We are a mainstream community primary school and we admit pupils from 4 to 11. We are an inclusive school, with a nurturing ethos and we offer a range of provision to support children’s needs under each of the 4 broad areas of need: communication and interaction; cognition and learning; social, emotional and mental health difficulties; and sensory and/or physical needs.

We have rigorous monitoring in place that tracks the progress our learners make in the core 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. Children are identified as having SEND through a variety of ways including the following:

• Transition meetings and liaison with previous school/ nursery • Concerns raised by staff • Concerns raised by parents/ carers • Termly pupil progress / pupil review meetings with Headteacher and SENDCo • All pupils have individual learning targets and behaviour/ social targets if appropriate  • When appropriate, liaison with external agencies • Pupils are encouraged to review their progress • Health diagnosis Further information can be obtained by reading our Inclusion and SEND Policies. Copies of which are available on our school website. We value our positive relationships with parents/ carers. We have an open-door policy which enables regular opportunities for staff to meet with parents /carers. If you are concerned about your child in the first instance, contact your child’s class teacher. A meeting can then be arranged with our SENDCo, if necessary. Children who have been identified with SEND will be placed on our Provision Register in consultation with parents/ carers. These children have their SEND provision and targets recorded on their Provision Plans.

Our SEND Policy is available on our website: http://www.cavershamparkprimaryschool.co.u k/special-educational-needs-disabilities/ Paper copies can be requested from the school office. Our governors and Senior Leadership Team play an active role in monitoring the quality of

our special educational needs provision. We have high expectations of all our teachers in meeting a range of needs. All interventions we put in place are research informed and evidence based and impact is monitored. Where we feel something isn’t working, we are quick to respond and find alternatives through dialogue with the pupil and their families. All our additional support programmes are overseen by our SENDCo and all our teachers are teachers of inclusion and special educational needs. • The governors agree priorities for spending within the SEND budget. • The governors monitor and review all statutory policies as defined by the DfE. • Pupil’s learning is differentiated according to their individual needs and activities are planned by the class teacher. • Pupils who are identified as requiring additional support receive interventions led by a teacher or TA. • All additional interventions and support are recorded on provision maps and are monitored and reviewed regularly. Occasionally a pupil may need more expert support from an outside agency. If so, referrals are made accordingly in consultation with parents/ carers and a programme of support is usually provided.

We continually monitor and evaluate the effectiveness of our provision for SEND pupils: • Interventions are reviewed regularly by class teachers. • Provision Plan targets (including independence and wellbeing) are reviewed 3 times a year by class teachers, parents and pupils. If the target has not been met, the reasons for this will be discussed. New targets and a different approach/ provision may be tried to ensure that progress is made. Parents are given a copy of the targets. • Pupil’s progress is discussed at regular Pupil Progress / Provision Meetings involving class teachers, our SENDCo and Senior Leadership Team, as appropriate, and further provision is planned accordingly. • The class teacher continually assesses each pupil and identifies strengths and areas for improvement. We track pupil’s progress from their admission to Year 6. We measure children’s progress in learning against national age-related expectations. • Regular dialogue with pupils and parents/carers.

We constantly assess and review the progress of pupils with SEND through: • The following of a graduated approach to teaching and learning (assess, plan, do and review). • The implementation of Provision Plans with specific targets so that it is easy to track pupil progress towards individual targets. • Regular monitoring of interventions so that their impact can be measured. • Parents/carers are involved in the review process.

• Various people may be invited to the annual review meetings for those children with an EHCP. They may include: the class teacher, teaching assistant, Head teacher/ SENDCo and other external professionals involved in supporting your child. • We have an open-door policy which enables regular opportunities for staff to meet with parents /carers.

Pupil’s learning is scaffolded and differentiated according to their needs and activities are planned by the class teacher. Class teachers will: • Oversee, plan and work with each child with SEND in their class to ensure progress. • Provide scaffolded and differentiated learning opportunities so that learning is pitched at an appropriate level so that all children are able to access the curriculum according to their specific needs. • Follow a graduated approach- assess, plan, do and review. • Design programmes of interventions (individual or group) recorded on the provision plan to set out the support your child is receiving and monitor and evaluate regularly the success of the interventions. • Teach using a variety of methods, groupings and resources to best suit your child. • Provide children with a Provision Plan which sets specific targets. Our SENDCo oversees all support and progress of any child requiring additional help across the school. Some of the teaching assistants specialise in a specific area e.g. Emotional Literacy Support Assistant (ELSA). These staff may work with the class teacher to plan a specific intervention to meet the pupil’s needs or they may work with the child themselves. Occasionally a pupil may need more expert support from an outside agency. If so, referrals are made in consultation with parents/ carers and a programme of support is usually provided. Class teachers send out letters about the topics covered each term and our website has lots of information and photos about what your child is learning. Our Reception class use Tapestry which is an online learning journal.

We are an inclusive school and endeavour to make our buildings and site safe and welcoming to all. Our accessibility plan is updated to reflect the needs of our site users. 

We expect all our teachers to adapt  their teaching strategies and the curriculum to meet the needs of all learners. • Typically, all learning is pitched at an appropriate level so that all children are able to access the curriculum according to their specific needs. • Teachers vary groupings to enable a mixture of learning opportunities. “Live” marking and feedback enables the curriculum to be matched to children’s needs.

We try to ensure that all children with special educational needs are provided for, to the best of the school’s ability with the funds available. Individual needs are assessed and planned for as pupils will require different levels of support in order to help them make progress and achieve their potential. The pupils with the most complex needs receive the most support. The class teacher and the SENDCo meet with parents/ carers to discuss the pupil’s needs and what support would be appropriate. Where suitable, pupils select resources that help them best e.g. sensory resources, special pencils and concentration aids. Additional resources may be allocated as necessary according to identified need. Provision is recorded on provision plans and this is communicated to parents/ carers. Resources include: • a team of teaching assistants -including (an ELSA) • a range of resources and specialist equipment. E.g. sensory resources, pencil grips, sloping desks, concentration cushions, use of technology • Sensory Circuits and massage Advice is also taken from external agencies where required.

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. All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful. A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school. Opportunities are provided by outside providers for after school clubs and the school has its own Breakfast Club and After School Club for wrap-around care. Details of activities are on our school website and in our newsletters.

We have a caring staff team who highly value pastoral support and we believe that high self-esteem is crucial to wellbeing. Members of staff are regularly trained to provide a high standard of support for pupil’s wellbeing. • The class teacher has overall responsibility for the pastoral and social care of every child in their class. Where further support is identified, the class teacher liaises with our SENDCo and where required, external agencies such as Family Support Workers and Primary Mental Health Workers. • We have 1 Emotional Literacy Support Assistant (ELSA) in place. She is a trained Primary Emotional First Aider. • We continue to participate in 3 x yearly meetings with our Primary Mental Health Worker and Educational Psychologist to discuss individual issues. • Interventions to support social and emotional wellbeing are in place for those that have been identified as requiring support. • Pupils are encouraged to have an active pupil voice. The school council meet regularly. • Celebration assemblies recognise achievements of all pupils. • School learning behaviours encourage emotional and social development. • Our entrances are staffed with adults who greet and welcome pupils and their families each morning to ensure smooth transition between home and school. For those children who need extra support, Sensory Circuits takes place in the hall and teaching assistants are on hand to support individuals where transition is more challenging. • A lunch club is available for those pupils who have been identified as needing social and emotional support over lunch time. • EYFS / KS1 pupils have a separate playground from KS2 pupils as they benefit from different types of play equipment. Caversham Park Primary adopts a ‘Positive Play’ strategy allowing children to have access to different types of play. Some of our Year 5/6 pupils are play leaders, facilitating safe play • The Headteacher and the Deputy Headteacher have received 3 days initial training and 1 day of refresher training in Therapeutic Approaches to Behaviour, which was cascaded to all staff.

Miss C. Hagon (SENDCo) admin@cavershampark.reading.sch.uk Tel: 0118 9375433 We value our positive relationships with parents / carers. 

We have an open-door policy which enables regular opportunities for staff to meet with parents / carers. If you are concerned about your child in the first instance, contact your child’s class teacher. A meeting can then be arranged with our SENDCo, if necessary. Further information can be obtained by reading our Inclusion and SEND Policies. Copies of which are available on our school website.

We build special educational needs into our strategic training programme. Our staff receive regular training on different aspect of SEND and our teachers all hold qualified teacher status. We have a number of established relationships with professionals in health and social care and these are recorded on our provision map. All external partners we work with are vetted in terms of safe guarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service. • 1 trained ELSA (Emotional Literacy Support Assistant) • All staff have been trained in identifying and supporting children with mental health needs and the Headteacher. The SENDCo and the ELSAs have 3 x yearly meetings with our Primary Mental Health Worker and Educational Psychologist. The external agencies that have been accessed by the school include: • Educational Psychologist • Child Protection Advisors • CAMHS (Child and Adolescent Mental Health Service) • Social Services • School Nurse • Speech and language Therapist • CAT (Children’s Action Team) Team • Daisy’s Dream • Berkshire Women’s Aid 

Our Accessibility Plan is robust and we continually remind staff and learners about the Equality Act 2010. We value and respect diversity in our setting and do our very best to meet the needs of all out learners. •We make every reasonable adjustment possible to meet the needs of our children, parents and staff. • We have a disabled toilet. If appropriate, specialist equipment such as visual timetables, sloping desks, concentration cushions and pencils may be given to pupils.

We value our positive relationships with parents/ carers. We have an open-door policy where parents/ carers are welcome anytime to make an appointment to meet with either the class teacher or SENCo to discuss pupil’s needs, progress and any concerns. 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 workshops to help families understand what learning is expected and how they can best support their child/young person’s need. Our SENDCo and our ELSA also host bespoke parent / carers workshops on topics such as Managing Challenging Behaviour at Home and Transition. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place. • Parents/ carers are invited to attend open mornings, stay and play sessions in the Reception class and formal parent consultations twice yearly. • An annual written report will detail pupil’s progress in all areas. • Termly SEND Coffee mornings are held. • Provision Plans for those identified as having additional needs are produced by class teachers in consultation with parents/carers and pupils. • Gathering parent / carer views as part of school self-evaluation

• We promote child-centred learning, with pupils taking an active role in evaluating their needs and progress. We offer opportunities for children to learn in different ways including: group and individual work, investigation and problem solving, creative work and using technology. • Pupils are encouraged to have an active pupil voice. The school council meet regularly. • Pupils are actively encouraged to participate in annual reviews. • Pupils with a provision plan review their progress with the class teacher. • Pupils who use additional resources such as sensory resources are encouraged to select which resources suit them best

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 SENDCo. Our Complaints Procedure is published on our school website.

Information is passed on to parents / carers, including that from external agencies. Reading Services Guide leaflets are available. We signpost parents / carers to free workshops run locally on subjects such as Supporting Children with Sleep or Anxiety. Where necessary, we access external support from our Educational Psychologist, school nurse, Speech and Language therapist, Early Help and any other appropriate agencies Families are signposted to support from charities such as Berkshire Women’s Aid, Daisy’s Dream, Parenting Special Children and Autism Berkshire.

Reading’s Local Offer can be found at: www.reading.gov.uk/sendlocaloffer Reading Services Guide contains details of support services in our area. It can be found at: www.reading.gov.uk/servicesguide Reading Information and Support Service for SEND also provides information, advice and support. Their website is: https://www.readingiass.org/ Telephone: 0118 937 3421 Email: iass@reading.gov.uk

We ensure that periods of transition for pupils are managed positively and consistently as outlined in our transition policy. We have a robust Induction programme in place for welcoming new learners to our setting. Our Provision Management systems records what aspects of our environment help child/young people learn and this information is passed on in transition. We have very good relationships with our feeder settings as well as settings children/young people move onto. •We extend an invitation to visit the school with your child and look around and speak to staff. •We ensure provision, where necessary, is put in place before your child starts. •A member of our Reception Class staff will carry out individual parent / carer meetings, to get to know your child before they start. •We make adaptations to the settling period to help your child settle more easily. •We can provide a transition book or social story to ensure a smooth transition. •When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange visits and liaise closely with our secondary colleagues. •Children who require extra transition receive support from our ELSA in transition sessions. •We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

More details and information can be found under the Special Needs section of our school website: http://www.cavershamparkprimaryschool.co.u k/special-educational-needs-disabilities/

We operate an open-door policy. Parents / carers are invited to contribute through a variety of means. • We regularly involve parents / carers and families in discussions about their child/young person’s learning. We regularly share progress feedback with all our learners and their families. We nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents. We take every opportunity to strengthen this dialogue. • An annual written report will detail pupil’s progress in all areas. • Our Governing Body includes parent governor representatives. • Pupils with an Education and Health Care Plan have an annual review to discuss progress. Parents/ carers are given the opportunity to provide written feedback and also to contribute in the review meeting. • Pupils are actively encouraged to participate in these annual reviews in a variety of ways such as writing, drawing and verbally contributing. • Pupils with an IPP review their progress with the class teacher. • Pupils who use additional resources such as sensory resources are encouraged to review their impact.