St Anne's Catholic Primary School
Voluntary Aided Primary (Catholic)
The children of St Anne's are known for their smiles, their generosity and their passion for learning! We are a vibrant, happy, forward-looking school in the heart of Caversham for children of any faith and no faith, where every pupil is scaffolded to aim for the stars. Here, we believe that children learn best when they feel safe, are loved and are challenged. As a result, teachers are committed to providing outstanding pastoral care alongisde the highest quality, engaging learning experiences.
As recognised in our 2019 Ofsted report,
‘The school is a small but close-knit community. There is a strong sense of family values. Relationships between staff and pupils are warm and caring. The school is highly inclusive. Pupils with all different types of need are welcomed and feel part of the school community .... At the heart of this is a strong, shared commitment to every child’s success, underpinned by the school’s ethos...'
Our curriculum provision is outstanding and involves teaching by subject specialists from Year 3 meaning that children experience the best quality teaching across the entire curriculum.
Currently, we have 185 children across 7 year groups. We also have a 22 place Nursery. Children come into our Reception class in the year that they are 5 and move up to secondary school at the end of Year 6, when they are 11. Our school day starts at 8.40am and finishes at 3.25pm. However, we do also have a super Before and After School Club, run by school staff which opens at 8.00 and ends at 18.00.
Please do contact the school office for a tour on 01189365537 or contact Sarah via email on head@st-annes.reading.sch.uk.
St Anne's Catholic School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)
St Anne's has its own Breakfast and After School Clubs run by school staff. Contact the school office for more information.
Who to contact
- Contact Name
- Mrs Sarah Bernto
- Contact Position
- Headteacher
- Telephone
- (0118) 937 5537 (0118) 937 5537
- admin@st-annes.reading.sch.uk
- Website
- www.st-annes.reading.sch.uk
- Scan to visit this website
Where to go
- Name
- St Anne's Catholic Primary school
- Address
-
Washington Road
Reading
Berkshire - Postcode
- RG4 5AA
Directions to RG4 5AA
Inclusion Information
- Wheelchair access
- Yes
- Special Needs provision
- Yes
- Provision for special dietary needs
- Yes
- Can make special cultural provisions
- Yes
Childcare Information
Vacancies
- Updated
- 05/07/2023
Funded Places
- Has 3 & 4 year old funding
- No
- Has 2 year old funding
- No
School Pickups
- Offers school pickups
- No
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Gemma Burnitt
- Contact Telephone
- 0118 9375537
- Contact Email
- senco@st-annes.reading.sch.uk
- Links
- St Anne's Catholic Primary School - Website Accessibility Plan SEND Policies
- Local Offer Age Bands
-
Early Years (0-4 years)
Primary (4-10 years) - SEN Provision Type
- Universal
- Local Offer Updated
- 11/07/2023
Schools Extended Local Offer Response
Description
School Name: St Anne’s Catholic Primary School
Address: Washington Road, Caversham RG4 5AA
Telephone: 0118 9375537
Email: admin@st-annes.reading.sch.uk
Website: www.st-annes.reading.sch.uk
Ofsted link: https://reports.ofsted.gov.uk/provider/21/110003
Head teacher: Mrs S. Bernto
SENCo: Name: Mrs Gemma Burnitt
Contact: via school
Date of latest Accessibility Plan: 2022
By whom: Governors and staff
Whole School Approach:
High quality first teaching and additional interventions are defined through our annual dialogue across the school. This allows us to reflect upon what we offer EVERY child in our school and also on what we offer additionally to meet the needs of individuals or groups of children. We aim to embed the high expectations of our teaching through monitoring and discussion and make adaptation and scaffold (and the personalised approach to teaching and learning) a key priority.
Underpinning all our provision in school is the graduated approach of
Assess Plan Do Review
All teachers are responsible for every child in their care, including those with Special Educational Needs.
Assess: Through ongoing teacher assessment, summative assessment and gap analysis.
Plan: During regular pupil progress meetings (PPM), an action plan is drawn up to ensure the needs of all children are being met. Interventions are planned and advice sought from the Senco/outside agency in order that children continue to make good or accelerated progress. Plans for adaptations that may be required to enable a child to access the wider curriculum are also made.
Do: Staff carry out the actions agreed at the PPM.
Review: Through teacher input and assessment information used at the next PPM, the action plan is reviewed and changed. Thus, the needs of every child are met.
School Policies and documents underpinning this SEN information report include:
• Accessibility plan • Behaviour policy
• SEND policy
• Wider curriculum policy
Legislative acts taken into account include:
• Children’s and families Act 2014, Equality Act 2010, Mental Capacity Act 2005
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.
- 1.2: What kinds of SEND do those children have?
A wide variety of SEND including specific learning difficulties, speech and language difficulties, medical needs. We have neurotypical and neurodiverse pupils.
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 recognise that children learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We understand that many pupils, at some time in their school life, may experience difficulties affecting their learning, and we recognise that these may be long or short term.
- 2.2: How will I know if my child is receiving SEN support?
We aim to identify ongoing problems as early as possible and provide teaching and learning contexts that enable each child to achieve their full potential. The earlier action is taken, the more responsive the child is likely to be.
The schools aim to work in partnership with parents and carers. We do this by
• working effectively with other agencies and supporting children and their parents
• giving parents and carers opportunities to play an active and valued role in their child's education
• making parents and carers feel welcome
• encouraging parents and carers to inform the school of any difficulties they feel their child may be having or other needs the child may have which need addressing
• instilling confidence that the school will listen and act appropriately
• focusing on the child's strengths as well as areas of additional need
• allowing parents and carers opportunities to discuss ways in which they and the school can help their child
• agreeing targets for the child
• keeping parents and carers informed and giving support during assessment and any related decision making process about SEN provision
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 or by contacting the school office for a paper copy.
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?
Through monitoring of provision including meetings with all stakeholders, data analysis, pupil progress meetings, lesson observations, book scrutinies, annual reviews and working with outside agencies. The wellbeing of pupils is always central to any conversation about progress.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
These areas are always part of discussions
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?
See above.
- 3b.2: How will I find out about the progress my child is making?
At Parents’ evenings, 1:1 meetings with staff (arranged as needed/requested) and via formal written reports.
- 3b.3: How will I be involved in those reviews? Who else will be there?
Parent’s knowledge of and wishes for their child is central to our practice. Parents will be invited to reviews as appropriate. Other professionals involved with a family or child will be involved also where 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?
Appropriate strategies are agreed to meet each pupil’s needs and any training required is sought (see provision map). Work is scaffolded or adapted to meet the needs of pupils
- 3c.2: How can I find out more about what my child is learning at the moment?
Termly knowledge organisers and curriculum newsletters are sent home in paper form. Further information is available on the school website, at Parents’ Evenings, via homework and through discussion with staff.
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?
The school complies, as far as is reasonable within the constraints of the buildings, with relevant accessibility requirements. There is some limited space for small groups and individual withdrawal sessions. Parts of the buildings can be accessed by wheelchair users and there is a toilet for the disabled. Staff are trained and have experience of working with a wide range of agencies. The accessibility plan is updated and is available from the website.
- 3d.2: How will the curriculum be matched to my child's needs?
The curriculum is scaffolded to meet the needs of every learner in the class.
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?
See provision map
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
This is dependent on the needs of the pupil
- 3e.3: How will I know if my child is getting extra support?
Depending on level of support, this may be through 1-1 meetings, through parents evening and formal reporting or through communications from school.
- 3e.4: How is the decision made about how much/what support my child will receive?
Discussions with staff, parents/carers, outside agencies.
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?
All clubs are open to all pupils (some are specific to year groups). School ping is used to communicate information about clubs. We endeavour to include all pupils in all out of school trips depending on appropriate risk assessment.
- 3f.2: How can my child and I find out about these activities?
School ping
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
We endeavour to include all pupils in all out of school trips depending on appropriate risk assessment.
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?
Emotional and mental health is high on the agenda for our school. We access high quality training in respect to emotional and mental health and seek external professional help where necessary Across the school, we employ the therapeutic approach when managing behaviour.
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 headteacher or Senco.
- 4.2: What should I do if I think my child may have a special educational need or disability?
We would encourage parents/carers to be open and honest with school and make an appointment to discuss concerns as soon as possible. This should be with the 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?
Therapeutic approaches to behaviour.
KCSIE
Non-verbal communication methods
Scaffolding for all learners
Alternative recording for all learnerscolouful semantics
We make referrals to Camhs and work closely with primary mental health workers, the schools link educational psychologist and some children have funding to access play
therapy.
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?
The school can provide some limited funding. However, high cost, specialist equipment would need to be obtained via the local authority or from the NHS.
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?
Parent’s knowledge of, and wishes for, their child is central to our practice and we welcome regular contact. Some parents will be involved in a more formal schedule of meetings.
- 7.2: How will you help me to support my child's learning?
We will let you know what the children are learning and how you can help them via the termly knowledge organisers, curriculum newsletter and school website
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 annual review process for pupils with EHCPs upholds the value of the pupil’s contributions for their wants and needs for the future. Within the classroom, the children are encouraged to develop responsibility for their own learning.
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?
Should a parent or carer have a concern about special provision made for their child, they should, in the first instance, discuss this with the class teacher. If the concern continues, this should be referred to the Senco or to the headteacher, who will try to resolve the matter and can advise on formal procedures for complaint. At all stages, parents are able to seek advice from Parent partnership Service (IASS).
(Refer to School Complaints Policy)
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Speak to the classteacher, senco or headteacher. You may be able to contact the case worker in the local authority if your child has an EHCP
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?
The Senco co-ordinates working with external professionals such as Brighter Futures for Children (social care and children’s action team), speech and language therapist, educational psychologist, ABC to read, sensory consortium, Daisy’s Dream. The Senco will advise on the relevance of services for individual pupils. Families may also request that the Senco supports them in a referral (e.g for a family support worker).
- 10.2: How can my family get support from these services?
You can self refer to some agencies, otherwise the senco can support you in a referral
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 school Senco
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?
The Senco will link with the Sencos at the secondary schools to which children are transferring to pass on information/records regarding the nature of support required in order to enable children to reach their potential at their next placement. Transition programmes are put in place where required. Less confident children may be accompanied to the Secondary school on visit days by a member of the school support staff.
For children entering school into Foundation Stage,staff visit the child in their nursey setting and discuss the child with staff at these settings. Children visit the school prior to the beginning of the new school year and have an extended transition into school in September. Parents are offered home visits to meet the teaching team and to pass on information relevant to the development of their child.
If the school is alerted to the fact that a child may have a difficulty in learning/ SEND, we will endeavour to collect all relevant information and thereby plan a successful transition into our 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?
The Reading Borough Council local offer website has this information
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?
For children with EHCPs, outcomes will be monitored at least annually.
- 14.2: How often will these reviews happen?
Annual reviews or as required
15: Who can I contact for further information?
The school’s Headteacher or Senco
16: What is the complaints procedure?
See school website for the complaints policy
17: Our external partners are
Educational Psychologist
Speech & Language TherapistNHS
Social Care
Brighter Futures for Children
Camhs- NHS
Primary Mental Health
Educational Welfare -attendance
18: Is there any additional provision you have developed during the year?
The document can be found on the school website.
Whole School Provision Map
19: Link to the schools websites SEND information or policy page.
http://www.st-annes.reading.sch.uk/reading/primary/stannes/site/pages/keyinformation/sendreportinformation
Description
School Name: St Anne’s Catholic Primary School
Address: Washington Road, Caversham RG4 5AA
Telephone: 0118 9375537
Email: admin@st-annes.reading.sch.uk
Website: www.st-annes.reading.sch.uk
Ofsted link: https://reports.ofsted.gov.uk/provider/21/110003
Head teacher: Mrs S. Bernto
SENCo: Name: Mrs Gemma Burnitt
Contact: via school
Date of latest Accessibility Plan: 2022
By whom: Governors and staff
Whole School Approach:
High quality first teaching and additional interventions are defined through our annual dialogue across the school. This allows us to reflect upon what we offer EVERY child in our school and also on what we offer additionally to meet the needs of individuals or groups of children. We aim to embed the high expectations of our teaching through monitoring and discussion and make adaptation and scaffold (and the personalised approach to teaching and learning) a key priority.
Underpinning all our provision in school is the graduated approach of
Assess Plan Do Review
All teachers are responsible for every child in their care, including those with Special Educational Needs.
Assess: Through ongoing teacher assessment, summative assessment and gap analysis.
Plan: During regular pupil progress meetings (PPM), an action plan is drawn up to ensure the needs of all children are being met. Interventions are planned and advice sought from the Senco/outside agency in order that children continue to make good or accelerated progress. Plans for adaptations that may be required to enable a child to access the wider curriculum are also made.
Do: Staff carry out the actions agreed at the PPM.
Review: Through teacher input and assessment information used at the next PPM, the action plan is reviewed and changed. Thus, the needs of every child are met.
School Policies and documents underpinning this SEN information report include:
• Accessibility plan • Behaviour policy
• SEND policy
• Wider curriculum policy
Legislative acts taken into account include:
• Children’s and families Act 2014, Equality Act 2010, Mental Capacity Act 2005
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.
- 1.2: What kinds of SEND do those children have?
A wide variety of SEND including specific learning difficulties, speech and language difficulties, medical needs. We have neurotypical and neurodiverse pupils.
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 recognise that children learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We understand that many pupils, at some time in their school life, may experience difficulties affecting their learning, and we recognise that these may be long or short term.
- 2.2: How will I know if my child is receiving SEN support?
We aim to identify ongoing problems as early as possible and provide teaching and learning contexts that enable each child to achieve their full potential. The earlier action is taken, the more responsive the child is likely to be.
The schools aim to work in partnership with parents and carers. We do this by
• working effectively with other agencies and supporting children and their parents
• giving parents and carers opportunities to play an active and valued role in their child's education
• making parents and carers feel welcome
• encouraging parents and carers to inform the school of any difficulties they feel their child may be having or other needs the child may have which need addressing
• instilling confidence that the school will listen and act appropriately
• focusing on the child's strengths as well as areas of additional need
• allowing parents and carers opportunities to discuss ways in which they and the school can help their child
• agreeing targets for the child
• keeping parents and carers informed and giving support during assessment and any related decision making process about SEN provision
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 or by contacting the school office for a paper copy.
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?
Through monitoring of provision including meetings with all stakeholders, data analysis, pupil progress meetings, lesson observations, book scrutinies, annual reviews and working with outside agencies. The wellbeing of pupils is always central to any conversation about progress.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
These areas are always part of discussions
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?
See above.
- 3b.2: How will I find out about the progress my child is making?
At Parents’ evenings, 1:1 meetings with staff (arranged as needed/requested) and via formal written reports.
- 3b.3: How will I be involved in those reviews? Who else will be there?
Parent’s knowledge of and wishes for their child is central to our practice. Parents will be invited to reviews as appropriate. Other professionals involved with a family or child will be involved also where 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?
Appropriate strategies are agreed to meet each pupil’s needs and any training required is sought (see provision map). Work is scaffolded or adapted to meet the needs of pupils
- 3c.2: How can I find out more about what my child is learning at the moment?
Termly knowledge organisers and curriculum newsletters are sent home in paper form. Further information is available on the school website, at Parents’ Evenings, via homework and through discussion with staff.
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?
The school complies, as far as is reasonable within the constraints of the buildings, with relevant accessibility requirements. There is some limited space for small groups and individual withdrawal sessions. Parts of the buildings can be accessed by wheelchair users and there is a toilet for the disabled. Staff are trained and have experience of working with a wide range of agencies. The accessibility plan is updated and is available from the website.
- 3d.2: How will the curriculum be matched to my child's needs?
The curriculum is scaffolded to meet the needs of every learner in the class.
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?
See provision map
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
This is dependent on the needs of the pupil
- 3e.3: How will I know if my child is getting extra support?
Depending on level of support, this may be through 1-1 meetings, through parents evening and formal reporting or through communications from school.
- 3e.4: How is the decision made about how much/what support my child will receive?
Discussions with staff, parents/carers, outside agencies.
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?
All clubs are open to all pupils (some are specific to year groups). School ping is used to communicate information about clubs. We endeavour to include all pupils in all out of school trips depending on appropriate risk assessment.
- 3f.2: How can my child and I find out about these activities?
School ping
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
We endeavour to include all pupils in all out of school trips depending on appropriate risk assessment.
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?
Emotional and mental health is high on the agenda for our school. We access high quality training in respect to emotional and mental health and seek external professional help where necessary Across the school, we employ the therapeutic approach when managing behaviour.
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 headteacher or Senco.
- 4.2: What should I do if I think my child may have a special educational need or disability?
We would encourage parents/carers to be open and honest with school and make an appointment to discuss concerns as soon as possible. This should be with the 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?
Therapeutic approaches to behaviour.
KCSIE
Non-verbal communication methods
Scaffolding for all learners
Alternative recording for all learnerscolouful semanticsWe make referrals to Camhs and work closely with primary mental health workers, the schools link educational psychologist and some children have funding to access play
therapy.
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?
The school can provide some limited funding. However, high cost, specialist equipment would need to be obtained via the local authority or from the NHS.
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?
Parent’s knowledge of, and wishes for, their child is central to our practice and we welcome regular contact. Some parents will be involved in a more formal schedule of meetings.
- 7.2: How will you help me to support my child's learning?
We will let you know what the children are learning and how you can help them via the termly knowledge organisers, curriculum newsletter and school website
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 annual review process for pupils with EHCPs upholds the value of the pupil’s contributions for their wants and needs for the future. Within the classroom, the children are encouraged to develop responsibility for their own learning.
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?
Should a parent or carer have a concern about special provision made for their child, they should, in the first instance, discuss this with the class teacher. If the concern continues, this should be referred to the Senco or to the headteacher, who will try to resolve the matter and can advise on formal procedures for complaint. At all stages, parents are able to seek advice from Parent partnership Service (IASS).
(Refer to School Complaints Policy)
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Speak to the classteacher, senco or headteacher. You may be able to contact the case worker in the local authority if your child has an EHCP
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?
The Senco co-ordinates working with external professionals such as Brighter Futures for Children (social care and children’s action team), speech and language therapist, educational psychologist, ABC to read, sensory consortium, Daisy’s Dream. The Senco will advise on the relevance of services for individual pupils. Families may also request that the Senco supports them in a referral (e.g for a family support worker).
- 10.2: How can my family get support from these services?
You can self refer to some agencies, otherwise the senco can support you in a referral
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 school Senco
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?
The Senco will link with the Sencos at the secondary schools to which children are transferring to pass on information/records regarding the nature of support required in order to enable children to reach their potential at their next placement. Transition programmes are put in place where required. Less confident children may be accompanied to the Secondary school on visit days by a member of the school support staff.
For children entering school into Foundation Stage,staff visit the child in their nursey setting and discuss the child with staff at these settings. Children visit the school prior to the beginning of the new school year and have an extended transition into school in September. Parents are offered home visits to meet the teaching team and to pass on information relevant to the development of their child.
If the school is alerted to the fact that a child may have a difficulty in learning/ SEND, we will endeavour to collect all relevant information and thereby plan a successful transition into our 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?
The Reading Borough Council local offer website has this information
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?
For children with EHCPs, outcomes will be monitored at least annually.
- 14.2: How often will these reviews happen?
Annual reviews or as required
15: Who can I contact for further information?
The school’s Headteacher or Senco
16: What is the complaints procedure?
See school website for the complaints policy
17: Our external partners are
Educational Psychologist
Speech & Language TherapistNHS
Social Care
Brighter Futures for Children
Camhs- NHS
Primary Mental Health
Educational Welfare -attendance
18: Is there any additional provision you have developed during the year?
The document can be found on the school website.
Whole School Provision Map
19: Link to the schools websites SEND information or policy page.
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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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