Norcot Nursery School

Norcot Nursery School logo

We offer funded 2, 3 and 4 year old AM/PM government funded nursery sessions and 30 hour funded childcare for eligible parents. In addition to this we also have a specific two year old funded room which offers AM/PM government funded sessions. We have two special needs bases, one for high needs and one for moderate needs, all applications for either base must be made through Brighter Futures for Children. Parents have the option to add on wraparound care such as breakfast, lunch and tea sessions for 3 year olds.  

This setting has signed up to offer Tax Free Childcare.

Norcot Nursery School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)

Who to contact

Contact Name
Mrs Katarina Bingham
Contact Position
Head
Telephone
(0118) 937 5577 (0118) 937 5577
E-mail
admin@norcot.reading.sch.uk
Website
Norcot Early Years Centre
Scan to visit this website

Where to go

Name
Norcot Early Years Centre
Address
82, Lyndhurst Road
Tilehurst
Reading
Berkshire
Postcode
RG30 6UB
Directions to RG30 6UB

Costs

Details
Wraparound care is available at an additional cost, please call the nursery for more information.

Availability

Wheelchair access
Yes
Other notes

We have a moderate special needs base and a high needs base.  All applications for these must be made through Brighter Futures for Children.

Inclusion Information

Wheelchair access
Yes
Special Needs provision
Yes
Special Needs Experience
Hydrocephalus
Cancer
Speech & Language difficulties
Hyperactivity
Language impairment
Cerebral Palsy
Challenging Behaviour
Social & Emotional needs
Hearing Impairment
Heart conditions
Spastic diplagia
Delayed speech
Williams Syndrome
Mobiltiy difficulties
Developmental delay
Diabetes
Toileting Assistance
Learning difficulties
Walking disability
Cystic Fibrosis
Memory difficulties
Dyspraxia
Physical impairment
Prader Willie
Emotional needs
rare genetic syndrome
Endocrine problems
muscular dystrophy
Dietary needs
Downs syndrome
Obsessive Compulsive Disorder
Dyslexia
Autism
General Special Needs
Sickle Cell Anaemia
Sign Language (BSL)
Autistic spectrum
Global Development Delay
behavioural problems
Epilepsy
Renal failure
Serious allergy
Aspergers Syndrome
Provision for special dietary needs
Yes
Can make special cultural provisions
Yes

Childcare Information

Vacancies

Immediate vacancies
Yes
Details
Possible vacancies for 2 year old and 3-4 year old 15 hours funding places from April 2024 no 30 hour vacancies available.
Updated
19/03/2024

Funded Places

Has 3 & 4 year old funding
Yes
Has 2 year old funding
Yes

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-Friday 8.30-11.30 or 12.30-3.30 sessions
Intending to provide 30 Hours?
Yes
Registered to provide 30 Hours?
Yes

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.00 6.00
Tuesday 8.00 6.00
Wednesday 8.00 6.00
Thursday 8.00 6.00
Friday 8.00 6.00

School Pickups

Offers school pickups
No

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Kathryn Sykes - Kathryn Sykes
Contact Telephone
0118 937 5577
Contact Email
SENDCo@norcot.reading.sch.uk
Links
Norcot Early Years Centre SEND Policies Accessibility Plan
Local Offer Age Bands
Early Years (0-4 years)
SEN Provision Type
Universal
Local Offer Updated
19/07/2023

Schools Extended Local Offer Response

Description

School Name: Norcot Nursery School

Address: 82 Lyndhurst Road, Tilehurst, Reading RG30 6UB

Telephone:0118 937 5577

Email: admin@norcot.reading.sch.uk

Website: www.norcotearlyyearscentre.co.uk

Ofsted link: www.ofsted.gov.uk/inspection-reports/find-inspectionreport/provider/ELS/109751

Head teacher: Mrs Katarina Bingham

SENCo/Inclusion Lead Teacher: Mrs Kathryn Sykes

Contact: SENDCo@norcot.reading.sch.uk

Date of latest Accessibility Plan: February 2022

By whom:

Name: Katarina Bingham Role: Headteacher

 

General Statement – At Norcot Early Years Centre, we believe that all children have the right to be treated with respect and dignity, regardless of any disabilities or additional needs they might have. We strive to provide a personalised provision supporting pupils’ communication, independence and ability to explore and make sense of the world around them. We recognise the need to make the centre accessible to all families who make use of the facilities, and strive to be a setting that engenders a keen desire to learn within all of our children

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?

Yes, we cater for children with a range of SEND learning differences. 

1.2: What kinds of SEND do those children have?

Children in our setting may have a range of additional learning differences and they are supported by their key person overseen by the Inclusion Lead Teacher.

 

We cater for children with differences with their speech and language, social skills, cognition and learning, engagement and independence, for example. Staff have experience of a range of needs including Autism, Downs Syndrome, Global Learning Delay and Hearing Impairment, for example. 

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?

A child has Special Educational Needs if they have:

 

a)    Significant learning difficulties in comparison to the majority of children of the same age     

b)    A disability which prevents or hinders them  from using educational facilities generally provided for different children of the same age.

 Special Educational Provision is provision which is additional to or different from the educational provision made for children of the same age in a mainstream setting within four key areas; Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health, Sensory or Physical Needs.

 

2.2: How will I know if my child is receiving SEN support?

We have rigorous monitoring in place for all children that tracks their progress in the seven curriculum areas and quickly identifies children who are underachieving. All staff are vigilant at raising any concerns they may have with the SENDCo and sharing these with families. In addition to data, observations and parental input play an important role. We could encourage families to speak to their key worker or SENDCo about any concerns they may have.

Norcot Early Years Centre welcomes and provides appropriate learning opportunities for all children. In addition to the Code of Practise, our provision reflects the aims The Special Educational Needs and Disability Act 2001 and United Nations Convention on the Rights of the Child. We will:

  • Ensure that families of children with SEND are treated as partners and supported to play an active and valued role in their child’s education.

 

  • Ensure the ‘child’s voice’ is at the centre of all of our SEND provision.

 

  • Create an inclusive provision that enables ALL children including those with SEND to join in activities in the centre recognising that these may need to be adapted to meet the needs of the children

 

  • Ensure that the necessary provision is made for any child who has a special educational need and/or disability and that the needs are made known to all who are likely to work with them.

 

  • Ensure that Early Years practitioners within the Centre are able to identify and provide for children with special educational needs.

 

 

   

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?

All SEND information (SEND policy, SEND information report and our local offer) can be found on our website https://www.norcotearlyyearscentre.co.uk  

Hard copied may be obtained from our school office.

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?

The Head teacher, Senior Management Team, SENDCo and Governors play an active role in monitoring the quality of our SEND provision. We have high expectations of all of our teachers and practitioners in meeting a range of pupil needs.

All interventions we use are research informed and evidence based and are measured to monitor impact against expected rate of progress. Where we feel something isn’t working, we are quick to respond and find alternatives through dialogue with the children, their families and other professionals. All of our support programmes are overseen by our SENDCo.

Staff received regular training to provide a high level of pastoral support. Relevant staff are trained to support medical needs and where the need arises, all staff would receive the necessary training. We have a number of policies in place which are updated regularly. For example, our behaviour policy includes guidance in expectations and is embedded across the nursery. We regularly monitor attendance and take necessary actions to prevent prolonged unauthorised absence. The child’s voice is central to our ethos and we encourage them to express their views and opinions in an accessible way.

3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?

We believe developing a child's independence and wellbeing is an important element of our SEND provision. 

 

Working in partnership with families, we identify a child's current level of independence and agree next steps. These may form part of a child's Personalised Education Plan (PEP) where appropriate. We encourage all children to be as independent as possible and aim to build on their existing skills through the use of techniques including providing additional time, offering encouragement, using symbols to develop understanding. Backward-chaining is a helpful strategy that has proved very successful. You start by breaking the task down into small steps before teaching a child the last step first, working backwards from the goal.

 

We believe supporting every child's wellbeing plays a central role across our nursery provision. This is developed through developing positive relationships with every child, finding out their strengths and identifying their specific barriers to learning. Working with a deep understanding of what motivates a child creates a positive and inspiring learning environment. We closely track wellbeing through out use of the "Leuven Scale" of wellbeing and involvement. Careful analysis can lead to adjustments in the environment, activities and relationship building which can support a child's regulation and learning.  

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 regular PEP (Personalised Education Plan) review meetings as well as progress meetings with families which help us to monitor progress and reflect on the next best steps. Any professionals who are involved with the child/family are welcome to attend these meetings. For example, a family worker or portage. All our teachers and practitioners are clear on the expectations of provision. This is regularly monitored by the Senior Leadership Team.

Some children may have an EHCP (Education, Health and Care Plan) and the outcomes are reviewed on a six monthly basis to ensure they remain focused and relevant. Families are invited into nursery and together with the Key Worker and the Inclusion Lead Teacher, next steps are planned and agreed. 

3b.2: How will I find out about the progress my child is making?

Progress will be shared in a variety of ways including:

 

* Regular personalised updates on our online Tapestry resource, families are encouraged to add their own pictures, films and comments to this. 

* Termly progress meetings and Personalised Education Plan (PEP) review meetings

* Additional meetings (as required) with outside specialists, key worker and/or Inclusion Leader Teacher 

* Sharing successes during drop off and collections times. 

* For those children with an EHCP, six monthly annual review meetings. 

3b.3: How will I be involved in those reviews? Who else will be there?

You will be invited to:

 

* Upload pictures, film or comments on tapestry to share with your child's key worker and to celebrate progress. 

* Progress meetings and PEP reviews. 

* Additional meetings, as needed. 

 

You would be very welcome to invite relevant specialists involved with your child to the meetings including family workers or portage. 

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?

 Differentiation is embedded in both our curriculum and teaching practise. We have a tailored and personalised curriculum and we identify areas where an individual may need additional support.

 

Specific interventions used at Norcot include: Attention Autism, Visual Communication, Sensory Circuits, Picture Exchange Communication (PECs), Hand massage, story massage, Food exploration, TAC PAC and Intensive Interaction. For further information please look at our website https://www.norcotearlyyearscentre.co.uk/interventions 

3c.2: How can I find out more about what my child is learning at the moment?

We regularly share information about the curriculum through our website and email messages and we encourage families to support their child's learning through additional activities outside of school. 

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?

At Norcot Early Years Centre we believe that all children have the right to be treated with equal respect and dignity, regardless of any disabilities or needs that they might have. We recognise the need to make the Centre accessible to all families who would make use of its facilities, and we strive to be a setting that engenders a keen desire to learn within all of our children. Our Inclusion Policy promotes the involvement of all our children in exploring the whole curriculum provision using both the indoor and outdoor learning environment. Should safety and access concerns arise, the curriculum and/or environment is adapted to better need a child’s needs. We provide 1:1 support where appropriate.

Our accessibility plan is robust and staff have a clear understanding of the Equality Act 2010. We have easy to use accessible toilets within the setting. We value and respect diversity within the setting and we endeavour to meet the needs of all of our learners.

For further information, please see our accessibility policy https://www.norcotearlyyearscentre.co.uk/other-centre-policies 

3d.2: How will the curriculum be matched to my child's needs?

Staff will work to build positive relationships with families and the child. Strengths and specific barriers to learning will be identified and when needed, Personalised Education Plans (PEPs) will be put into place. A long term goal will be agreed with the family and SMART targets created to support a child to make small steps towards this goal. The PEP will also detail how the support will be provided whether this be through small group work using Attention Autism or use of a WAIT card when learning to take a turn, for example. The provision will be carefully matched to your child's specific learning needs. 

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?

Adaptations are made as and when necessary. Adaptions may be made to the planning, for example by having differentiated learning outcomes, or to the environment for example by ensuring resources are appropriate and the physical environment is accessible, or the level of support your child receives for example they may have an additional adult to support them.

3e.2: How are the school's resources allocated and matched to children's special educational needs?

Our Accessibility Plan is robust and we continually remind staff about the Equality Act 2010.

3e.3: How will I know if my child is getting extra support?

All additional support provided will be discussed and agreed with families. 

3e.4: How is the decision made about how much/what support my child will receive?

All interventions are monitored for impact and outcomes are defined at the start of any intervention. During PEP meetings, additional and/or outside support may be discussed if appropriate e.g. additional funding, Educational Psychologist, Speech and Language etc

3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
3f.2: How can my child and I find out about these activities?

All activities are detailed on our newsletters, website and sent by email. 

3f.3: How will my child be included in activities outside the classroom, including school trips?

Our Inclusion Policy promotes involvement of all our children in all aspects of the curriculum including activities outside the nursery. Where there are concerns of safety and access, further thought and consideration is put into place to ensure needs are met. We provide 1:1 support if necessary. If needed, families are consulted and involved in planning of the activity. 

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?

The Emotional Health and Wellbeing of all our pupils is very important to us. We recognise that pupils with SEND may have Emotional and Social Development needs that will require support in school. We have a robust Safeguarding and Child Protection Policy in place, following National and LA Guidelines.

We have a robust Behaviour Management Policy, Inclusion Policy and Teaching and Learning Policy in place. The Head Teacher, Deputy Head Teacher and all staff continually monitor the Emotional Health and Wellbeing of all our pupils. 

Intervention and Focus groups, focusing on social and emotional development are set up as required and reviewed regularly.

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?

If you have any concerns or worries about your child then please speak to your keyworker initially. If you have any concerns or questions regarding SEND then please speak to our Inclusion Lead Teacher (SENDCo), Kathryn Sykes.  You can also contact our SEND Governor Jennie Watson-Jones.

4.2: What should I do if I think my child may have a special educational need or disability?

If you have any concerns, speak to your child's key worker in the first instance. You are also encouraged to contact the Inclusion Lead Teacher SENDCo@norcot.reading.sch.uk 

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?

The SENDCo is a qualified teacher with an MA in Early Years Education and additionally holds the SENDCo qualification.  She has experience in teaching in both mainstream and specialist provisions. The SENDCo’s job is to support the key worker/ EYP/ teacher in planning for children with SEND and ensures that their individual targets are met.

The school provides training and support to enable all staff to improve the teaching and learning of children, including those with SEND. Individual teachers, EYPs and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. During the last academic year, the staff team have received training in PECs, use of symbols, AET - Making Sense of Autism, Sensory Regulation and Emotional Regulation, Intensive Interaction and Story Massage.  

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?

We cater for each child’s individual needs and ensure that we provide appropriate resources and equipment. Advice is sought from parents and other specialised professionals about appropriate adaptions and resources that may need to be required.

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 child’s needs and aspirations. We operate an open-door policy and take every opportunity to strengthen this dialogue.

Families are invited to contribute through a number of means. We host regular progress meetings in order to listen to any parental concerns. Our Governing Body includes Parent Governors/ representatives.

If your child is identified as not making progress, we will:

• Discuss it with you in more detail

• Listen to any concerns you may have

• Plan any additional support your child may need

• Provide additional support

• Signpost to other professionals as appropriate

If your child is identified as having a Special Educational Need/Disability than you will invited to regular review meeting where your child’s progress will be discussed with you, our SENDCO, key worker and other professionals involved with your child. Personalized targets will be reviewed and set and action plans written.

7.2: How will you help me to support my child's learning?

We operate an open-door policy and take every opportunity to strengthen dialogue between families and nursery. Throughout the term, we offer regular coffee mornings including "help I'm a parent sessions" where challenges can be discussed and strategies suggested in a supportive environment. We are able to make referrals to specialist teams including portage, family workers and the disabilities team, as needed. 

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?

The child’s keyworker will talk to your child about their targets, as appropriate. The child’s voice is listened to and valued. The activities and learning environment are planned according to the children’s needs and interests. Through the family the child’s voice is being heard.

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 are unhappy with the provision for your child, you should contact your child’s key worker, Team Leader, SENDCo, or Head of Centre in the first instance. If they remain unhappy, you can contact the Chair of Governors.

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?

Nursery provision

> Keyworkers are responsible for teaching SEND groups/individuals

> Teachers, EYPs, Nursery Nurses and Apprentices doing specific interventions with either individual children or small groups.

> Family worker supports the family

> ICT resources are used as appropriate in small groups or individual sessions, according to need.

> Staff offering support for children with emotional and social development through additional offsite trips such as Learning Through Nature

 

Local Authority Provision

> Educational Psychology Service

> Sensory Service for children with visual or hearing needs

> SALT (Speech and Language Therapy) Health Provision

> Speech and Language Therapy

> Occupational Therapy

> Physiotherapy

> CAMHs Voluntary Provision

> Parenting Special Children

10.2: How can my family get support from these services?

Speak to your child's key worker or the SENDCo for further support and advice. 

 

Referrals for Speech and Language Therapy and CAMHS involvement can be completed online, as detailed on our website - https://www.norcotearlyyearscentre.co.uk/special-schools

 

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?

For further support for parents and families please contact Family Information Services and/or Reading Information Advice and Support Services for SEND (IASS)

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?

We have a robust Induction programme in place for welcoming new learners to our setting. Our Provision Management system records what aspects of the environment help children and this information is passed on in transition. We have very good established relationships with a feeder schools where children move onto. We recognize that transitions can be difficult for a child with SEND and we take steps to ensure that any transition is a smooth as possible.

 

If your child is joining the Nursery:

> Home visits and Induction day will be offered and conducted by the key worker

> You and your child will be invited to join our Transition groups which run for a number of weeks before your child starts. This allows you and your child to familiarise yourself with the setting.

 

If your child is moving to another nursery:

> We will contact the school SENDCO and ensure he/she knows about any special arrangements or support that need to be made for your child.

 > We will make sure that all records about your child are passed on as soon as

 

When moving groups/buildings in school:

> Information will be passed on to the new keyworker in advance and a transition meeting will take place with the new keyworker. Their IEP with their personalized targets will be shared.

> If your child would be helped by a photobook to support them understand moving on then it will be made for them.

>Transition visits will be organised to familiarise your child with the new building. 

 

When moving onto school:

> The SENDCo will discuss the specific needs of your child with the SENDCo/ class teacher of the school

>The meeting between nursery SENDCo and the school’s SENDCo/class teacher will be organised which you will also be invited to.

> Your child will have a photo book of their new school to help them familiarized with the new school.

> Your child will have additional dates to visit their new school.

>Staff from the new school will visit your child in nursery.

>SENDCo will transfer your child’s sensitive information to their next school

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?

Reading’s Local Offer can be found on their website: Reading.gov.uk

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?

Your child’s progress will be continually monitored by his/her keyworker.

His/her progress will be reviewed formally three times a year in all 7 areas of the curriculum

Where necessary children will have their PEP with personalised targets. Parents/carers will be invited to these meetings (along with other relevant professionals). Targets will be set designed to accelerate learning and close the gap. Progress against these targets will be reviewed regularly and a future plan made.

14.2: How often will these reviews happen?

The progress of children with an EHC Plan will be formally reviewed at an Annual Review meeting, with all professionals involved with your child’s education. 

The SENDCo will also check that your child is making good progress 

Lesson observations will be carried out by the Senior Management Team to ensure that the needs of all children are met, and that the quality of teaching and learning is high

15: Who can I contact for further information?

Mrs Kathryn Sykes Inclusion Lead Teacher SENDCo@norcot.reading.sch.uk

 

16: What is the complaints procedure?

If you are unhappy with the provision for your child, you should contact your child’s key worker, Team Leader, SENDCo or Head of Centre in the first instance. If they remain unhappy, you can contact the Chair of Governors Our complaint

17: Our external partners are

Educational Psychologist
Speech & Language
Therapist
Social Care
Health Visitor
Portage

18: Is there any additional provision you have developed during the year?

In September 2021, we opened the Acorn Early Years Speech and Communication Difficulties Resource Base. The base has a higher staffing ratio to provide focused individual and small group interventions for pupils. The additional high and low sensory rooms provide tailored provision to support pupil regulation. For your child to be considered for the base, an application must be made to Reading Borough Council. For further information, contact Kathryn Sykes our SENDCo.

In Autumn 2023, we will be opening our Butterfly Resource Base for children with High Needs. The High Needs Resource Base is for children who have a range of additional learning needs including: Speech, Language and Communication, Sensory Processing, Cognition and Learning and Social Communication. This provides and early boost for their learning before they transfer into a Mainstream Primary School or move to a Specialist Provision. The high needs base caters for a maximum of 20 part-time places for three-to-four-year-olds, supported by five experiences staff members with regular visits from a Speech and Language Therapist and Occupational Therapist.

 

19: Link to the schools websites SEND information or policy page.
Yes

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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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Last updated:

Contact the Team

Family Information Service

fis@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer

localoffer@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support

CSAAdvice.Signposting@reading.gov.uk 0118 937 3747 0118 937 3747
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