St Martin's RC Aided Primary School

Voluntary Aided Primary School (Roman Catholic)

St Martin's RC Aided Primary School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)


Who to contact

Contact Name
Mrs K Tilling
Contact Position
(0118) 937 5544 (0118) 937 5544
St Martin's Catholic Primary School ~ website
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Where to go

Pendennis Avenue
Caversham Park Village
Directions to RG4 6SS

Inclusion Information

Wheelchair access

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer



Contact Name
Chloe Jenkins
Contact Telephone
0118 9375544
Contact Email
St Martins Catholic Primary School - website Accessibility Plan SEND Policy
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Local Offer Updated

Schools Extended Local Offer Response


School Name: St Martin’s RC Primary School

Address: Pendennis Avenue, Caversham Park Village,

Reading, RG4 6SS

Telephone: 01189375544



Ofsted link:

Head teacher: Mrs Katherine Tilling


Name: Chloe Jenkins


Date of latest Accessibility Plan: September 2020-July 2023

Date completed: January 2021. (New accessibility plan currently being written)

By whom:

Name: Erika Kirwan


Whole School Approach:

High quality first teaching and additional interventions are defined through our annual dialogue across the school to create a provision map which allows us to consider what we offer EVERY child in our school and what we offer additionally to meet the needs of individuals or groups. We aim to embed our high expectations amongst staff about first quality teaching through monitoring and discussion and make differentiation and the personalised approach to teaching and learning and 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 continuous teacher assessment, gap analysis and more formal assessments, suitable for the year group.

Plan: During regular pupil progress meetings (PPM), an action plan is drawn up to ensure the needs of all children are being met (e.g. intervention work, taking advice from Senco/outside agency) in order that children continue to make adequate or accelerated progress.

Do: Staff ensure that they carry out actions agreed at the PPM

Review: Through assessment information used to inform the next PPM, action plan is reviewed and changed in order to continue to meet the needs’ of each child.


School Policies and documents underpinning this SEN information report include:

• Accessibility plan

• SEND policy

• Teaching and Learning policy

• All curriculum subject policies

• Assessment 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?


1.2: What kinds of SEND do those children have?

A wide variety of SEND including specific learning difficulties, speech and language difficulties, global developmental delay, medical needs, Autism, ADHD.

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. At St Martin's Catholic Primary School, we aim to identify 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.

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

The schools aim to work in partnership with parents and carers.

They will do this by:

• working effectively with all other agencies 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 perceive 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 contact 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 – data analysis, meetings with all stakeholders, pupil progress meetings, observations, annual reviews, working with outside agencies and book scrutiny.

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

The wellbeing of pupils is always central to any conversation about progress. Building independence is a key focus and linked to individual targets.

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?

Through ongoing formal and informal assessment both in class and in interventions. Individual targets are reviewed 3 times a year.

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

Parents evenings, meetings with staff and formal reports. We invite parents for a termly meeting to discuss their child's individual targets.

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. Other professional involved with a family or child will be involved 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 pupils’ needs and any training required is sought. (see provision map)

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

Termly letters, school website, parents evening, homework and 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 schools comply, as much as possible within the constraints of their buildings, with relevant accessibility requirements, with some limited space for small groups and individual withdrawal sessions. Parts of the buildings can be accessed by wheelchair users and include a toilet for disabled. Staff are trained and have experience of working with a wide range of agencies. The accessibility plan is updated annually and is available from the website. The curriculum is scaffolded or adapted as appropriate to meet the needs of every learner in the class.

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

Learning is scaffolded or adapted to meet individual children's 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?

See provision map

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

We allocate our experienced Teaching Assistants to run targeted interventions to support our SEND children.

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

Through discussions with class teacher. 

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

This is decided on an individual basis through discussions with the class teacher, SENCo and headteacher during Pupil Progress Meetings.

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. Letters and website show clubs on offer. We endeavour to include all pupils in all out of school trips depending on appropriate risk assessments.

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

School website, weekly newsletters and letters home.

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

All children will be offered the opportunity to participate in school trips and other activities outside the classroom.

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 have an ELSA (emotional literacy support assistant) and access other professionals with relevant expertise. We run a lunch club.

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 to be open and honest with school and make an appointment to discuss concerns as soon as possible.

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?

Autism training: Making Sense of Autism and Good Autism Practice

Trauma training


Literacy planning

Phonics – Little Wardle

Maths mastery

Cognitive overload/retrieval

Interventions- Catch-Up Literacy and Maths

Therapeutic Thinking Approach

ACES training

Anti-bullying training

ELSA- training and network meetings

Supporting children with Autism - termly training/network meeting

Speech and language support and training for individual programmes by Speech and Language Therapist

Speech and Language training on word maps and children with Down Syndrome

Makaton -sign language

Downs Syndrome Training

Dyspraxia training

Positive Handling training

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 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.

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

Some parents will be involved in a more formal schedule of meetings with the class teacher and SENCo.

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 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. Refer to School Complaints Policy.

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

The Headteacher or SENCo.

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: primary mental health worker, physiotherapist, occupational therapist, speech and language therapist, educational psychologist, sensory consortium, social care, Daisy’s dream.

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

The Senco will advise on the relevance of services for individual pupils, however, families may request that the Senco supports them in a referral (e.g. for a family support 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?

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 of the secondary schools to which children are transferring to pass on information/records regarding the nature of support required to allow children to reach their potential at their next placement. Transition programmes are put in place where required. Less confident children can be accompanied to the Secondary school on visit days by a member of the support staff. 

Children entering school into Foundation Stage, visit the school prior to the beginning of the new school year and have an extended transition into school in September. Parents are offered individual meetings in school to meet the teaching team and pass on information relevant to the development of their child. Pre-school providers involve the Senco and class teacher in preschool meetings for children with SEND needs or other concerns. We offer additional transition for children with SEND.

If the school is alerted to the fact that a child may have a difficulty in learning, they will make their best endeavours to collect all relevant information and plan a relevant, differentiated curriculum.

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?

Brighter Futures for Children 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. All children on the SEND register have termly meetings (three times a year) to review individual targets.

14.2: How often will these reviews happen?

See above

15: Who can I contact for further information?

The school’s Headteacher or Senco

16: What is the complaints procedure?

In the first instance contact the class teacher to discuss a concern. The arrange a meeting with the Headteacher or SENCo. Further information regarding our complaints procedure can be found on our website.

17: Our external partners are

Educational Psychologist
Speech & Language Therapist
Social Care
Children’s Action Team
Occupational Therapist

Primary Mental Heath Worker

Behaviour Support




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

Whole School Provision Map 

Cognition and Learning

Wave 1 (For every child) :

- scaffolding incorporated into all lesson planning  

-Clear learning objectives for all lessons 

-Individual curriculum targets 

-Visual timetable 

-Interactive whiteboards in every classroom. 

-Laptops/chrome books  

-Variety of resources used in lessons 

-Library using computerised borrowing system. 

-Use of Assessment for Learning. 

-Children work individually, in pairs or groups 

-Displays support learning. 

-Creative curriculum 

-Imaginative learning projects  

-TA support in core curriculum subjects. 

-A variety of teaching methods used. 

-Clear feedback on learning and next steps given to children 

-Child initiated learning opportunities 

-Classroom furniture layout adapted to meet needs of classes. 

-Access to support of Senco 

-Trips and visitors support learning 

-Tracking of pupil progress linked to half termly assessment opportunities 

-Range of learning styles recognised and planned for 

-CPD/training for teachers and TAs 

-Use of ‘Talk for Writing’ and Storytelling to promote writing. 

-Maths mastery 

-Links with Berkshire Maestros.  

-Forest school copse area  

Wave 2 (additional to and different from Wave 1)

-Use of specialist resources such as writing slopes, pencil grips, coloured overlays, talking button recorders, wobble cushions. 

-Intervention groups to close the gap between pupils and their peers are identified through progress tracking- run by teachers and TAs. 

-Support from external partners (Speech and Language Therapist, Educational Psychologist, the Children’s Action Team, Occupational Therapists) 

-Emotional Literacy Support Assistant group support 

- In class additional TA support 

 Wave 3 (Targeted, individual support) :

 -Individual targets – Individual provision plan 

-TA support 

-Emotional Literacy Support Assistant individual support 

-Individual 1-1 interventions. 

-Support from external partners (as wave 2) 

-Working on objectives from EHCPs 

-Additional time/support during assessments e.g. scribe 

-Adapted/individualised curriculum

-Attention Autism 'bucket' intervention group

-Concentration Training intervention group


Social, Emotional and Mental Health 

Wave 1 (For every child) :

 -Programme for PSHE 

-Lunchtime play leaders 

-Consistent behaviour management policy in place 

-Achievements celebrated in praise assemblies 

-ELSA message box 

-Circle time to discuss issues arising 

-Mass/Liturgies in school 

-Zones of regulation

-Clubs e.g sports, French, music 

-House system with house captains 

-Gold ties for y6 

-Transition between year groups 

-EYFS – home visits, staged transition into school, additional visits.

-Community links – sports teams, first holy communions and confirmations, music performances at the Hexagon theatre 

-Senco open door policy 

-RE curriculum 

-Working in a variety of grouping 

-Specialist weeks/days such as anti-bullying week. 

-Trips/Visitors support learning 

-Residential trip (upper ks2) 

-A safe environment 

-CPD/Training for teachers and TAs 

-Wake and shake breaks  

Wave 2 (additional to and different from Wave 1) :

-Emotional Literacy Support Assistants (ELSA)– small group work e.g. The Talkabout Program  

-Support from external partners (speech and language therapist, educational psychologist, the Children’s Action Team, behaviour support) 

-Intervention groups to support learning. 

-Sensory circuits run daily 

-Additional TA support in class

-Daily check in with adult

-Lunchtime keyworkers 

-Lunch club 

Wave 3 (Targeted, individual support) :

- Social stories for transition and issues arising 

- Comic strip conversations

- Extended transition work with secondary school 

- Vulnerable pupils transition programme for secondary school 

- ELSA individual support 

- Personalised timetable 

-Support from external partners (Behaviour Support Team, Speech and Language Therapist, Educational Psychologist, the Children’s Action Team, social care) 

-TA support 

-Working on objectives from statements/EHCPs 

-Individual therapeutic plans for consistency 

-Working on objectives from statements/EHCPs 

-Time out space/sensory tent 

-Programme of individual movement breaks/sensory circuits 


Speech, Language and Communication 

Wave 1 (For every child) :

- Language rich environment 

- Visual timetables 

- Plays/performances 

- Speaking and Listening opportunities built into the curriculum 

- Children involved in writing and giving liturgies  

- Storytelling and Talk for Writing supports language development  

- Topic vocabulary displayed 

- Teacher and TA CPD/training 

- Structured school and class routines 

-Use of ICT 

Wave 2 (additional to and different from Wave 1) : 

-Support from external partners (speech and language therapist, educational psychologist, the Children’s Action Team, specialist resource units – e.g. Christ the King ASC Resource) 

-Children given more time to process thoughts 

-Vocabulary groups 

-Talkabout (ELSA) groups 

-EAL intervention groups 

 -Sensory circuits 

 Wave 3 (Targeted, individual support) :

 - Support from external partners- Speech and Language Therapist, Educational Psychologist, the Children’s Action Team) 

- Speech and language therapy plans delivered by trained TAs 

- Social stories for transition and issues arising 

- Vulnerable pupils transition programme for secondary school 

-Visual symbols used to support making limited choices/understanding expectations. 

-Reward systems linked to individual targets 

-Working on objectives from statements/EHCPs 

-1-1 TA support 


Sensory and Physical 

Wave 1 (For every child)  :

-Sports opportunities through PE, clubs and tournaments, swimming 

-Multi-sensory resources used e.g playdough, water, rice, pasta, bikes, scooters in YR and KS1 

-Wake and shake sessions 

-Classroom layout to meet needs of particular classes 

-Playground equipment 

-Forest school copse area  

-Staff CPD/Training 

Wave 2 (additional to and different from Wave 1) :

-Support from behaviour support team. 

-Specialist resources to use in the classroom e.g bobbly cushions, specialist pencil grips, stress ball, fiddle toys, ear defenders. 

-Fine motor skills groups 

-Sensory circuits daily intervention with massage 

-Multi-sensory approach to learning phonics/high frequency words 

Wave 3 (Targeted, individual support) :

- Physiotherapy support and TAs running programmes on their advice. 

-OT support and TAs running programmes on their advice. 

-Special writing and reading books with large print/dark lines 

-Enlarged texts 

-Whiteboard slides on a paper copy

-Support from Sensory Consortium 

-Sensory equipment –massagers/chewy T-Bars 

-Working on objectives from statements/EHCPs 

- Use of laptops/adult scribe to record longer writing tasks




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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