Park Lane Primary School

Community Primary School

Park Lane Primary School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)

 

Who to contact

Contact Name
Mrs Nicola Browne
Contact Position
Executive Head
Telephone
0118 937 5518 (Infant) 0118 937 5518 (Infant) 0118 9375515 (Junior) 0118 9375515 (Junior)
E-mail
[admininfant@parklane.reading.sch.uk, admin@parklane.reading.sch.uk]
Website
www.parklaneprimary.school
Scan to visit this website

Where to go

Address
School Road
Tilehurst
Reading
Berkshire
Postcode
RG31 5BD
Directions to RG31 5BD

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Description

 

Contact Name
Miss Maulini
Contact Telephone
0118 9375515
Contact Email
senco@parklane.reading.sch.uk
Links
Park Lane Primary School ~ website Accessibility Plan SEN Policy
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal
Local Offer Updated
22/09/2023

Schools Extended Local Offer Response

Description

School Name: Park Lane Primary School

Address: School Road, Tilehurst, Reading, RG31 5BD

Telephone: 0118 9375515

Email: admin@parklane.reading.sch.uk

Website: https://parklaneprimary.school/index.asp

Ofsted link: https://reports.ofsted.gov.uk/provider/21/109790

Head teacher: Mrs Nicola Browne

SENCo:

Name: Miss Hannah Maulini

Contact: senco@parklane.reading.sch.uk

Date of latest Accessibility Plan: November 2020

Link to Accessibility Plan:

https://parklaneprimary.school/docs/sync/policies/Accessibility_Plan_Park_Lane.pdf    

Date completed: 2.11.2020

By whom:

Name: Mrs Nicola Browne Role: Head teacher

 

General Statement – At Park Lane Primary School, we ensure that all pupils are equally valued by having equal access to a broad and balanced curriculum which is scaffolded to meet individual needs and abilities. Where necessary and where possible, adaptations can be made to ensure an inclusive and nurturing atmosphere. For all pupils, support begins with quality first teaching and adaptations to the curriculum and teaching styles to meet different learner’s needs. For learners who require extra support, meetings are held with staff and parents to ensure a communicative and collaborative relationship between home and school.

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 have children with SEND which fall within all 4 areas of need. The current highest area of need is speech and language. The areas of need and examples of support offered at Park Lane are listed below.

1.2: What kinds of SEND do those children have?

1. Communication and interaction (e.g. speech and language difficulties)

- Information being broken down into small manageable steps.

-Pre-teaching vocabulary.

- Use of visual prompts.

- Access to a Speech and Language Therapist for assessments, advice and support.

- Social skills interventions and speech and language programmes.

-Additional adult support when required. 

- ELSA support is available where needed.

- Interventions to support communication; PECS and Makaton (training in 2023).

 

2. Cognition and learning (difficulty learning and acquiring knowledge e.g. Dyslexia).

- Use of different teaching aids such as; mind maps, Numicon, writing frames etc.

-Interventions to target specific areas of need such as; Catch Up Literacy, Keep-Up Phonics, Wave Three, Neli.

-Access to an Educational Psychologist for assessments, advice and support.

-Additional adult support when required.

- Individual education plans are used when a child needs a lot of additional educational support.

 

3. Social, emotional and mental health (e.g. Attention Deficit Hyperactive Disorder)

- Whole school teaching of PHSE

- Personalised behaviour plans when required.

-Use of time out and safe places.

-Emotional Literacy Support trained Teaching Assistants (1:1 support for the emotional development of children).

- Interventions such as Lego Therapy, Art Therapy, Mental Health Interventions, Therapy Dog.

- Therapeutic Support Plans.

- Access to an Educational Psychologist and Behaviour Support for assessments, advice and support.

- One-page profiles are used to support a child’s emotional and social well-being and ensure all staff are aware of how to best support the individual.

 

4. Sensory and/or physical needs (e.g. a hearing impairment)

- Range of resources such as: pencil grips, writing slopes, wedge cushions, foot rests etc.

- Can provide supporting letters for Occupational Therapy and Physiotherapy.

- Support to implement occupational therapy and physiotherapy plans.

- Use of alternative recording such as laptops.

- Additional adult support when required.

- Adaptions to buildings such as handrails.

- Disabled toilets on both sites.

- Interventions such as Sensory Circuits and fine/gross motor skills

- Sensory checklists are used to pinpoint specific sensory concerns and support where possible.

- Sensory circuits provided at the junior site.

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?

Children are identified as having SEND through a variety of ways, usually a combination, which may include some of the following:

- Liaison with previous school or preschool setting.

- Child performing below ‘age expected’ outcomes and/or slow progress.

- Monitoring of short term interventions which do not have the desired impact, indicating that perhaps a SEND is preventing progress.

- Concerns raised by a parent.

- Concerns raised by a teacher. For example, if behaviour or self-esteem is affecting performance.

- Liaison with external agencies e.g. for a physical/sensory issue, speech and language, Educational Psychologist etc.

- Use of tools for standardised assessment.

- Children with an EHC Plan (Education Health and Care Plan) already have many of their needs clearly identified. Their placement at our school is a decision that is made by the Local Education Authority.

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

If we believe a child is showing signs of a SEN, we will contact parents for discussion either via phone or a face-to-face meeting. If agreed by parents, appropriate support will be put in place and this will be communicated through one-page plans and individual education plans. Plans will be reviewed with parent and teacher involvement on a regular basis. For needs that do not require one-page plans or education plans, we will have verbal communication with parents to meet low-level learning behaviours.

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?

A copy of the school’s SEN policy can be found on the school website or by contacting the school office.

Park Lane follow inclusive practices to ensure all those with SEND can access the curriculum and all school activities.

For example:

- Adaptations to the curriculum and teaching.

- Appropriate interventions to target learning needs. 

- Individual targets which are reviewed termly using individual education plans and one-page profiles.

- Adaptions to the environment.

- Access to a lunch club or a safe, quiet space, for those who find social times challenging.

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?

Provision for pupils with SEND is reviewed in a range of ways for groups and individuals to ensure better progress is made.

- Termly reviews of individual education plans or one-page profiles which are shared with parents.

- Monitoring and analysis of intervention provision.

- Termly progress meetings between teachers and SLT.

- Parents’ evenings.

- Data monitoring termly and action plans created based on data.

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

SEND outcomes include independence and well-being. Well-being interventions, like emotional literacy support, have entry and exit points to monitor progress made. External providers give us feedback on interventions being carried out, for example sessions led by the mental health team. Concerns about a child's mental health or well-being can be discussed during termly mental health surgeries with professionals. 

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?

For all children at Park Lane, the following assessment and review processes are used:

- Pupils’ progress is assessed and reviewed by class teachers every term.

- Teachers record pupils’ outcomes and equivalent age related measures using a whole school assessment system on a termly basis.

- Pupil progress meetings are held between teachers and the Senior Leadership Team to identify all pupils, including those with SEND, not making good progress.

- Support/interventions are put in place accordingly, and reviewed regularly for impact.

- Individual education plans are reviewed each term and progress towards targets is noted. This is shared with parents for their review as well.

- Meetings to discuss outcomes and progress with parents when appropriate. 

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

For pupils with SEND, additional measures are used, as listed below.

- Intervention outcomes are set and reviewed on a termly basis. These are overseen by the SENCo and provision adapted according to outcome.

- Individual Education Plans are reviewed at least termly and new outcomes set according to need. Parents are invited to contribute to these.

- Parents are informed of progress and outcomes at twice yearly parents’ evenings, through annual written reports and conversations with staff as needed.

- Professionals working with SEND pupils carry out assessments and review progress using a range of tests e.g. Boxall Profile, British Picture Vocabulary Scale etc.

- For children with an EHCP, annual reviews are held each year. 

- All staff contact details are on the website and parents are welcomed to get in contact with them when appropriate. The SENCO is available for progress update meetings.

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

- For pupils with Education Health and Care Plans, annual review meetings are held which parents, the pupil and all professionals who support the pupil attend.

- Where possible, the class teacher will attend meetings with the support of the SENCO and/or Head of School where appropriate. If requested and appropriate, the child will also be invited to meetings.

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?

- In addition to some of the specific interventions, resources and support listed in previous sections, pupils with SEN needs are met, wherever possible, by quality first teaching within the classroom by the class teacher with adaptations made as required.

- All learning activities within class are planned and scaffolded (providing a framework to support learning and independence) at an appropriate level, so that all children are able to access learning according to their specific needs. The class teacher, alongside the SENCo (Special Educational Needs Coordinator), will discuss a child’s needs and what support will be appropriate. Adaptations to meet individuals needs are agreed with pupils (age appropriate) and parents. 

- If children are working outside of their year group, they will follow the same teaching structure as the rest of the class adapted to the year group targets they are working at.

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

- Information about learning for each year group can be found on the school’s website. This includes subject overviews, termly plans, and further curriculum information.

- Individual targets for pupils with SEN will be included on their IEP.

- Google classrooms are updated weekly.

- Parents are invited into school termly to look at books and share their learning journey.

- Parent workshops and information meetings are held throughout the year.

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 curriculum, planning and the environment are adapted for pupils with SEND to ensure their needs are met.

- Adaptations to the building such as handrails for pupils with a physical disability or visual impairment.

- Sensory breaks for those with sensory and concentration difficulties.

- Careful planning and teaching to meet the needs of pupils with SEND.

- Termly building and sites governor meeting to review any adaptations that need to be made.

- Changes on-site depending on the needs of pupils with SEN.

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

- In addition to some of the specific interventions, resources and support listed in previous sections, pupils with SEN needs are met, wherever possible, by quality first teaching within the classroom by the class teacher with adaptations made as required.

- All learning activities within class are planned and scaffolded (providing a framework to support learning and independence) at an appropriate level, so that all children are able to access learning according to their specific needs. The class teacher, alongside the SENCo (Special Educational Needs Coordinator), will discuss a child’s needs and what support will be appropriate. Adaptations to meet individuals needs are agreed with pupils (age appropriate) and parents. 

- If children are working outside of their year group, they will follow the same teaching structure as the rest of the class adapted to the year group targets they are working at.

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?

Children with SEND will have access to the appropriate resources and support in order to make progress

- Resources such as: high frequency word mats, coloured overlays, practical maths resources etc.

- In some instances, pupils with SEND will be supported 1:1 by an adult, or regularly work in an adult supported group.

- Use of technology and alternative ways of recording such as laptops and kindles.

- Access to a range of interventions.

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

The SEN budget is used to purchase resources according to the needs of the children.

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

If a child requires extra support, parents are informed. This may be through conversations, EHCPSs, one-page profiles, or individual education plans. Support can also be discussed at parents' evenings and parent meetings. Following an assessment, parents may be offered a conversation with visiting professionals. 

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

When concerns are raised about a pupil, initially adaptations will be made within the classroom and reviewed. Following this, intervention is sometimes required. This will be managed and reviewed using one-page plans and individual education plans. If interventions do not have the desired outcome, then the school will involve outside professionals to discuss the pupil’s needs and make recommendations. If these recommendations do not have an impact, professionals would be invited in for an assessment of the child. 

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 children are included in all parts of school life. We aim for all children to be included on school trips and extra curriculum activities. We will provide the necessary support to ensure that this is successful and may discuss this in advance with parents.

- SEN and PP children are allocated first on club lists.

- Risk assessments are carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised.

- A variety of school clubs are provided before and after school. We aim for these to be as inclusive as possible.

- A Lunch Club is available for children who find the lunchtime period challenging at our junior and infant site when needed.

- Sensory circuits are held at the junior site, three times a week.

3f.2: How can my child and I find out about these activities?

Information about extra-curricular activities can be found on the school website and by contacting the school office. We send out parent mails with information about clubs and we inform the children of upcoming clubs in assembly. 

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

- Risk assessments are created for children who need additional monitoring or support on activities outside of the classroom. These are shared with parents.

- Meetings can be held with parents and children prior to school trips to prepare for adaptations needed.

- Additional support may be required for individuals on a school trip to ensure their safety and engagement. 

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?

Support to develop SEND pupils’ emotional and social development is available through a whole school approach as well as group and individual support.

- Growth Mindset teaching

- PHSE lessons

- Assemblies

- School council

- Staff have received mental health and drawing and talking training

- School-based family worker to work with children and families

- Support from the mental health team, such as Storylinks, Therapeutic Story Writing, Friends, Swings and Smiles, 1:1 support, parental workshops.

- Termly surgeries with the mental health team

- Art therapy

- Therapy dog

- Anti-bullying policy

- Child protection trained staff available to talk to

- ELSA trained TAs for 1:1 and group interventions

- Educational Psychologist advice and support as required

- Access to Reading’s Mental Health Support Team services

- Referrals for Primary Mental Health Worker support

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?

SENCo: Miss Hannah Maulini 

Email: senco@parklane.reading.sch.uk

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

Make contact with the school SENCO or the class teacher to discuss concerns.

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 are offered regular training opportunities. Selected staff attend Team Teach training and selected TAs are ELSA trained.

Training is given by professionals such as our Educational Psychologist and Speech and Language Therapist.

- The SENCo has the National award for SENCo accreditation

- 4 trained Emotional Literacy Support Assistants

- Family worker trained as an Emotional Literacy Support Assistant and trained in Drawing and Talking therapy

- A trainee art therapist

- Staff trained in specific interventions, such as Catch Up Literacy

- Teaching assistants have received Speech and Language training

- All staff trained in the therapeutic thinking approach to behaviour management

- Additional bespoke training is sourced when specific needs arise

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?

Budgets are closely monitored and aligned with the school improvement plan. Equipment and facilities to support children with SEND are secured through the school’s SLA, SEN budget and EHC plan funding.

- SEN budget for equipment and resources to meet pupils’ needs.

- EHC plan provision maps to secure funding for additional support.

- SLA used for securing services such as Behaviour Support and Educational Psychology.

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 of children with SEND are consulted and involved in their child’s education through: meetings, contributions to targets 3 times a year and requests for input prior to annual reviews and EHC plan applications. Prior to joining our setting, the SEN team consult with the school over the support and provision that could be offered for that child. Parents are welcome to visit the school site to learn more about our SEN provision. Child who do not meet the criteria for an EHCP can be supported through one-page profiles and individual education plans.

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

We encourage parents to liaise with the class teacher or the SENCo throughout the year.

- Parents contribute to one-page profiles and IEPs

- Parents’ evenings twice a year, and are able to request a third meeting after reports are published if needed

- Annual reviews for pupils with EHC plans

- Visiting professionals will regularly offer meetings with parents following an assessment and provide a written report

- Looked after children with and without SEN will have a Pupil Passport.

- Workshops will be provided to support parents with a range of needs.

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?

Children with SEND are consulted in their education in an age appropriate way. All children are routinely asked to reflect on their learning and share how they feel they are progressing during the course of their daily learning journey. Children who have IEPs (Individual Education Plans) discuss their progress and targets when these are reviewed (in an age-appropriate manner). Children with Education Health Care Plans views are sought before any review meeting (as is age appropriate). Most children also attend the meeting.

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?

Park Lane Primary School follows Reading’s model policy for complaints. The policy is published on the school website. https://parklaneprimary.school/Policies/

Contact can be made with our SEN school governor by contacting the school office. 

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

You can discuss concerns with the school SENCO, Heads of School, or the Executive Head teacher. Contacts can be found on the school website: https://parklaneprimary.school/Our-School/Meet-the-Staff/ 

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?

Referrals are made as/when required to health, social care, LA support services and local charities to meet the needs of pupils with SEND and to support their families.

- Referrals are made to speech and language, the Educational Psychologist, behaviour support, the mental health support team and occupational therapy to support children’s needs.

- School consultation meetings are held with professionals on a termly basis to discuss pupil’s needs and to access appropriate support.

- The school refers to voluntary organisations such as Berkshire Women’s Aid and Daisy’s Dream to support pupils and their families.

- Single Point of Access referrals are made as and when required.

- The family worker can complete referrals to various local charities and is able to support with housing and foodbanks. 

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

If a parent thinks their child requires support from one of these services, they can contact the SENCo, Heads of School, or family worker.

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?

Reading Borough Council’s Local Offer, outlining services available for children and young people who have SEND. https://servicesguide.reading.gov.uk/kb5/reading/directory/localoffer.page?familychannel=3

Reading Information, Advice and Support Service for SEND. https://www.readingiass.org/

Contact the school SENCo for further advice.

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?

Transition for SEND pupils is managed through information sharing between classes and settings, additional visits and transition work.

- Pupils joining the school in Foundation Stage all attend a visit in school with the Reception teachers to discuss any additional support they may need with parents/carers.

- Reception teachers contact previous nurseries and visit pupils in their setting.

- Additional visits are made to the setting by pupils, as required, and information is shared between current and future schools/staff.

- The SENCo liaises with nurseries and other school SENCos prior to a pupil with SEND joining or leaving the school.

- Meetings with outside professionals to discuss support, resources and adaptions are also made prior to a pupil joining or leaving the school.

- For pupils with an EHC Plan, future school SENCos are invited to annual reviews in the year prior to a pupil leaving.

- For parents, additional visits and meetings can be arranged via the school SENCo.

- Within school, class teachers meet to share information about pupils including teaching styles required, adaptations, interventions and support.

- Visits to new classes are made in the Summer term so pupils are familiar with new teachers and routines in September. Additional visits are made by SEN pupils and social stories are provided if required.

- Transition booklets are available on Google Classrooms before the summer holiday.

- Teachers provide videos introducing themselves on Google classroom.

- Transition meetings are held for reception parents and year 2 to year 3 parents.

- Executive head holds an introductory meeting for new EYFS parents.

- Video tours are available on the website.

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 SEND Local Offer https://servicesguide.reading.gov.uk/kb5/reading/directory/localoffer.page?familychannel=3

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?

Park Lane follows the SEND Code of Practice’s model of access, plan, do and review.

- IEP are set and reviewed according to teacher and professional assessments with pupil and parent involvement 3 times a year.

- For those with EHC plans, annual review target setting and reviews take place annually and involve parents, pupils and professionals.

- Termly progress meetings take place between teachers and SLT.

- Advice from professionals is sought as needed in setting and reviewing targets.

- Child voice and interviews are undertaken as required to get their views on the school.

- Pupils, parents and teacher provide under of year summaries in their school reports.

14.2: How often will these reviews happen?

Varying depending on the review.

15: Who can I contact for further information?

In the first instance, parents/carers are encouraged to talk to their child’s class teacher. Further information and support can be obtained from the school’s SENCo or Heads of School.

16: What is the complaints procedure?

Park Lane Primary School follows Reading’s model policy for complaints. The policy is published on the school’s website.

17: Our external partners are

Educational Psychologist

Speech & Language Therapist

Mental Health Support Team

Autism Advisors

Art Therapist

Family Worker

Contacts with other agencies when needed.

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

All teaching assistants have received training to support pupil’s mental health and emotional well-being through the therapeutic thinking model. This includes our lunch staff. Our staff are trained in a wide range of academic interventions, including Catch-Up Literacy, NumberSense, and Precision Teaching. Multiple members of staff has received ELSA training. We adapt to the needs of the pupils in our setting and will put provision in place depending on what is needed for each cohort, for example nurture spaces or whole-class intervention. We often take up opportunities to seek advice and visit other schools for examples of best practice and SEN intervention and management, for example Bucket Time and speech and language interventions. 

19: Link to the schools websites SEND information or policy page.
Reading Services Guide: http://servicesguide.reading.gov.uk/kb5/reading/ directory/service.page?id=zYGM_n_XLZ0 School Website: https://www.parklaneps.org.uk/Our-School/SEN/

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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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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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