The Heights Primary School

 The Heights Primary

The Heights Primary is a new, mainstream primary school for the Caversham Heights / Mapledurham area. The school will take children from reception through to Year 6. It will have two classes per year, with a maximum of 25 children per class.

The Heights Primary opened in September 2014 with two reception classes and one Year 1 class. The school will then grow organically with two new reception classes joining each year, reaching full capacity of 350 children in 2020.

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

 

Who to contact

Contact Name
Karen Edwards
Contact Position
Headteacher
Telephone
0118 357 0123 0118 357 0123
E-mail
info@theheightsprimary.co.uk
Website
The Heights Primary School
Scan to visit this website

Where to go

Name
The Heights Primary School
Address
129, Upper Woodcote Road
Caversham
Reading
Postcode
RG4 7LB
Directions to RG4 7LB

Local Offer

Contact Name
Mrs Annalisa Mullaney/Mrs Van Schie
Contact Telephone
0118 357 0123
Contact Email
sencoAM@theheightsprimary.co.uk; sencoTVS@theheightsprimary.co.uk
Links
The Heights Primary School SEND Policies Accessibility Plan
Local Offer Updated
10/10/2023

Schools Extended Local Offer Response

Description

School Name: The Heights Primary School

Address: 129 Upper Woodcote Road, Reading, RG4 7LB

Telephone: 0118 357 0123

Email: info@theheightsprimary.co.uk W

ebsite: http://www.theheightsprimary.co.uk/

Ofsted link: https://reports.ofsted.gov.uk/provider/21/139972

Head teacher: Mrs Karen Edwards

SENCOs: Name: Mrs Annalisa Mullaney & Tanja Van Schie Contact: senco@theheightsprimary.co.uk

Date of latest Accessibility Plan: Date completed: 27th June 2022.

By whom: Name: Annalisa Mullaney & Tanja Van Schie

Role: SENCOs

Government Legislation requires all schools to publish the SEN Information Report / Local Offer (clause 65 of the Children’s Act). This report is co-produced 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 – The Heights welcomes the rich and diverse range of strengths and needs of all its pupils. We work to ensure that each pupil is valued and that all are included in the curriculum and the life of the school. We recognise a child’s right to an inclusive, personalised, broad, balanced, relevant and challenging curriculum, which is appropriate to their individual abilities, talents and personal qualities. By the appropriate identification, assessment and monitoring of pupils with special educational needs, we aim to ensure that all pupils are included in a secure environment where all can maintain their self-esteem and confidence and achieve their full potential.

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 are a proudly inclusive school with a higher proportion of children on the SEND register and with EHCPs than the national average. 

1.2: What kinds of SEND do those children have?

The four categories of SEN needs are: • Cognition and learning • Sensory and/or Physical development • Communication and interaction • Social, emotional, mental health difficulties.

Provision is made for a wide range of special educational needs such as: • Autism Spectrum Condition (ASC) • Attention Deficit and Hyperactivity Disorder (ADHD) • Specific Learning Difficulties (SpLD), such as Dyslexia, Dyscalculia or Dyspraxia • Social, Emotional, Mental Health (SEMH) • Speech, Language & Communication • Hearing Impairment (HI)  Visual impairment (VI)

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?

Teachers are responsible for the early identification of pupils with SEND through the school’s approach to monitoring the progress and development of all pupils. We track the progress of all our learners and as professionals we regularly discuss any concerns we have as well as celebrate achievements. We also have systems in place to use data to support tracking. When a need is identified the class teacher will plan and deliver appropriate interventions to support the child. This is documented on the class provision map.

 

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

When a significant need is identified, a Pupil Profile is initially developed by the class teacher and one of the SENCOs and discussed with the pupil and parents. These Pupil Profiles are reviewed every term. Parents of pupils are warmly invited to attend contribute to the process of setting targets, where appropriate. If parents have concerns about their child’s progress they will be encouraged to speak to the class teacher in the first instance and then one of the school SENCOs. We have some very good in-house expertise in special educational needs.

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?

Information about the school’s SEND policy can be found on the school website. Having identified needs, we seek to match provision to need. We define expected outcomes of interventions and monitor the impact through regular meetings and tracking of pupil progress. This information is also shared with governors.

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?

Our staff receive regular training to help them provide a high standard of pastoral support including supporting children with anxieties. Relevant staff have been trained to support different medical needs. We have a First Aid & Management & Administration of Policy in place. We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Learners’ voices are central to our ethos and this is encouraged in a variety of ways, in both curricular and extracurricular activities and experiences. All staff strive to enable our learners to develop greater independence and resilience. Senior leaders, including the SENCOs continually set aspirational targets for all children and monitor the impact of all interventions. This is done through class provision maps, Pupil Profiles and during Annual Review meetings for pupils with EHCPs.

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

Targets set for children may include social, emotional and mental health as well as life skills.

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 have an open door policy so parents can discuss any concerns with staff before and after school. We offer two parent consultations a year and one full annual report for every pupil. Children with EHCPs have meetings with the classroom teacher and one of the school’s SENCOs every term to review, reflect upon and set targets. We produce a weekly newsletter (The Heights Highlights) sharing and celebrating our learners’ activities and achievements and weekly class overviews in all year groups which show what the children are learning each week. The school holds a range of information sessions for parents throughout the year on issues such as ‘How to support your child with Phonics, Reading, Writing and Maths’ & how PSHE is taught in school. The school website pinpoints links to different sites that help parents to support their child/children across different areas of their school life.

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

We hold two Parent Consultation meeting every academic year and a final support is received by parents in Summer Term. If a child is on the SEND Register and marked K, they will have a Pupil Profile which is reviewed termly with the parents and teacher. Children with an EHCP, have two Pupil Profile review meetings and one EHCP Annual Review meeting per academic year.

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

Parents are involved in reviewing Pupil Profiles.  When a child has an Annual Review meeting all professionals who are contributing to their plan are invited to attend.

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?

Every teacher is responsible for making their lessons accessible to all pupils in their class by providing work at an appropriate level through differentiation and varied teaching styles. High quality well differentiated teaching is embedded in our practice. Learning experiences are led by the pupils’ interests and cultures therefore supporting their aspirations. Pupils’ views on this are gained through a variety of different ways including through the School & Eco-councils. Teaching covers the various styles of learning and learners; kinaesthetic, visual and auditory. As a result of this all learners are able to access the curriculum. Visual timetables and visual prompts are used to support 1:1, small group & whole class teaching. 

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

We nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents. This is also reinforced by general updates on the curriculum which we share through The Heights Highlights, our newsletter, and/or our 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’s/young person’s need. Should more regular contact be required, our staff make suitable arrangements to ensure this is put in place. We believe in supporting the development of parenting skills and as such aim to deliver workshops virtually workng in collaboration with other agencies.

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 have an accessibility plan and as such make every effort to make reasonable adjustments where possible. Our school has a lift for pupils that require it. Our accessibility plan demonstrates our commitment towards all learners and towards providing an inclusive learning environment. We have a nurture room, a sensory garden, a learning resource centre and multiple smaller break out rooms that are timetabled for use by children across the whole school.

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

Teachers adopt a Plan, Do and Review cycle to their teaching and differentiation. Both formative and summative assessment data inform classroom provision. All interventions are measured for impact. 

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?

We buy in an Educational Psychologist service to advise our staff and support the needs of our children with SEND. We have Play Therapist (commissioned by parents) who comes into school 1 day a week and works with children who may benefit from this form of therapy. We have Canine Assisted Learning every Monday for children who may benefit from this form of therapy. We have Art Expression groups running every Thursday and Friday which explore creative therapeutic activities. We have access to Speech and Language Therapists and Occupational Therapists via Berkshire Health Services for Children, Young People and Families. We are also working closely with a practitioner to provide Music Therapy for some of children with the most complex needs. Our SENCOs, Headteacher and Deputy Headteacher are very experienced and always available to support and advise parents. Our SENCOs draw on support from different specialists who offer advice and strategies.

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

At The Heights Primary School, we invest in getting to know our children well so that we are able to allocate resources depending current needs. This may include concrete resources, staffing, interventions or support from external professionals.  Access to therapies and services are prioritised according to need.

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

Teachers create provision maps each term.  Provision maps are internal documents that detail the intervention/s that a child participates in.   It is best practise for teachers to inform parents of their child's participation in these interventions.  Provision maps are reviewed every term. 

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

Classroom teachers, with the support of the allocated SENCO, carefully plan and deliver support for all children with SEND.  This provision is reviewed every term.  

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 Equal Opportunities & Inclusion Policies promote 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. We offer a wide range of after school clubs including: Art Club, Running Club, Netball Club, Cookery Club, Lego club, Tennis, Rabble Theatre, Choir, Multi-skills Club, Gym, Girls Football, Football, Hockey Club, Street Dance, Musical Theatre and French Club. The school work in close collaboration with providers of after school clubs to ensure that all staff are aware of any additional needs allowing all children to fully participate and enjoy these extracurricular activities. Our outdoor areas & indoor ground floor rooms are accessible from a wheelchair and are fully supportive of children who have physical needs.

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

Information about clubs that are held in school are shared at the beginning of each term.  Nurture sessions, ELSA and the therapies on offer are coordinated by the SENCOs and parents are informed of their child's attendance to these each term.

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

School staff endeavour to make all school trips and out of class activities inclusive.   Trips are well planned and thorough risk assessments are made.  When a child has an additional needs, parents are involved in the planning of a trip to ensure that appropriate adjustments are made.  School staff make sure to prepare children fully for school trips, by sharing social stories, visuals and maps, as where possible.

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 are a Therapeutic Thinking School. This means that we value all pupils and have a therapeutic approach. Pupils feel a sense of belonging and are able to seek emotional and well being support from practitioners. Therapeutically beneficial activities are timetabled into the personalised provision of our SEN children and all children experience protected time each week. We have an Emotional Well-being Practitioner employed in the school who is able to offer 1:1 or small group supports. We have Canine Assisted Learning support for selected students each week. Every Monday a Play Therapist works with children on a 1:1 basis. As a school we have bought into the Schools Link project and we have half-termly Mental Health Surgeries. These are run by the SENCOs in collaboration with an Educational Psychologist and Primary Mental Health Worker. The Deputy Head is our school’s Senior Mental Health Leader. The Deputy is leading a group of school staff who are all committed to supporting the mental health needs of all of our children and 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?

Our SENCOs, Headteacher and Deputy Headteacher are very experienced and always available to support and advise parents.  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 SENCOs.

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

The first port of call is to speak and share information with the class teacher so that together you can create a fuller picture of your child's strengths and needs.  The class teacher will inform the SENDCo of as necessary. Following this conversation a range of actions could take place, e.g. observation of your child, in class adjustments or trialling new resources etc..  Greater SENDCo involvement may be necessary.

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 SENCOs, Headteacher and Deputy Headteacher have significant experience of learners with SEND. The SENCOs are both trained Emotional Wellbeing Practitioners. Our staff will continue to receive a high level of training and go on a variety of SEND courses and conferences.  We have invested in staff training covering a range of special needs, recent training includes: Communication in the classroom, Makaton and using Comic Strip Conversations, Autism,  Anxiety in children, Meditation and Yoga for Kids. The SENCOs hold regularly open door training sessions for TAs sharing best practice for supporting learners with SEN. All staff have all completed Therapeutic 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?

Our Equal Opportunities & Inclusion Policies promote 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. If a child has an EHCP any Specialist equipment or facilities can be paid for using allocated funding from Brighter Futures for Children.

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 whole-heartedly believe in partnering parents in a two-way dialogue to support a child’s/young person’s learning, needs and aspirations. We operate an open door policy. We take every opportunity to strengthen this dialogue. Parents are invited to contribute though a number of means. Parent Class Reps meet with the Headteacher every month. All parents are invited to a class assembly and a 'Book Look' during the academic year. Our Governing Body includes SEND Parent Governors.

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

Information is shared about in class learning via a Weekly Parent Planner through the Class Teacher. This document details key learning that is taking place in Maths, English and Phonics as well as the wider curriculum. At the beginning of an academic year, teachers host Year Group Curriculum Evenings where parents are invited to ask questions and are given tips about how to support their child's learning. If a teacher identify the need for an intervention, parents will be informed. Home and School collaborate to produce a Pupil Profile for children on the SEND register (which includes teacher tips). 

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?

A Pupil's voice is represented on their Pupil Progress Sheet (PuPs).  Students with EHCPs are always invited to attend their Annual Review meetings. As well as being given the choice to attend the meetings, TAs and classroom teachers work with the child to ensure that their voice is captured and shared with all stakeholders.

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?

Please refer to the school website or email questions to the school office info@theheightsprimary.co.uk

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

Please refer to the School Complaints Policy & Procedure. External to the school, Reading IASS (Information Advice and Support Services) can provide impartial support to parents of children with SEND. The Brighter Futures for Children SEN Case Officer for The Heights Primary School is Gemma White.

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?

Information regarding external agencies is communicated via the following:

  • Canine Assisted Learning
  • Play Therapy
  • BFfC Local Offer

 

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

In addition to our notice board, website and updating our staff regularly, our SENCOs supports families accessing services through the Local Offer. The weekly Heights Highlights also is a source of information for services offered by the Local Authority and SEND organisations.

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?

A wide range of support services are detailed on the Brighter Futures for Children Local Offer page. https://brighterfuturesforchildren.org/send/ A link to this can also be found on our school website. http://www.theheightsprimary.co.uk/special-education-needs Please find below links to local and national charities and organisations that support SEN.

https://www.parentingspecialchildren.co.uk/

https://www.autism.org.uk/

https://www.adhdfoundation.org.uk/

https://www.bdadyslexia.org.uk/

https://youngminds.org.uk/

https://www.cwmt.org.uk/

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 pre-school settings and partner schools.

Wherever possible, for all new pupils we plan transition visits for them and their parents. For all pupils starting school in Reception (or at the start of a new academic year) before your child joins The Heights we plan transition visits for pupils and parents and a summer induction session so that all pupils get the opportunity to become familiar with their new setting, the staff and other children. The Early Years Foundation Stage staff visit children in their preschool settings. A welcome booklet for children is given to each preschool setting to help children become familiar with the school site, classrooms and staff. All About Me booklets are sent to all children for them to complete with their parents and return to the school. We offer home visits by our staff before your child starts in our Reception class. Any SEND needs are discussed with one of our school’s SENCOs and the class teacher.

The Senior Leadership Team, including the SENCOs have good links with local Secondary schools. The SENCOs will usually have transition meetings with the SENCOs of all Secondary Schools that children from The Heights transition to, so that their new schools have a deep understanding of the provision necessary to allow pupils to thrive as they enter KS3.

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 Brighter Futures for Children Local Offer. https://brighterfuturesforchildren.org/send/

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 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 through The Heights Highlights, our newsletter, and/or our 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’s/young person’s need. Should more regular contact be required, our staff make suitable arrangements to ensure this is put in place. We believe in supporting the development of parenting skills and as such aim to deliver workshops on-site working in collaboration with other agencies.

● We have an open door policy so parents can discuss any concerns with staff before and after school.

● We offer two parent consultations a year and one full annual report for every pupil.

● Children with Pupil Profiles are offered meetings with the classroom teacher and a SENCO every term to review, reflect upon and set targets.

● We produce a weekly newsletter (The Heights Highlights) sharing and celebrating our learners’ activities and achievements and weekly class overviews in all year groups which show what the children are learning each week.

● We are continuing to develop our online portfolios (TAPESTRY) for our Reception learners which will enable parents to see the activities and individual progress made by them. Weekly Parent Planners are sent to all parents, informing them of what the children in each year group will be focussing on.

● The school holds a range of information sessions for parents throughout the year on issues such as ‘How to support your child with Phonics, Reading, Writing and Maths’ & how PSHE is taught in school. All staff strive to enable our learners to develop greater independence and resilience. Senior leaders, including the SENCOs continually set aspirational targets for all children and monitor the impact of all interventions. This is done through class provision maps, Pupil Profiles and during Annual Review meetings for pupils with EHCPs.

14.2: How often will these reviews happen?

Parent consultations take place in the Autumn and Spring Terms. The annual school report is given to parents in the Summer Term.

15: Who can I contact for further information?

The Heights Main Office: 0118 357 0123 Mrs Annalisa Mullaney (SENCO) sencoam@theheightsprimary.co.uk and Mrs Tanja Van Schie (SENCO) sencotvs@theheightsprimary.co.uk

16: What is the complaints procedure?

Please refer to the School Complaints Policy & Procedure on the The Heights Primary School website.

17: Our external partners are

Educational Psychologist, Speech & Language Therapist, Social Care, Canine Assisted Learning, Play Therapist, Primary Mental Health Workers, Occupational Therapist, Berkshire Sensory Consortium, Reading Play, Play Rangers, Wholestep Music Therapist and an Art Expression Volunteer.

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

The Deputy Head Teacher has trained as the school's Senior Mental Health Lead and is working collaboratively with a group of staff members all committed to supporting the mental health needs of our children and staff. One of our SENCos brings her dog to work one day a week to support Emotional Literacy sessions.  Our nurture room is being reconfigured, so that pupils can use it more effectively for sensory 'down time' and nurture groups. 

 

19: Link to the schools websites SEND information or policy page.
https://brighterfuturesforchildren.org/for-parents-carers/send/ http://www.theheightsprimary.co.uk/special-education-needs

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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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