- St Josephs College
- Address
-
St Josephs College
Upper Redlands Road
Reading
Berkshire - Postcode
- RG1 5JT
Directions to RG1 5JT
Time / Date Details
- Session Information
-
Monday 08:00-15:00
Tuesday 08:00-15:00
Wednesday 08:00-15:00
Thursday 08:00-15:00
Friday 08:00-15:00
Availability
- Age Ranges
- 3-18
- Wheelchair access
- Yes
Inclusion Information
- Wheelchair access
- Yes
- Details
- Early Years Centre is fully accessible to wheelchairs
- 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
Opening Times & Facilities
- Opening Times
-
Opening Times Day Opening Time Closing Time Monday 07.45 18.00 Tuesday 07.45 18.00 Wednesday 07.45 18.00 Thursday 07.45 18.00 Friday 07.45 18.00
School Pickups
- Offers school pickups
- Yes
- Schools
- St Josephs College
- Details
- We provide school minibuses from a number of areas including Lower Earley, Caversham and Theale
Local Offer
- Contact Name
- Mrs Alison Clarke (Senior) Dr Mandy Hetherington (Prep)
- Contact Telephone
- 0118 9846918 / 0118 966 1000
- Contact Email
- mailbox@sjcr.org.uk
- Links
- St Joseph's Website Policies
- Local Offer Age Bands
-
Early Years (0-4 years)
Primary (4-10 years)
Secondary (11-16 years)
Transitions to Adulthood (16+) - Local Offer Updated
- 14/05/2019
Schools Extended Local Offer Response
Description
School Name: St Joseph’s College
Address: Upper Redlands Road
Reading, RG1 5JT
Telephone: 0118 966 1000
Email: mailbox@sjcr.org.uk
Website: www.sjcr.org.uk
Ofsted link: NA
Head teacher: Mr Andrew Colpus
Learning Support Co-ordinators: (Senior): Mrs Alison Clarke
(Prep): Dr Mandy Hetherington
Contact: 0118 966 1000
Date of latest Accessibility Plan: May 2018 (to be reviewed May 2021)
Date completed: April 2019
By whom:
Name: Mr Mark Bushby Role: Head of the Prep School
General Statement – St Joseph’s College is a Roman Catholic College independent day school for boys and girls aged between 3 – 18.
St Joseph’s College welcomes all children who can make the most of the opportunities offered and can flourish in its caring environment. Pupils, whose Special Educational Needs and disabilities (SEND) are suited to the curriculum, are also welcome provided they meet the selection requirements and provided that the Learning Support team can provide them with the help and support they require.
Emphasis is placed on enhancing as well as supporting each student’s learning across the curriculum. St Joseph’s College, we believe that:
• At Pupils with individual needs are entitled to a broad, balanced, coherent and relevant curriculum which is differentiated to ensure maximum progress
• The educational needs of all students are the shared responsibility of all staff. Consequently staff should be made aware of students’ individual needs and use appropriate professional skills to address these
• There should be a flexible and staged structure of provision
• Additional support and resources should be available to meet the needs of identified students
• Parents should be involved
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?
We currently have no pupils at SEND or EHCP level, in the College, but we do have many pupils who are ‘Supported Learners’ for a range of Cognition & Learning and SEMH difficulties.
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?
We track the progress of all our pupils and as professionals we regularly discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Our staff are vigilant at supporting and raising any concerns. We use data and other forms of assessment/observation to identify additional needs and celebrate achievement. Parents parents/guardians are encouraged to speak to the class teacher/tutor about any concerns they have. We have some in-house expertise in special educational needs. The LSC may approach parents/guardians where there is a concern that could potentially relate to a learning need.
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?
On the school website, through the parent portal.
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?
We regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parents/guardians can meet with staff to discuss learner progress. At such at meetings (and through other means) we clearly share what can be done by families at home to support the learning at school. We nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents.
This is also reinforced by generic updates on the curriculum which we share though our newsletter and/or website. We host a number of curriculum evenings/learning events to help families understand what learning is expected and how they can best support their child/young person’s need. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place.
We believe in supporting the development of parenting skills and as such deliver workshops on site/work in collaboration with other agencies. All our staff are regularly trained to provide a high standard of pastoral support. Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.
Our Behaviour, Rewards and Sanctions Policy is in place and is fully understood by all staff. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.
Pupil voice is central to our ethos and is encouraged in a variety of ways and regularly. We promote the development of independence across the College.
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?
We have high expectations of all our teachers in meeting a range of needs. Having identified needs, we seek to match provision to need. We define expected outcomes of interventions and then monitor the impact through regular meetings and tracking of pupil progress. Our LSCs leads on this aspect and the Heads share this information with Governors.
Where we feel something is not working, we are quick to respond and find alternatives through dialogue with the learner and their families through discussion with the LSC, Heads of Section and Deputy Head Pastoral/Academic, Head of the Prep School, as appropriate.
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?
Our Learning Support Coordinators are qualified teachers. We regularly invest time and money in training our staff to improve provision, delivery and interventions. At staff meetings, our staff are updated on matters pertaining to special educational needs and disability, including access arrangements for exams.
- 3c.2: How can I find out more about what my child is learning at the moment?
Parent Information Meetings take place provide support for parents regarding the curriculum and these are supplemented as appropriate through the Headmaster’s/Head of the Prep School’s Weekly Newsletter. In addition, parents may discuss elements of the curriculum through parent consultation evening.
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 Accessibility Plan is robust and we continually remind staff and pupils about the Equality Act 2010. We value and respect diversity in our setting and do our very best to meet the needs of all our pupils.
The College is well‐maintained and corridors and thoroughfares are generally spacious and kept clear. There are parts of the school which are not accessible to wheelchairs.
Should additional support be equired, 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 Learning Support Coordinators oversee all additional support and the Heads ensure that Governors are kept up to date.
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?
Differentiation is embedded into our curriculum and practice. We have a tailored personalised curriculum.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
A well‐managed learning environment enhances the learning experience of all pupils requiring support.
- 3e.3: How will I know if my child is getting extra support?
Pupils may attend a weekly support session with our Specialist Teaching Assistant, by private arrangement.
- 3e.4: How is the decision made about how much/what support my child will receive?
A pupil on the Learning Support Register at any level will have a Supported Learner Plan or a Pastoral Care Plan which is shared with staff and agreed with parents. This enables staff to consider appropriate differentiation within the classroom. Decisions regarding support are based on recommendations made by specialist assessors and professionals, in conjunction with staff knowledge of the pupil.
If a pupil has one‐to‐one support with our Specialist Teaching Assistant, this is with the full knowledge and agreement of the parents.
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 have a comprehensive range of extra‐curricular activities and clubs and these are available to all pupils regardless of their learning needs.
- 3f.2: How can my child and I find out about these activities?
Parents can find out more about these via the School website and through the Headmaster’s/Head of the Prep School’s Weekly Newsletter.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
We promote involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met; where applicable parents/guardians are consulted and involved in planning. All our pupils can participate in curriculum trips, including residentials. These are managed to meet the needs of all learners.
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?
All our staff are regularly trained to provide a high standard of pastoral support including support SEMH. We have a Wellbeing Coach (mindfulness), A Primary Mental Health Worker, a Chaplain and the opportunity for pupils to attend sessions on mindfulness.
Over 25 members of staff are Mental Health First Aid Trained in the College and we are also a Centre for Mental Health Training with Healthcare on Demand.
Staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.
Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is in place and is fully understood by all staff.
Pupil voice is central to our ethos and is encouraged in a variety of ways and regularly. We promote the development of independence across the College.
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?
The Learning Support Coordinator for Senior School is Mrs Alison Clarke, and in the Prep, Dr Mandy Hetherington.
- 4.2: What should I do if I think my child may have a special educational need or disability?
Parents should contact their child’s Tutor/Class Teacher in the first instance.
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?
Whole school training on behaviour management takes place. Staff attend training on specific issues such as dyslexia or Autism when needed or through INSET.
Updates are given through weekly staff briefings and via email to keep all staff well‐ informed.
Updates are given at weekly staff briefings to keep all staff well informed.
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?
A decision to provide specialist equipment and facilities lie with the Head and the Governors in line with disability legislation.
Budgets are closely monitored and aligned to the school improvement plan of the College. We seek to ensure good value for money allocated.
Finances are carefully managed and monitored by the Executive and Governors. Finances are audited yearly and reports are provided to Governors All services and agreements are scrutinised to ensure good value.
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?
We whole‐heartedly believe in partnering parents in a two‐ way dialogue to support a child/young person’s learning, needs and aspirations. We operate an open door policy. We take every opportunity to strengthen this dialogue. Parents are invited to contribute though a number of means. We carry out regular parental surveys in order to listen to any parental concerns.
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?
We regularly share progress feedback with all our learners and invite them to speak with their teachers or tutors should they have any concerns.
Parents are encouraged to share the detail of the Supported Learner Plans with their child so that the child can be an integral part of the learning support process.
Pupils are fully involved in the transitional stages of school such as Y6‐7, ‘options’ process for GCSE, A Level and beyond, through whole year and individual discussions and enrichment sessions.
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?
Details relating to our complaints procedure can be found on our school website
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?
We have a Wellbeing coach, and a Primary Mental Health Worker.
The Deputy Head (Pastoral) liaises closely with outside agencies where pupils have an SEMH need that requires specialist intervention.
Whole school and Year group mental health awareness is provided through external visiting professionals, and this is often available also to parents, publicised through the Headmaster’s weekly Newsletter.
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?
The Learning Support Coordinator will be able to advise.
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?
Induction at all levels is important to us and we invest time in welcoming our pupils in a way that makes them quickly feel a part of our setting, both on entry and on transition to Upper Seniors and Sixth Form
Support staff complement the class teachers in ensuring a smooth integration of all new pupils. Our ethos and behaviour expectations establish a welcoming and inclusive atmosphere. Older pupils regularly support and encourage younger pupils. Joint ventures are arranged between Y6 and 7 pupils to aid integration and transition. Teaching staff are shared across the whole college. Induction events are organised for Y7, Y9 and Y12, including spiritual retreats.
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?
Our staff are well informed and therefore able to help parents seek external help. We have two Learning Support Co‐ordinators, a Chaplain, Wellbeing coach, and a Primary Mental Health Worker who, along with teachers and tutors, are all able to provide information to support students and parents/guardians as appropriate
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?
Informal meetings take place when needed and we operate an Open Door policy. More formally, we offer Parent Consultation Evenings, and tracking through half‐termly course grade reports and annual reports.
- 14.2: How often will these reviews happen?
Supported Learner Plans are reviewed at least annually or sooner, as appropriate. Parental contact forms part of this process, where changes are significant.
15: Who can I contact for further information?
In the first instance, parents/guardians are encouraged to talk to their child’s class teacher/tutor
16: What is the complaints procedure?
Our Complaints Policy is located on the School Website
17: Our external partners are
Educational Psychologist
Speech & Language Therapist
Social Care
Description
School Name: St Joseph’s College
Address: Upper Redlands Road
Reading, RG1 5JT
Telephone: 0118 966 1000
Email: mailbox@sjcr.org.uk
Website: www.sjcr.org.uk
Ofsted link: NA
Head teacher: Mr Andrew Colpus
Learning Support Co-ordinators: (Senior): Mrs Alison Clarke
(Prep): Dr Mandy Hetherington
Contact: 0118 966 1000
Date of latest Accessibility Plan: May 2018 (to be reviewed May 2021)
Date completed: April 2019
By whom:
Name: Mr Mark Bushby Role: Head of the Prep School
General Statement – St Joseph’s College is a Roman Catholic College independent day school for boys and girls aged between 3 – 18.
St Joseph’s College welcomes all children who can make the most of the opportunities offered and can flourish in its caring environment. Pupils, whose Special Educational Needs and disabilities (SEND) are suited to the curriculum, are also welcome provided they meet the selection requirements and provided that the Learning Support team can provide them with the help and support they require.
Emphasis is placed on enhancing as well as supporting each student’s learning across the curriculum. St Joseph’s College, we believe that:
• At Pupils with individual needs are entitled to a broad, balanced, coherent and relevant curriculum which is differentiated to ensure maximum progress
• The educational needs of all students are the shared responsibility of all staff. Consequently staff should be made aware of students’ individual needs and use appropriate professional skills to address these
• There should be a flexible and staged structure of provision
• Additional support and resources should be available to meet the needs of identified students
• Parents should be involved
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?
We currently have no pupils at SEND or EHCP level, in the College, but we do have many pupils who are ‘Supported Learners’ for a range of Cognition & Learning and SEMH difficulties.
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?
We track the progress of all our pupils and as professionals we regularly discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Our staff are vigilant at supporting and raising any concerns. We use data and other forms of assessment/observation to identify additional needs and celebrate achievement. Parents parents/guardians are encouraged to speak to the class teacher/tutor about any concerns they have. We have some in-house expertise in special educational needs. The LSC may approach parents/guardians where there is a concern that could potentially relate to a learning need.
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?
On the school website, through the parent portal.
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?
We regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parents/guardians can meet with staff to discuss learner progress. At such at meetings (and through other means) we clearly share what can be done by families at home to support the learning at school. We nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents.
This is also reinforced by generic updates on the curriculum which we share though our newsletter and/or website. We host a number of curriculum evenings/learning events to help families understand what learning is expected and how they can best support their child/young person’s need. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place.
We believe in supporting the development of parenting skills and as such deliver workshops on site/work in collaboration with other agencies. All our staff are regularly trained to provide a high standard of pastoral support. Relevant staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.
Our Behaviour, Rewards and Sanctions Policy is in place and is fully understood by all staff. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence.
Pupil voice is central to our ethos and is encouraged in a variety of ways and regularly. We promote the development of independence across the College.
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?
We have high expectations of all our teachers in meeting a range of needs. Having identified needs, we seek to match provision to need. We define expected outcomes of interventions and then monitor the impact through regular meetings and tracking of pupil progress. Our LSCs leads on this aspect and the Heads share this information with Governors.
Where we feel something is not working, we are quick to respond and find alternatives through dialogue with the learner and their families through discussion with the LSC, Heads of Section and Deputy Head Pastoral/Academic, Head of the Prep School, as appropriate.
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?
Our Learning Support Coordinators are qualified teachers. We regularly invest time and money in training our staff to improve provision, delivery and interventions. At staff meetings, our staff are updated on matters pertaining to special educational needs and disability, including access arrangements for exams.
- 3c.2: How can I find out more about what my child is learning at the moment?
Parent Information Meetings take place provide support for parents regarding the curriculum and these are supplemented as appropriate through the Headmaster’s/Head of the Prep School’s Weekly Newsletter. In addition, parents may discuss elements of the curriculum through parent consultation evening.
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 Accessibility Plan is robust and we continually remind staff and pupils about the Equality Act 2010. We value and respect diversity in our setting and do our very best to meet the needs of all our pupils.
The College is well‐maintained and corridors and thoroughfares are generally spacious and kept clear. There are parts of the school which are not accessible to wheelchairs.
Should additional support be equired, 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 Learning Support Coordinators oversee all additional support and the Heads ensure that Governors are kept up to date.
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?
Differentiation is embedded into our curriculum and practice. We have a tailored personalised curriculum.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
A well‐managed learning environment enhances the learning experience of all pupils requiring support.
- 3e.3: How will I know if my child is getting extra support?
Pupils may attend a weekly support session with our Specialist Teaching Assistant, by private arrangement.
- 3e.4: How is the decision made about how much/what support my child will receive?
A pupil on the Learning Support Register at any level will have a Supported Learner Plan or a Pastoral Care Plan which is shared with staff and agreed with parents. This enables staff to consider appropriate differentiation within the classroom. Decisions regarding support are based on recommendations made by specialist assessors and professionals, in conjunction with staff knowledge of the pupil.
If a pupil has one‐to‐one support with our Specialist Teaching Assistant, this is with the full knowledge and agreement of the parents.
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 have a comprehensive range of extra‐curricular activities and clubs and these are available to all pupils regardless of their learning needs.
- 3f.2: How can my child and I find out about these activities?
Parents can find out more about these via the School website and through the Headmaster’s/Head of the Prep School’s Weekly Newsletter.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
We promote involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met; where applicable parents/guardians are consulted and involved in planning. All our pupils can participate in curriculum trips, including residentials. These are managed to meet the needs of all learners.
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?
All our staff are regularly trained to provide a high standard of pastoral support including support SEMH. We have a Wellbeing Coach (mindfulness), A Primary Mental Health Worker, a Chaplain and the opportunity for pupils to attend sessions on mindfulness.
Over 25 members of staff are Mental Health First Aid Trained in the College and we are also a Centre for Mental Health Training with Healthcare on Demand.
Staff are trained to support medical needs and in some cases all staff receive training. We have a medical policy in place.
Our Behaviour Policy; which includes guidance on expectations, rewards and sanctions is in place and is fully understood by all staff.
Pupil voice is central to our ethos and is encouraged in a variety of ways and regularly. We promote the development of independence across the College.
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?
The Learning Support Coordinator for Senior School is Mrs Alison Clarke, and in the Prep, Dr Mandy Hetherington.
- 4.2: What should I do if I think my child may have a special educational need or disability?
Parents should contact their child’s Tutor/Class Teacher in the first instance.
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?
Whole school training on behaviour management takes place. Staff attend training on specific issues such as dyslexia or Autism when needed or through INSET.
Updates are given through weekly staff briefings and via email to keep all staff well‐ informed.
Updates are given at weekly staff briefings to keep all staff well informed.
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?
A decision to provide specialist equipment and facilities lie with the Head and the Governors in line with disability legislation.
Budgets are closely monitored and aligned to the school improvement plan of the College. We seek to ensure good value for money allocated.
Finances are carefully managed and monitored by the Executive and Governors. Finances are audited yearly and reports are provided to Governors All services and agreements are scrutinised to ensure good value.
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?
We whole‐heartedly believe in partnering parents in a two‐ way dialogue to support a child/young person’s learning, needs and aspirations. We operate an open door policy. We take every opportunity to strengthen this dialogue. Parents are invited to contribute though a number of means. We carry out regular parental surveys in order to listen to any parental concerns.
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?
We regularly share progress feedback with all our learners and invite them to speak with their teachers or tutors should they have any concerns.
Parents are encouraged to share the detail of the Supported Learner Plans with their child so that the child can be an integral part of the learning support process.
Pupils are fully involved in the transitional stages of school such as Y6‐7, ‘options’ process for GCSE, A Level and beyond, through whole year and individual discussions and enrichment sessions.
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?
Details relating to our complaints procedure can be found on our school website
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?
We have a Wellbeing coach, and a Primary Mental Health Worker.
The Deputy Head (Pastoral) liaises closely with outside agencies where pupils have an SEMH need that requires specialist intervention.
Whole school and Year group mental health awareness is provided through external visiting professionals, and this is often available also to parents, publicised through the Headmaster’s weekly Newsletter.
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?
The Learning Support Coordinator will be able to advise.
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?
Induction at all levels is important to us and we invest time in welcoming our pupils in a way that makes them quickly feel a part of our setting, both on entry and on transition to Upper Seniors and Sixth Form
Support staff complement the class teachers in ensuring a smooth integration of all new pupils. Our ethos and behaviour expectations establish a welcoming and inclusive atmosphere. Older pupils regularly support and encourage younger pupils. Joint ventures are arranged between Y6 and 7 pupils to aid integration and transition. Teaching staff are shared across the whole college. Induction events are organised for Y7, Y9 and Y12, including spiritual retreats.
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?
Our staff are well informed and therefore able to help parents seek external help. We have two Learning Support Co‐ordinators, a Chaplain, Wellbeing coach, and a Primary Mental Health Worker who, along with teachers and tutors, are all able to provide information to support students and parents/guardians as appropriate
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?
Informal meetings take place when needed and we operate an Open Door policy. More formally, we offer Parent Consultation Evenings, and tracking through half‐termly course grade reports and annual reports.
- 14.2: How often will these reviews happen?
Supported Learner Plans are reviewed at least annually or sooner, as appropriate. Parental contact forms part of this process, where changes are significant.
15: Who can I contact for further information?
In the first instance, parents/guardians are encouraged to talk to their child’s class teacher/tutor
16: What is the complaints procedure?
Our Complaints Policy is located on the School Website
17: Our external partners are
Educational Psychologist
Speech & Language Therapist
Social Care
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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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