Thames Valley School (Liberty Academy Trust)

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Dates for your diary!

Reflections on phase transfers

We have 2 open events in the calendar that will take place afterschool from 3.30pm. The dates are:

 16th May 2024 (Thursday)

 16th October 2024 (Thursday)

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Special School Primary & Secondary

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

Thames Valley School is a day school that offers education to autistic children who have been referred by their local authority. This is delivered through the mainstream National Curriculum which is suitably adapted to meet the individuals’ needs. Education is offered for pupils from year 1 to year 11 for children from Reading and surrounding local authorities.

All pupils must have an Education, Health and Care plan (EHCP, formerly a Statement of Special Educational Needs) that refers to a diagnosis of Autism Spectrum Disorder/ Condition. Though no longer recognised in the DSMV, our students’ diagnosis may include Asperger’s or High Functioning Autism.

Students may also have additional needs, for example obsessive compulsive disorder (OCD) or attention deficit hyperactivity disorder (ADHD). Students may also have associated needs in the areas of emotional, social and communication and interaction development or sensory, or physical/motor difficulties.

Our students benefit from provision that opens up the breadth of a mainstream curriculum while recognising that some children need the additional support of our school to manage anxiety arising from their autism or sensory, social and communication difficulties and are unable to manage a mainstream school environment.

Students at Thames Valley school access a structured environment with targeted intervention and differentiation throughout the school day. Our students work at broadly age-related levels of attainment and we anticipate that they will gain a range of qualifications, including entry level and GCSEs.

 

Who to contact

Contact Name
Mrs Buley - Interim Head of School & SENDCo
Telephone
(0118) 942 4750 (0118) 942 4750
E-mail
office@thamesvalleyschool.org.uk
Website
Thames Valley School
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Where to go

Address
Conwy Close
Tilehurst
Reading
Berkshire
Postcode
RG30 4BZ
Directions to RG30 4BZ

Availability

Age Ranges
5-16
Referral Details

 

Inclusion Information

Special Needs provision
Yes
Special Needs Experience
Autism

Local Offer

Contact Name
Gemma Buley
Contact Telephone
0118 9424750
Contact Email
gemmabuley@thamesvalley.reading.sch.uk
Links
Thames Valley School Thames Valley School - Policies & Procedures Thames Valley School - Accessibility Plan
SEN Provision Type
Specialist
Local Offer Updated
02/10/2023

Schools Extended Local Offer Response

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?

Thames Valley School is a maintained day specialist school for young people aged between 5 and 16 years, who have an EHCP and diagnosis of autism.

We work to ensure that all pupils achieve their potential, personally, socially, emotionally, physically and academically.

We take enormous care to give our pupils the support they need to learn well and to develop their confidence and independence. Small classes, committed and experienced specialist teachers, and a structured and supportive learning environment make our school a great place to be. We are encouraging and supportive, and always celebrate achievement. We ask pupils to work hard, and help them to enjoy the success that this brings.

 

We are specialists in autism, and our aim is for our pupils to lead successful, fulfilling lives in society. Our doors are open to all our families and we want them to feel as much a part of our school community as their children.

1.2: What kinds of SEND do those children have?

Thames Valley School is a maintained day specialist school for autistic young people aged between 5 and 16 years, who have an EHCP. All pupils are referred by their local authority and they must have an Education, Health and Care Plan which states their diagnosis of Autism. Pupils may have additional diagnoses, such as, attention deficit hyperactivity disorder (ADHD), or social, emotional and mental health needs. Pupils may also have associated communication and interaction, as well as sensory, processing, or physical needs.

Alongside this, members of staff and our Trans Disciplinary Team work collaboratively with families and other professionals to assess and understand our pupils’ emerging needs through embedded therapeutic provision.

Pupils access the National Curriculum, which is suitably adapted and paced, acknowledging that some pupils require the adaptations made at Thames Valley School in order to access and engage with learning opportunities.

Our pupils work at broadly age-related levels of attainment and we anticipate that they will gain a range of qualifications, including GCSEs and Level 2 Qualifications.

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?

All pupils have an Education, Health and Care Plan (EHCP) which has been co-produced by the local authority in which the pupil resides, with contributions from the individual’s parents/carers and relevant academic and clinical professionals. Thames Valley School works closely with local authorities including but not limited to; Brighter Futures for Children (Reading), West Berkshire, Wokingham and Hampshire.

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Members of our staff and onsite Trans Disciplinary Team work collaboratively with families and other professionals to assess and understand pupils’ emerging needs through embedded therapeutic provision. Members of the team utilise various methods of gathering pertinent information in order to assess and understand the young person’s presenting needs and ensure appropriate support or intervention is provided. This approach allows us to remove or overcome barriers to learning and contributes to the holistic development of our pupils.

 

Further information on the admissions process to our school can be found on the Thames Valley School website in our Admissions Policy.

3a: How the school evaluates the effectiveness of its provision for such schools
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 follow the graduated approach and the four-part cycle of assess, plan, do, review. The class or subject teacher carries out a clear analysis of the pupil’s needs, drawing on:

  • The pupil’s own views
  • The teacher’s assessment and experience of the pupil
  • Previous progress and attainment or behaviour
  • Teachers’ assessments, where relevant
  • The views and experiences of parents
  • Advice from external support services, if relevant
  • Reports from the school’s Transdisciplinary Team

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

All teachers are responsible and accountable for the progress and development of all the pupils in their class, ensuring that all information and data on each pupil in class is up to date and freely available to review. Where a pupil is not making adequate progress, teachers (class teachers or form tutors), the transdisciplinary team and parents will collaborate on problem solving, planning support and teaching strategies for individual pupils.

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

Parents and carers are always included in the process of working with their child. This includes, but is not limited to:

  • Initial visits to and tours of the school
  • Introductory meetings and consultations
  • Regular communication via email or phone to share information and key messages
  • Weekly communication with the form tutor or keyworker
  • Three parents’ evenings a year
  • Twice yearly written reports
  • Annual review meeting and report
  • Open evenings
  • Parental representation on the board of trustees
  • Formal and informal parental consultation where school changes may take place
  • Parental workshops and training
  • Coffee mornings

Members of the Trans-Disciplinary Team will also work closely with you to ensure your child’s holistic needs are met to enable them to effectively access their learning.

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?

Teaching is of a high quality that has clear aims, uses effective methods and suitable resources, which is matched to pupil’s differing needs.

We adopt the SPELL framework to proactive support ensuring school is (S)structured, staff utilise (P)positive approaches, are (E)empathetic towards pupils, adopt a (L)low arousal approach and maintain (L)links with families, relevant professionals and other stakeholders.

The Trans-Disciplinary Team embed therapeutic provision into the pupil’s school day to ensure their needs are met holistically. This may include input from an educational psychologist, a speech and language therapist, occupational therapist, assistant psychologist, behaviour co-ordinator and assistant therapist.

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?

Thames Valley School has been specially designed to meet the specific needs of our autistic pupils. The environment and building have been designed to be deliberately considerate of our children’s sensory sensitivities, including muted colours, wide corridors and access to side rooms and quiet areas.

 

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

Pupils have access to resources and adaptations they require to support their needs as stipulated in their EHCPs, or as recommended by professionals i.e. speech and language or occupational therapists. This includes but is not limited to alternative methods of recording, coloured overlays and visual aids.

We make reasonable adjustments to our curriculum to ensure all pupils are able to access their learning opportunities, for example, by grouping, 1:1 work, teaching style, content of the lesson, adapting resources, giving processing time, pre-teaching of key vocabulary and consideration of ways information is presented (verbal and visual).

3e: Additional support for learning that is available to pupils with SEND
3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
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?

We integrate our Quality of Life approach into our everyday practice to support your child’s social and emotional development. We identify a keyworker and put relationships with both young people and their families at the centre of all that we do. We recognise the benefits of staff engagement with pupils and their parents/carers by being attentive and responsive, reliable and predictable, anticipating and meeting needs.

Alongside weekly keyworker sessions that are individually tailored to each child’s needs, pupils are supported by the Trans-Disciplinary Team. They therefore receive universal, targeted or specialist input from the school’s Assistant Psychologist, Occupational Therapist, Speech and Language Therapist, Wellbeing Lead and Mental Health First Aiders.

We have a broad and balanced PSHE, Life Skills and Personal Development curriculum that effectively contributes to the pupils’ learning about themselves, their relationships, their emotional health and wellbeing.

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?

You can contact our school's SEN Co-ordinator on gemma.buley@thamesvalleyschool.org.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?

All staff participate in a robust programme of continuous professional development and access a wide range of training opportunities related to autism, SPELL approaches, safeguarding, behaviour support, trauma-informed approaches and mental health.

These include:

  • An extensive induction programme for new members of staff
  • Skill sharing and the demonstration of teaching techniques and strategies organised within the school
  • Access to online training
  • Professional development sessions and one-off sessions on relevant subjects provided by SEN specialists
  • Attendance at courses offered by external providers, accredited and non-accredited, as part of the School’s Performance Management process
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?

Parents and carers are always included in the process of working with their child. This includes, but is not limited to:

  • Initial visits to and tours of the school
  • Introductory meetings and consultations
  • Regular communication via email or phone to share information and key messages
  • Weekly communication with the form tutor or keyworker
  • Three parents’ evenings a year
  • Twice yearly written reports
  • Annual review meeting and report
  • Open evenings
  • Parental representation on the board of trustees
  • Formal and informal parental consultation where school changes may take place
  • Parental workshops and training
  • Coffee mornings

Members of the Trans-Disciplinary Team will also work closely with you to ensure your child’s holistic needs are met to enable them to effectively access their learning.

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?

At Thames Valley School, pupil voice is integral to each individual’s journey, from admission to graduation. A fundamental component of initial transition to Thames Valley School involves encouraging and empowering the young person to share their thoughts and feelings, so that they feel listened to and understood. This creates the foundation upon which our Quality of Life Framework is built, with the young person at the centre. Pupils are allocated a keyworker with whom they work closely to identify their strengths, what is important to them, and enable them to work towards their individual targets.

Pupils are provided with opportunities to contribute towards the annual review process via the communication method of their choice. They are also encouraged to attend, or share their views with their keyworker who may advocate on their behalf.

We also have an active school council who are consulted with regularly on a wide range of school, and Academy Trust, decisions.

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
9.2: Who can I contact if I am not happy about the SEN provision made for my child?

Please refer to our school’s complaints policy and procedure which is available on our school website: https://www.thamesvalleyschool.org.uk/page/?title=Policies+and+Procedures&pid=22

Paper copies are available upon request, to all parents and professionals.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services
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
10.2: How can my family get support from these services?

The Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) provides advice and information to young people, and parents whose children have Special Educational Needs. They provide impartial and factual support on all aspects of the SEN framework to help parents and young people play an active and informed role in their child’s or their own education. They can be contacted in the following ways – Tel: 0118 937 3421 or email iass@brighterfuturesforchildren.org

 Families may also receive support from Parenting Special Children https://www.parentingspecialchildren.co.uk/

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?

Pupils are prepared for planned transitions that take place between phases to ensure these are ‘expected changes’ that they have time to process. Pupils receive visual supports such as, social stories, providing information about what to expect and are provided with opportunities to share their thoughts and feelings with key staff. As part of this, they may participate in visits or complete tours of any new areas they will be using, as well as meeting members of staff. 

Preparation for adulthood is a large part of our curriculum, delivered through Life Skills, PSHE and Personal Development lessons. These lessons involve careers education, independent living, personal safety, relationships and sex education. Pupils receive careers advice and participate in work experience to develop their understanding of the options available as they plan for their transition from school to adult life. Young people and their families are also supported using Person Centred Planning tools, such as, Planning Alternative Tomorrows with Hope (PATH) to provide insight into each individual’s hopes and ambitions for their future.

Relevant and supportive information is provided to new schools or colleges with agreement from parents and families as to what is shared, to enable a successful transition to new settings.

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
19: Link to the schools websites SEND information or policy page.
We maintain links with external organisations to ensure holistic support for children and their families, such as alternative provisions, therapeutic professionals, CAMHS and primary mental health services, social care and accessing the local offer. Our contribution to the local offer can be found on the Thames Valley School website. Our local authority’s local offer is published here: https://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=n1-oXAajaO8

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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

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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