The Hill Primary School

Community Primary School

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


Who to contact

Contact Name
Dr Natasha Crellin
Contact Position
(0118) 937 5560 (0118) 937 5560
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Where to go

The Hill Primary School
Peppard Road
Directions to RG4 8TU

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Mrs Richardson
Contact Telephone
0118 9375560
Contact Email
The Hill Website SEND Policies Accessibility Plan
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Local Offer Updated
Download more Local Offer details for SEN Information Report - Local Offer Submission 2022-23

Schools Extended Local Offer Response


School Name: The Hill Primary School Address: Peppard Road, Emmer Green, Reading, RG4 8TU Telephone: 0118 9375560 Email: Website: Ofsted link: Head Teacher: Dr Natasha Crellin SENCo: Name: Miss Katie Gumbrell Contact: Date of latest Accessibility Plan: November 2021 Link to Accessibility Plan: 2022.pdf Date completed: November 2021 By whom: Name: Dr Natasha Crellin Role: Head Teacher.

Government Legislation requires all schools to publish the SEN Information Report / Local Offer (clause 65 of the Children’s Act). This report is coproduced by the Headteacher, Governor’s and parents. It is a lengthy document and its aim is to outline the provision that the school provides for children with SEND.

General Statement – Our motto is 'Growing good people' and we are aspirational in our drive to see our children thrive emotionally, socially, physically and academically. At The Hill, we follow the Therapeutic Approach to inclusion (also known as Therapeutic Thinking). This approach supports children’s attitudes and behaviour, in turn developing their ability to learn. We strive to use the Therapeutic Approach to create a safe, positive and challenging learning environment for every child.

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?

Approximately 17% of our school population are on our SEND register with other children’s special needs being met within wave 1 and wave 2 of classroom practice. We are privileged to work with a range of children with special needs including children with physical disabilities, autistic children, children with literacy difficulties, ADHD, ADD, attachment issues, speech and language difficulties and anxiety

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?

If a child is not meeting their academic potential, if there is some kind of barrier to their learning, if a child’s behaviour indicates unmet need or something is preventing a child from enjoying their school life, we would explore the possibility of some kind of special need. This is done by class teachers in collaboration with parents and the SENCo. In meeting a child’s needs, we speak with parents to discuss strengths, difficulties and strategies already employed to give support. From here, we would potentially develop a SEND Plan together which would be reviewed on a regular basis Our school’s SEND policy is on the school website or a copy can be obtained from the school office.

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?

Our school’s SEND policy is on the school website or a copy can be obtained from the school office.

3a: How the school evaluates the effectiveness of its provision for such schools
3a.1: How do you make sure that the SEN provision is helping pupils make better progress?

We first evaluate where the child is through teacher assessments in conjunction with discussion with parents. We consider observations from teachers and other staff, as well as more formal assessment data. We investigate what is preventing the child from making good progress, where the difficulty lies and what we can do to promote good learning. For the latter part of this process, we may take advice from various professionals who visit our school. We work with parents to develop a SEND Plan outlining the special provision for the child and clear, attainable targets for the near future. The success of the plan is measured against these targets. The Class Teacher monitors the progress of all the children in their class, which is shared with the senior leadership team, including the SENCo. If necessary, we request support from outside agencies.

3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
3b.1: How do you check and review the progress made by pupils with SEN?

We track the progress of all our learners and, as professionals, we regularly discuss any concerns we have as well as celebrate achievement. Pupils’ academic progress and outcomes are assessed and reviewed. Teachers meet with Senior Leaders to discuss the progress of every child in regular pupil progress meetings. Teachers discuss any concerns with their Team Leader and/or SENCo who may then support the teacher and family as appropriate. An individual SEND Plan will include targets that are updated regularly. This is overseen by the SENCo. SEND Plans are developed and shared with parents and pupils on a regular basis. Advice is sought from outside professionals when appropriate. Formal parent consultation meetings are held once a year and written reports issued annually. Parents are able to arrange informal meetings with their child’s Class Teacher throughout the year to discuss progress or concerns. Parents are able to arrange meetings with the SENCo to discuss their concerns.

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?

Having identified a special need, we seek to match provision to need. We define expected outcomes and then monitor the impact through regular meetings and tracking of pupil progress. Our SENCo leads on this aspect and the Head Teacher shares this information with governors. The day-to–day management of this provision is the class teacher’s responsibility and any questions a parent may have should be directed to the Class Teacher in the first place. Additional meetings with the Class Teacher may take place as appropriate. When appropriate, teachers plan and deliver an individualised timetable/ curriculum. SEND scaffolding strategies are identified in teachers’ planning. Interventions are planned and tracked with the outcomes and impact reviewed regularly. Interventions are time limited with clear entry and exit data, to ensure progress is being made. The Deputy and Head Teacher report to the Curriculum and Standards Committees of the Governing Body. Most social, emotional and behavioural needs are met within our quality first teaching that follows the Therapeutic Approach. The school has Emotional Literacy Support Assistants (ELSAs) who may work with children.

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?

Our building is one storey and has no steps. We have a disabled toilet. Where necessary, we adjust and seek advice from specialist professionals, which may include the provision of specialist equipment. When appropriate, teachers plan and deliver an individualised timetable/ curriculum. Scaffolding strategies are clearly identified in teachers’ planning. Interventions are carefully planned and tracked and the outcomes and impact reviewed. Accessibility audits are completed and acted on regularly.

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?

Budgets are closely monitored and aligned to the school improvement plan of the school. The efficacy of provision is regularly reviewed and updated. A child’s individual SEND Plan clearly states any additional support a child is receiving. This provision is reviewed, evaluated and communicated to parents regularly. Our website includes a statement relating to our allocation of Pupil Premium funds.

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?

Our Inclusion Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. Where applicable, parents/carers are consulted and involved in planning. In certain cases, special arrangements may be made to ensure access for pupils with SEND. Risk assessments pinpoint where special provision needs to be made

3g: Support that is available for improving the emotional and social development of pupils with SEND
3g.1: What support will there be for my child's overall well-being?

We apply the Therapeutic Thinking approach to all our children, which is a system of understanding behaviour as a form of communication. All our staff are trained in the Therapeutic Approach in order to provide a high standard of pastoral support. As a school, we have adopted the Jigsaw PSHE scheme of work, which supports children’s personal, social and emotional development. We have also developed our Garden Room: a quiet, calm environment to support our most vulnerable children. There is an emphasis on supporting sensory needs and providing a warm, welcoming environment. Relevant staff are trained to support medical needs and some cases all staff receive training. We have a medical policy in place. Our Behaviour Policy, which is driven by our commitment to the Therapeutic Approach, is fully understood and implemented by all staff. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Learner voice is central to our ethos and essential in a child’s journey to independence. ELSAs work with children to develop emotional literacy, self-awareness and explore supportive strategies. We make individualised transition arrangements for vulnerable children moving to and in The Hill as well as secondary school.

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?

Miss Katie Gumbrell

If you think your child has special educational needs or a disability, firstly arrange an informal meeting with your child’s Class Teacher to discuss your concerns. If you and your teacher feel specialist provision were required then a discussion with the school SENCo would be advised.

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?

Our Special Needs Coordinator (SENCo) is in the process of completing the mandatory National SENCo Award and is an experienced, qualified teacher. Our staff receive regular training and our teachers hold, or are in the process of obtaining Qualified Teacher Status (QTS). We build understanding of special educational needs into our strategic training programme. Some examples of the training staff have engaged with includes sensory integration, therapeutic training, trauma informed practice, Autism training, Precision Monitoring intervention training, speech and language training. Our outside professionals regularly deliver training to all of our staff on SEND matters. The SENCo cascades information and/or training and updates in SEND matters. See below for training developed this year.

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?

Where necessary we adjust and seek advice from specialist professionals, which may include the provision of specialist equipment.

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 hold a wealth of information about their children and we encourage parental collaboration in their child’s learning. We also welcome feedback. Communication between parents and school are encouraged through newsletters, surveys, PATHS (Parents at The Hill School), regular PATHS events and parents may volunteer as parent helpers.

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?

Pupil voice is very important to us at The Hill Primary school and we involve children with their SEND Plans as far as possible. In the journey to becoming independent, it is important that children feel they are active in their own learning and can make decision regarding the efficacy of their provision

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?

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

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?

We have a number of established relationships with professionals in Health and Social Care. All external partners we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service. Referrals can be made to a range of services, which include, but are not limited to: • Children’s Action Team – including family workers and primary mental health workers • Educational Psychologist • Sensory Consortium (hearing and visual impairment) • CAMHS • Physiotherapy • School Nurse • Speech and Language Therapy

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 Information, Advice & Support Service for SEND (SEND IASS). It offers free confidential and impartial advice and support to Reading parents and carers who have children (up to the age of 25) with special educational needs or disability.

12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?

We have an induction programme in place for welcoming new learners to our setting and assisting students beyond primary school. We liaise closely with our preschool and secondary colleagues to ensure a smooth transition for all pupils who may need additional support through periods of change. The SENCo and Early Years staff communicate with pre-school settings to discuss individual provision and arrangements for transition into school in advance. Extra transition visits, in addition to those in place for all pupils, are encouraged for vulnerable pupils transferring into school. The SENCo may visit preschool settings. The SENCo communicates with SENCos from other settings to ensure smooth transitions. The SENCo may attend annual review meetings for children in pre-school settings or transferring from other schools. Parents of pre-school children are encouraged to visit the SENCo to discuss individual provision for their child in school. The SENCo and teachers become familiar with children’s records before they start school. Individualised transition arrangements are made for vulnerable year 6 pupils transferring to secondary 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 SENCo can make referrals and write reports for other professionals, e.g. GPs to support referrals to Occupational Health. The SENCo can provide contact details for organisations such as the Children’s Action Team. School can arrange and host meetings to help parents access other services. Further information can be accessed through Reading SEND IASS and the Local Offer as well as other voluntary organisations such as The Families Forum and Parenting Special Children.

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?

Progress in children with identified SEND needs will be closely monitored against their individual SEND Plans, which are reviewed at least 3 times a year. Individual plans are put into place for all children with identified special educational needs or disabilities. Some of these plans may include clear and achievable targets, which are agreed with parents and the SENCo at the beginning of every academic year. These are collectively reviewed approximately every 8-10 weeks, but teachers will assess and renew targets when necessary. At these collective reviews, successes will be celebrated, interventions reviewed for impact and new targets agreed. Parent consultation meetings with teachers are formally held once a year and written reports supplied every year. Parents are able to arrange informal meetings with their child’s Class Teacher throughout the year to discuss progress or concerns. Parents are also able to arrange meetings with the Team Leader, SENCo and/or Head Teacher to discuss their concerns.

15: Who can I contact for further information?

In the first instance, parents/carers are encouraged to talk to their child’s Class Teacher and then the Team Leader. Further information and support can be obtained from the school’s SENCo

16: What is the complaints procedure?

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

17: Our external partners are

SEN Case Officer, Reading Jonathan Phillips, Brighter Futures for Children Children’s Action Team Shirley Moneanu (Brighter Futures for Children) Education Welfare Service Kate Pierce (Brighter Futures for Children) Educational Psychologist via Brighter Futures for Children Primary Mental Health Worker via Brighter Futures for Children Speech & Language Therapist Rebecca Romanovsky (via NHS/CYPIT) Occupational Therapist Lottie Joy (via NHS/CYPF) Physiotherapist Susannah Clarke (via NHS/CYPF) School Nursing Team Karen Jacobs (via NHS/CYPF) Sensory Consortium Berkshire Sensory Consortium Service Behaviour Support Vanessa Treston (Cranbury College) Autism Advisor Jenna Redmond (Brighter Futures for Children) SENCOs and Inclusion Managers Kate Wiggins (Reading Early Years Schools Federation) Jo Arnold (Highdown) Rachel Techner (The Ark ASD Resource) SENCo Network (Brighter Futures for Children) Other Reading Independent Advice and Support Service for SEND (IASS) Parenting Special Children Autism Education Trust Child and Adolescent Mental Health Service (CAMHS: NHS)

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

During this academic year we have: • All new staff have had Therapeutic Thinking training to develop their understanding of this approach. This training builds on the training which has occurred in school in previous years • The Head Teacher has led multiple training sessions in developing teaching and learning for all children, including those with SEND, following the Rosenshine principles • Our English Leader has enriched our library offer to include more titles which include characters who have SEND and led training to develop the teaching and learning in this area for all children • We have further developed our ‘Garden Room’ to support some of our most vulnerable children • The school continues to participate in the ‘School’s Link Project’ which focuses on mental health issues and support. We host 6 surgeries throughout the year with a Primary Mental Health Worker and an Educational Psychologist. Class teachers work with the PMHW, EP and SENCo to discuss any concerns they may have for children in their class and receive professional advice on potential future strategies • The SENCo has continued to development the school’s use of SEND documentation, clarifying the need for defined and achievable targets, incorporation of professional advice and open communication between parents, teachers and children • The teaching team has had EP training on reducing cognitive load • The SENCo and other staff have attended training sessions provided by the Speech and Language Therapy team • The teaching team has had training on implementing Speech and Language strategies in whole-class teaching • Key members of the TA team have had Making Sense of Autism training from the Autism Education Trust

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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