Katesgrove Primary School

Community Primary School

Katesgrove Primary School has publised their Local Offer providing information on Special Educational Needs & Disabilities

 

Who to contact

Contact Name
Mrs L Telling
Contact Position
Executive Head Teacher
Telephone
(0118) 937 5490 (0118) 937 5490
E-mail
admin@katesgrove.reading.sch.uk
Website
Katesgrove Primary School
Scan to visit this website

Where to go

Address
Dorothy Street
Reading
Berkshire
Postcode
RG1 2NL
Directions to RG1 2NL

Inclusion Information

Wheelchair access
Yes

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Mrs Tracy Davis & Miss Andrea O'Niel
Contact Telephone
0118 9375490
Contact Email
admin@katesgrove.reading.sch.uk
Links
Katesgrove Primary School SEND Policies Accessibility Plan
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type
Universal
Local Offer Updated
09/11/2023

Schools Extended Local Offer Response

Description

Katesgrove Primary School is a large primary, including a nursery and resource unit, situated in the centre of Reading. The school ensures that every child receives the highest quality of education, in addition to providing life skills and a smooth transition to the next phase of their education. We are highly inclusive school and aim to create a happy, healthy and safe environment for everyone. We have strong relationships with parents as well as the local community. All staff work hard to provide a solid academic foundation for all children.

 

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?

The school provides support for the following needs:

  • Speech, language and communication (SLC)
  • Cognition and learning (CL)
  • Social, emotional and mental health (SEMH)
  • Physical and sensory (PS

 

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 have rigorous monitoring in place that tracks the progress our learners make in all areas of the curriculum and identifies clearly the next steps. Our staff are vigilant at supporting and raising any concerns. We use data and other forms of assessment/ observation to identify additional needs and celebrate achievement. Parents/carers are encouraged to speak to the class teacher about any concerns they have. We have in-house specialist expertise in a number of areas of special educational needs.

Children are tracked by data three times per year. Provision profile data is tracked termly. There is close communication between staff, parents and professionals. Children that are flagged up by their data or a teacher‘s concern are referred to the SENDCO or Inclusion Leader. Children then join an intervention group to help narrow the attainment gap. Advice from professionals sought if necessary.

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

If your child is receiving SEN support you will be contacted to discuss the reasons why the support is required and receive a letter to confirm they have been put onto the SEN register.

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?

The school follows the SEN code of practice. The SEN policy explains the process of identification of needs. Teachers are encouraged to follow ‘the graduated approach’- Assess, plan, do and review and inform parents. Having identified needs, we seek to match provision to need. We define expected outcomes of interventions and then monitor the impact through regular meetings and tracking of pupil progress. Our Inclusion Leader leads on this aspect and the head teacher shares this information with governors/trustees. You can find information on the school’s website.

A scaffolded (and in some cases differentiated) curriculum to suit academic, physical, social and emotional needs. Close liaison between class teachers, parents and the Inclusion team.

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?

Quality First Inclusive Practice is well established in our setting and we expect all staff to deliver this. Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families. All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENDCO oversees all additional support and regularly shares updates with the SEN Governor.

SLT, the Inclusion Leader and the SENDCO monitor classroom practise and the teaching of interventions. The Inclusion Leader and SENDCO meet with teachings assistants to review intervention on a termly basis. Team Leaders hold meetings to discuss and monitor identified children and inform the SEN team if support is required. The school use pupil feedback in the form of pupil voice to evaluate effectiveness using pupil voice

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

We encourage children to develop their independence by using the ‘transfer of responsibility’ approach. This is as follows:

  • The teacher demonstrates the learning
  • The teacher works with guidance from pupils.
  • Pupils work with guidance from the teacher
  • Pupils work together in pairs or small groups
  • Pupils work on their own
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 regularly share feedback and progress with all our learners and their families. In addition, we have a number of opportunities where parents/carers can meet with staff to discuss learner progress. At such meetings we clearly share what can be done by families at home to support the learning at school. We nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents.

3b.2: How will I find out about the progress my child is making?
  • An Autumn and Spring term 1-1 parent meeting
  • Termly curriculum provision documents for children with additional needs
  • Annual Review meetings if your child has an Education Health and Care plan (EHCP)
  • Therapeutic pastoral support plan meetings (if required) – TPSP
  • Annual school reports
  • Opportunities to meet with the SEND team for parents of children with additional needs plus open door policy with SENDCO (as far as can be possible)
3b.3: How will I be involved in those reviews? Who else will be there?

Parents will be invited to make an appointment for a meeting. At the review meeting the teacher and parents will discuss progress against the child’s targets.

There may be other professionals there including educational psychologists, speech and language therapists, Behaviour Support Team, social workers, family workers, year group leaders, SENDCO, Inclusion leader, Pastoral Lead, and ELSA

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?

Katesgrove Primary prides itself in being an inclusive school. We have high expectations for all of our children and strive to create a challenging yet supportive learning environment encouraging independence. The school follows the Code of Practice for Special Educational Needs.

  • A scaffolded (sometimes Differentiated) curriculum to suit academic, physical, social and emotional needs.
  • Principles of instruction approach is used for teaching
  • Close liaison between class teachers, Inclusion Leader, SENDCO and other professionals.
  • Children with SEND have the opportunity to talk about their learning.
  • Parents are involved and kept up to date about their child’s learning and progress
  • CPD for staff on a variety of different SEN needs and classroom strategies
3c.2: How can I find out more about what my child is learning at the moment?

You can find out by reading the termly newsletter or visiting the school website.

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?

We understand the importance of adaptation to enable all children to access the curriculum, irrespective of their needs.  This is often done through scaffolding, differentiation, one to one or group support (both in and outside of classes) and through use of class teacher and TA support.  
The curriculum will be adapted, where required, as will the learning environment. It is important to make such changes in order for children to fully benefit from the broad and balanced curriculum offered. We also make adaptations to the physical environment and all reasonable adjustments are implemented as appropriate.

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

The curriculum is adapted or personalised for children with SEN. We use a scaffolded (sometimes differentiated) curriculum to meet the academic, physical, social and emotional 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?

There is support available for children with SEN, this may include but not limited to the following:

  • 1:1 support from the teacher or TA
  • Support from peers
  • Small group work
  • Work broken down into chunks
  • Visual support
  • Access to technology
  • Extra time
  • Pre-teaching
  • Intervention groups
  • Adaptations to the environment
3e.2: How are the school's resources allocated and matched to children's special educational needs?

Budgets are closely monitored and aligned to the school improvement plan. The school will endeavour to meet the needs of every child. 

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

Your child’s teacher will inform you regarding additional support and you will receive a copy of the curriculum provision document.

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

The SEND team work closely with teachers and year group leads to develop intervention plans for pupils depending on the level of need. In addition, we use assessments from speech and language therapists and our Educational psychologists. We also carry out our own assessments to determine needs including the Salford, the YARC, the PHAB test and the Sandwell

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?

Children have access to all extra-curricular activities

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

Parents will receive information about activities via letter.

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

We support children with SEN to be included in every aspect of school life. If children require additional support we may ask parents to attend or invite an additional adult from school.

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 have a qualified Emotional Literacy Support Assistants (ELSA) in school who support pupil wellbeing. In addition, children are encouraged to speak to a trusted adult or use the worry monster. All children following the PHSE curriculum with support of required

• Access and advice from the EP, primary Mental worker and Emotional Wellbeing Development workers (EWDW) to help support children

• CPD for staff

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?

Contact the Inclusion Leader – Andrea O’Niel or the SENDCO Eleanor Hase at the school:0118 9375490 Or SEND@katesgrove.reading.sc h.uk

 

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

Parents to contact the Inclusion Leader or SENDco to arrange a meeting to discuss the child’s needs and SEN provision.

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 Inclusion Leader and Special Needs Co-ordinator (SENDCO) have completed the mandatory National SENDCO Award and are qualified teachers. We build special educational needs into our strategic training programme.

  • School Development Plan (SDP) focuses on the attainment and achievement of specific groups.
  • Occupational Therapy training for LSAs, TAs and SENCOs working with children with OT.
  • Fine Motor skills training
  • Principles of instruction training
  • Speech and Language training (NELI)
  • Sensory Consortium -VI
  • ELSA training
  • ELSA networks
  • SENDCO networks
  • Counselling level 3
  • Nurture training
  • Mental Health training
  • Autism Education Trust Training (AET)
  • Access to EP advice
  • Access to MHST advice
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 to the school improvement plan. The school will endeavour to meet the needs of every child.

SEND resources are purchased in response to an audit of needs from SDP and professional recommendations.

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?

We regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parents/carers can meet with staff to discuss learner progress. At such mWe regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parents/carers can meet with staff to discuss learner progress. At such meetings we clearly share what can be done by families at home to support the learning at school. We nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents. We are keen to develop a partnership between home and school and expect our parents to work with the school to ensure positive learning outcomes for children. Parents are expected to attend all meetings and work with professionals.

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

We host a number of curriculum evenings/learning events to help families understand what learning is expected and how they can best support their child/young person’s need. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place. We believe in supporting the development of parenting skills and as such, deliver workshops on site/work in collaboration with other agencies.

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?

Through pupil conferencing and questionnaires. Discussion with pupils during monitoring and involvement on school council (JLT).

Ideas suggested by children during monitoring sessions feedback is given to the teachers. Suggestions are acted upon or implemented where possible. The child view forms for annual review or needs assessments are filled in where possible with the child and a teacher or TA.

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?

All complaints are dealt with by following the complaints procedure. The panel are made aware of any mitigating circumstances in relation to special educational needs. The governors will consider the disability and equality act 2010.The governors would seek advice from external agencies if necessary. The governors are informed if children have special educational needs with the consent of the parents.

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

In the first instance we suggest parents speak to the class teacher, if the concerns are not addressed parents are encouraged to speak to the year group leader or Assistant head for the key stage. Parents can also contact the SENDCO or Inclusion Leader.

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 governing body involves the following organisations to meet the needs of SEND children at the school:

  • Educational Psychologist
  • Speech and Language Therapist
  • Play therapists
  • Emotional Wellbeing Development worker (EWDW)
  • Primary Mental Health Workers
  • Occupational Therapists
  • Family workers/Social workers

 

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

Depending on the need of the child professionals will provide support in the form of written reports, programmes and the opportunity to discuss concerns during meetings or by phone.

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?

he SEN Team Tel: 0118 937 2674 Email: sen@brighterfuturesforchildren.org

Reading Information, Advice & Support Service (IASS) for SEND Tel: 0118 937 3421 Email: iass@brighterfuturesforchildr en.org

ACRE Family Support Team (Alafia) Tel: 0118 951 0279 Email: info@acre-reading.org

Parenting Special Children Tel: 0118 986 3532 Email: admin@parentingspecialchil dren.co.uk

Autism Berkshire Tel: 01189 594 594 Email: contact@autismberkshire.org.uk

Children & Adolescent Mental Health Service (CAMHS) Tel: 0118 931 5800 Dingley’s Promise Tel: 0118 327 7424 Email: admin@dingley.org.uk

Family Information Service/SEND Local Offer Tel: 0118 937 3777 (Option 2) Email: localoffer@reading.gov.uk

Educational Psychologists Tel: 0118 9 373641 Email: cspoa@brighterfuturesforchil dren.org

Primary Mental Health Workers - Children's Action Teams (CATs) Tel: 0118 9 373641 Email: cspoa@brighterfuturesforchildren.org

Alpha – Reading Mencap Tel: 0118 966 2518 Email: office@readingmencap.org.uk 

The SEN team will research and help parents find support for a specific need as and when it arises, such as ERIC or School Nursing

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?

Induction is important to us and we invest time in welcoming our learners in a way that makes them feel a part of our setting. We work well with our partner schools.

  • Transition booklets both with pictures and words are provided for those that need them
  • Additional visits into new classrooms and playgrounds, secondary schools supported by TAs
  • SENDCO to visit settings of new intake SEND children.
  • Secondary transitions discussions between SENCOs and class teachers of both settings.
  • Home and setting visits.

 

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 Local Offer has all of the information about education, health and care services, voluntary agencies, leisure activities and support groups for families. The Family Information Service provides information on the SEND Local Offer on behalf of Brighter Futures for Children.

Brighter Futures For Children - Website

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?

We regularly share progress feedback with all our learners and their families. In addition, we have a number of opportunities where parents/carers can meet with staff to discuss learner progress.

At such at meetings (and through other means) we clearly share what can be done by families at home to support the learning at school. We nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents. This is also reinforced by generic updates on the curriculum which we share though our newsletter and/or website.

We host a number of curriculum evenings/learning events to help families understand what learning is expected and how they can best support their child/young person’s need. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place. We believe in supporting the development of parenting skills and as such deliver workshops on site/work in collaboration with other agencies.

  • An Autumn and Spring term 1-1 parent meeting
  • Termly mini reports and viewing evenings
  • Termly curriculum letters
  • Subject and professional delivered workshops for parents to attend throughout the year
  • Celebration and Experienceology afternoons where school is open for parents/carers to attend and join in the learning
  • Termly meetings with the SEN team for parents of children with additional needs plus open door policy with SENDCO (as far as can be possible)
  • Family support provided
14.2: How often will these reviews happen?

Curriculum provision is reviewed every term

Parents are offered at least three meetings per year

15: Who can I contact for further information?

Your child's class teacher, the SENDCo or Inclusion Leader

16: What is the complaints procedure?
  1. Informal discussion with the Head teacher (where it is hoped that the complaint will be resolved).
  2. If attempts fail to settle the complaint informally, the complaint should be put in writing to the Head teacher.
  3. If you are then unhappy with this resolution you can then write to the Clerk of the Governors for presentation to the Governors. The written notification should make it quite clear exactly what the complaint is about.
  4. If the person making the complaint is not satisfied with the outcome, they are able to make a formal complaint to the L.E.A.
  5. If the person making the complaint is still dissatisfied after these procedures have been exhausted it will be possible for the complainant to pursue the matter with the Secretary of State
17: Our external partners are

Educational Psychologist
Speech & Language Therapist
Social Care
Children and Adolescent Mental
Health Service
Play therapist
Behaviour Support
Emotional Wellbeing
Development worker (EWDW)

Mental Health Support Team

Primary Mental health Worker

Massage Therapist

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

We have developed a resource for children with social communication difficulties in EYFS and KS1.

19: Link to the schools websites SEND information or policy page.
https://www.katesgroveprimaryschool.co.uk/local-offer/

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Disclaimer

This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.

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Last Updated

Last updated:

Contact the Team

Family Information Service

fis@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer

localoffer@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support

CSAAdvice.Signposting@reading.gov.uk 0118 937 3747 0118 937 3747
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