The Avenue School - Special Needs Academy
Special Academy - Primary, Secondary - Sixth Form
The Avenue School-Special Needs Academy is a day, special school for boys and girls from the age of 2 – 19 with complex Special Educational Needs. It is situated close to the centre of Reading and is the only school of this type within the borough.
The many specialist teams work together to provide an innovative and creative curriculum delivered through some highly specialised techniques. The staff are trained to a high standard and are very focused on the individual needs of pupils. We have received many awards for our work including the very prestigious Specialist Status for Performing Arts – Dance, Music and Drama - an award of which we are all proud. The school is also the first in Reading to gain The Inclusion Quality Mark and its work in this area has been recognised as outstanding. Hard work and enjoyment go hand in hand as you will see if you explore the pages of our website.
The Avenue School has published their Local Offer providing information on Special Educational Needs & Disabilities (SEND)
Who to contact
- Contact Name
- Symon Cooke
- Contact Position
- Head
- Telephone
- (0118) 338 9038 (0118) 338 9038
- admin@avenue.reading.sch.uk
- Website
- The Avenue School
- Scan to visit this website
Where to go
- Address
-
Conwy Close
Tilehurst
Reading
Berkshire - Postcode
- RG30 4BZ
Directions to RG30 4BZ
Time / Date Details
- When is it on
- Monday - Friday
- Session Information
-
Term time
Availability
- Age Ranges
- 2-19
- Referral required
- Yes
- Wheelchair access
- Yes
- Referral Details
Children & young people with EHCP.
Inclusion Information
- Wheelchair access
- Yes
- Special Needs provision
- Yes
- Provision for special dietary needs
- Yes
- Can make special cultural provisions
- Yes
Childcare Information
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Description
- Contact Name
- Mrs Connie Sinclair
- Contact Telephone
- (0118) 338 9038
- Contact Email
- admin@avenue.reading.sch.uk
- Links
- The Avenue School SEND Policies
- Local Offer Age Bands
-
Early Years (0-4 years)
Primary (4-10 years)
Secondary (11-16 years)
Transitions to Adulthood (16+) - SEN Provision Type
- Specialist
- Local Offer Updated
- 14/02/2023
Schools Extended Local Offer Response
Description
School Name: The Avenue School Special Needs Academy Address: Conwy Close, Tilehurst, Reading RG30 4BZ Telephone: 0118 3389038 Email: admin@avenue.reading.sch.uk Website: www.avenue.reading.sch.uk Ofsted link: Head teacher: Mr. Symon Cooke SENCo: Name: Nikki Stevens Contact: 0118 3389038 Date of latest Accessibility Plan: n/a Link to Accessibility Plan: n/a Date completed: n/a
General Statement – The Avenue School Special Needs Academy is a positive and happy day, special school for boys and girls from the age of 2 – 19 with complex Special Educational Needs. The Avenue School pledges to deliver a relevant, tailored and meaningful curriculum through an attitude of PACE: Playfulness, Acceptance, Curiosity and Empathy (Dan Hughes,1997) We offer a relevant, tailored and meaningful curriculum for each individual, led by their individual needs. The overall aim is to maximise independence and to prepare our young people for life into adulthood. We will develop each individual’s potential and the development of healthy lives.
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?
All pupils have an EHCP. Needs include SLD, PMLD, ASD, epilepsy and medical needs
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?
All pupils have an EHCP. This is reviewed annually. Parents and appropriate professionals attend the review, and the pupil will attend as appropriate.
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 appropriate policies can be accessed via the school website
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?
Pupils have an annual review of their EHCP. Adulthood plan reviews annually for pupils Year 9 and above. Young people in Years 13 and 14 have an additional mid-year review and adulthood plan. 3X per year data collection and analysis. Assessment process focused on the development of the whole child – social and emotional development, physical development, and communication. Weekly analysis of behaviour data. Daily attendance analysis. On-going teaching and learning monitoring schedule throughout the school year.
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?
Daily communication inc. diaries/emails as appropriate to the individual student. Annual Review of EHCP and teacher report against outcomes. 3 x per year parents evening. EHCP long-term outcomes set in conjunction with parents. Family Support Worker available to support parents with communication and meetings.
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?
Pupil staff ratio appropriate to individual need. Specialist equipment, facilities and interventions. Specialist approaches, inc. TEACCH, Team Teach, Pecs, Attention Autism, Intensive Interaction, etc. Each pupil is on an allocated learning pathway appropriate to their needs. Staff available daily to discuss progress/issues – formal and informal. Full time Family Support worker and specialist staff available to support as required.
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?
Clear curriculum pathways, but individualised approaches and pedagogy. School facilities fully accessible, inc. aerial hoists and specialist equipment. As appropriate, classes appropriately structured as per TEACCH guidance. Progressive throughout the school. Specialist spaces to promote and maximise independence/well-being inc. soft play, hydrotherapy, therapeutic horticulture garden.
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?
Each learning pathway has the appropriate staffing and specialist support to meet individual’s needs whilst maximising independence. Access to appropriate CYPIT professionals – SaLT, OT, and physiotherapists. Resources and equipment allocated following individual specialist assessments. Educational Psychology and Primary Mental Health Workers support available. The Triage Team (SENco, lead Practitioner, wellbeing lead and deputy DSL) meets fortnightly to discuss referrals and actions for internal and external interventions. EHCPs outline support required for individuals. Therapeutic interventions as appropriate to need, inc. aqua therapy, equine therapy, rebound therapy, aerial yoga, well being, etc. Communication tools, ie. PECs, Makaton, objects of reference, etc.
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?
Plentiful community opportunities to extend learning and generalise skills. Annual events, inc. Shakespeare Schools Festival, sport events, etc. Strong focus on social inclusion. Member of Whitley Excellence Cluster and BASS (Berkshire Association of Special schools) – events and social opportunities. Enrichment Week and special days/events throughout the school year. Residential opportunities. Extra curricular opportunities at Ufton Court. Duke of Edinburgh activities. After school club two afternoons per week. Monthly Youth Club. 3 x Clubs each school holiday – Drama, football and sports (Reading Football Club
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?
Individualised outcomes identified for social and emotional development. Full time SENCO. Accesses to Educational Psychologist and Primary Mental Health Worker. Full time interventions team – inc. rebound therapy, aerial yoga, horse riding and hydrotherapy. Full time well-being coordinator offering individual and group sessions. Appropriately trained Theraplay staff. Integral element of assessment process- development of the whole child. 5 qualified ELSA’s. Lead Practioner for P.A.C.E. approach.
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?
Nikki Stevens nstevens@avenue.reading.sch.uk 01183389038
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?
TEACCH PECs Intensive Interaction Attention Autism Autism Awareness Safeguarding Medical training Curriculum/Teaching and Learning Team Teach PMLD awareness First Aid Health and Safety P.A.C.E. Well being strategies
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?
Specialist assessments will highlight specific equipment required. Specialist teaching spaces inc. soft play, hydrotherapy pool, splash pool, sensory room, food technology room, etc. Timetabled as appropriate to priorities.
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 are encouraged to play a full role in the life of the school. – Annual reviews, specialist meetings, medicals, parent’s evenings, remote learning and daily communication. Full time Family Support Workeravailable to support parents, inc translation. Home visits if required. Range of interactive learning resources available via school website and upon request.
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?
School council. Key role to play in Annual Review. Pupils attend as appropriate. Throughout the day pupils are involved in their own target setting and reflection activities. Total communication, inc. use of PECs, Makaton, communication aids, and visual cues. Pupils are encouraged to make choices and pupil led play is prominent in a number of classes.
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?
Policies available via school website. In the first case, class teachers and staff make themselves available daily. Senior staff will support as required. The Head teacher and Chair of Governors are available if required or appropriate.
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?
Educational Psychologist Primary Mental Health worker. SaLT, OT, Physiotherpists are all contactable through contacting the school directly. Social care and the SEN case Educational Psychologist Primary Mental Health worker. SaLT, OT, Physiotherpists are all contactable through contacting the school directly. Social care and the SEN case
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?
Kelly Boahene Family Support Worker 0118 3389038
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?
Transition meetings for parents with appropriate professionals available. Home visits with class teacher and specialist staff if required. Transition visits and individualised resources to support.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
Brighter Futures for Children website. Contact Brighter Futures for Children SEN team direct. Contacting the school for support or signposting. IASS.
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?
Annual Review of EHCP. Adulthood plan reviews (Post Year 9) 3 x per year Parents Evenings. Daily communication with school – formal and informal.
15: Who can I contact for further information?
Nikki Stevens (SENCO) Kelly Boahene (Family Support Worker) Symon Cooke (Head teacher)
16: What is the complaints procedure?
Procedure and policy available via the school website.
17: Our external partners are
Educational Psychologist Sarah Martineau Speech & Language Therapist Katherine Crowshaw Social Care Individually allocated
18: Is there any additional provision you have developed during the year?
Satellite Class at a local School. Satellite class is led by The Avenue School staff and caters for a small group of pupils presently on roll at The Avenue School. The pupils attending the satellite class access The Avenue School curriculum. 6th Form - The Avenue School Sixth Form caters for post-16 students with special educational needs. Our post-16 curriculum is highly personalised to the long-term outcomes of the individual, as identified in the Education Health Care Plan (EHCP) and through transition planning.
19: Link to the schools websites SEND information or policy page.
https://reports.ofsted.gov.uk/provider/25/137435
Description
School Name: The Avenue School Special Needs Academy Address: Conwy Close, Tilehurst, Reading RG30 4BZ Telephone: 0118 3389038 Email: admin@avenue.reading.sch.uk Website: www.avenue.reading.sch.uk Ofsted link: Head teacher: Mr. Symon Cooke SENCo: Name: Nikki Stevens Contact: 0118 3389038 Date of latest Accessibility Plan: n/a Link to Accessibility Plan: n/a Date completed: n/a
General Statement – The Avenue School Special Needs Academy is a positive and happy day, special school for boys and girls from the age of 2 – 19 with complex Special Educational Needs. The Avenue School pledges to deliver a relevant, tailored and meaningful curriculum through an attitude of PACE: Playfulness, Acceptance, Curiosity and Empathy (Dan Hughes,1997) We offer a relevant, tailored and meaningful curriculum for each individual, led by their individual needs. The overall aim is to maximise independence and to prepare our young people for life into adulthood. We will develop each individual’s potential and the development of healthy lives.
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?
All pupils have an EHCP. Needs include SLD, PMLD, ASD, epilepsy and medical needs
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?
All pupils have an EHCP. This is reviewed annually. Parents and appropriate professionals attend the review, and the pupil will attend as appropriate.
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 appropriate policies can be accessed via the school website
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?
Pupils have an annual review of their EHCP. Adulthood plan reviews annually for pupils Year 9 and above. Young people in Years 13 and 14 have an additional mid-year review and adulthood plan. 3X per year data collection and analysis. Assessment process focused on the development of the whole child – social and emotional development, physical development, and communication. Weekly analysis of behaviour data. Daily attendance analysis. On-going teaching and learning monitoring schedule throughout the school year.
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?
Daily communication inc. diaries/emails as appropriate to the individual student. Annual Review of EHCP and teacher report against outcomes. 3 x per year parents evening. EHCP long-term outcomes set in conjunction with parents. Family Support Worker available to support parents with communication and meetings.
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?
Pupil staff ratio appropriate to individual need. Specialist equipment, facilities and interventions. Specialist approaches, inc. TEACCH, Team Teach, Pecs, Attention Autism, Intensive Interaction, etc. Each pupil is on an allocated learning pathway appropriate to their needs. Staff available daily to discuss progress/issues – formal and informal. Full time Family Support worker and specialist staff available to support as required.
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?
Clear curriculum pathways, but individualised approaches and pedagogy. School facilities fully accessible, inc. aerial hoists and specialist equipment. As appropriate, classes appropriately structured as per TEACCH guidance. Progressive throughout the school. Specialist spaces to promote and maximise independence/well-being inc. soft play, hydrotherapy, therapeutic horticulture garden.
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?
Each learning pathway has the appropriate staffing and specialist support to meet individual’s needs whilst maximising independence. Access to appropriate CYPIT professionals – SaLT, OT, and physiotherapists. Resources and equipment allocated following individual specialist assessments. Educational Psychology and Primary Mental Health Workers support available. The Triage Team (SENco, lead Practitioner, wellbeing lead and deputy DSL) meets fortnightly to discuss referrals and actions for internal and external interventions. EHCPs outline support required for individuals. Therapeutic interventions as appropriate to need, inc. aqua therapy, equine therapy, rebound therapy, aerial yoga, well being, etc. Communication tools, ie. PECs, Makaton, objects of reference, etc.
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?
Plentiful community opportunities to extend learning and generalise skills. Annual events, inc. Shakespeare Schools Festival, sport events, etc. Strong focus on social inclusion. Member of Whitley Excellence Cluster and BASS (Berkshire Association of Special schools) – events and social opportunities. Enrichment Week and special days/events throughout the school year. Residential opportunities. Extra curricular opportunities at Ufton Court. Duke of Edinburgh activities. After school club two afternoons per week. Monthly Youth Club. 3 x Clubs each school holiday – Drama, football and sports (Reading Football Club
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?
Individualised outcomes identified for social and emotional development. Full time SENCO. Accesses to Educational Psychologist and Primary Mental Health Worker. Full time interventions team – inc. rebound therapy, aerial yoga, horse riding and hydrotherapy. Full time well-being coordinator offering individual and group sessions. Appropriately trained Theraplay staff. Integral element of assessment process- development of the whole child. 5 qualified ELSA’s. Lead Practioner for P.A.C.E. approach.
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?
Nikki Stevens nstevens@avenue.reading.sch.uk 01183389038
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?
TEACCH PECs Intensive Interaction Attention Autism Autism Awareness Safeguarding Medical training Curriculum/Teaching and Learning Team Teach PMLD awareness First Aid Health and Safety P.A.C.E. Well being strategies
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?
Specialist assessments will highlight specific equipment required. Specialist teaching spaces inc. soft play, hydrotherapy pool, splash pool, sensory room, food technology room, etc. Timetabled as appropriate to priorities.
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 are encouraged to play a full role in the life of the school. – Annual reviews, specialist meetings, medicals, parent’s evenings, remote learning and daily communication. Full time Family Support Workeravailable to support parents, inc translation. Home visits if required. Range of interactive learning resources available via school website and upon request.
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?
School council. Key role to play in Annual Review. Pupils attend as appropriate. Throughout the day pupils are involved in their own target setting and reflection activities. Total communication, inc. use of PECs, Makaton, communication aids, and visual cues. Pupils are encouraged to make choices and pupil led play is prominent in a number of classes.
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?
Policies available via school website. In the first case, class teachers and staff make themselves available daily. Senior staff will support as required. The Head teacher and Chair of Governors are available if required or appropriate.
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?
Educational Psychologist Primary Mental Health worker. SaLT, OT, Physiotherpists are all contactable through contacting the school directly. Social care and the SEN case Educational Psychologist Primary Mental Health worker. SaLT, OT, Physiotherpists are all contactable through contacting the school directly. Social care and the SEN case
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?
Kelly Boahene Family Support Worker 0118 3389038
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?
Transition meetings for parents with appropriate professionals available. Home visits with class teacher and specialist staff if required. Transition visits and individualised resources to support.
13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
- 13.1: Where can I find out about other services that might be available for our family and my child?
Brighter Futures for Children website. Contact Brighter Futures for Children SEN team direct. Contacting the school for support or signposting. IASS.
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?
Annual Review of EHCP. Adulthood plan reviews (Post Year 9) 3 x per year Parents Evenings. Daily communication with school – formal and informal.
15: Who can I contact for further information?
Nikki Stevens (SENCO) Kelly Boahene (Family Support Worker) Symon Cooke (Head teacher)
16: What is the complaints procedure?
Procedure and policy available via the school website.
17: Our external partners are
Educational Psychologist Sarah Martineau Speech & Language Therapist Katherine Crowshaw Social Care Individually allocated
18: Is there any additional provision you have developed during the year?
Satellite Class at a local School. Satellite class is led by The Avenue School staff and caters for a small group of pupils presently on roll at The Avenue School. The pupils attending the satellite class access The Avenue School curriculum. 6th Form - The Avenue School Sixth Form caters for post-16 students with special educational needs. Our post-16 curriculum is highly personalised to the long-term outcomes of the individual, as identified in the Education Health Care Plan (EHCP) and through transition planning.
19: Link to the schools websites SEND information or policy page.
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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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