New Christ Church CE (Aided) Primary School

Voluntary Aided Primary School

New Christ Church CE(Aided) Primary School has published their Local Offer providing Information on Special Educational Needs and Disabilities (SEND)

 

Who to contact

Contact Name
Mrs A. Crooks & Mrs J. Kitching
Contact Position
Headteachers
Telephone
(0118) 937 5437 (0118) 937 5437
E-mail
admin@newchristchurch.reading.sch.uk
Website
www.newchristchurch.reading.sch.uk
Scan to visit this website

Where to go

Address
Milman Road
Reading
Berkshire
Postcode
RG2 0AY
Directions to RG2 0AY

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Mrs H Bell
Contact Telephone
0118 9375437
Contact Email
senco@newchristchurch.reading.sch.uk
Links
New Christ Church C of E Primary School ~ website Accessibility Plan SEND Policies
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal
Local Offer Updated
06/07/2023

Schools Extended Local Offer Response

Description

School Name: New Christ Church CE Primary School

Address: Milman Road, Reading, Berkshire, RG2 0AY

Telephone: 0118 9375437

Email: admin@newchristchurch.reading.sch.uk

Website: https://www.newchristchurch.reading.sch.uk/

Ofsted link: https://reports.ofsted.gov.uk/provider/21/145660

Head teacher: Mrs Alison Crooks and Mrs Joss Kitching

SENDCO: Mrs Hayley Bell

Contact: senco@newchristchurch.reading.sch.uk

Date of latest Accessibility Plan: September 2022

Date completed: July 2023

By whom:

Name: Mrs Hayley Bell Role: SENDCO

 

New Christ Church CE Primary School is a one form entry school with a strong Christian ethos based on family values. We are an inclusive school and celebrate the rich diversity of our school family. We greatly value and promote close partnership with parents and carers to support a child's learning, needs and aspirations. We treat children as individuals with different strengths and challenges. We believe that all children are capable of reaching their potential if supported and challenged in a nurturing and inspiring environment.

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?

The school has a range of pupils with a variety of SEND.

1.2: What kinds of SEND do those children have?

1. Cognitive and Learning needs including:

● Moderate Learning Difficulties (MLD)

● Severe Learning Difficulties (SLD) where

children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication.

● Profound Learning Difficulties (PMLD) where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

● Specific Learning Difficulties (including Dyscalculia, Dyslexia, Dysgraphia and Dyspraxia).

2. Speech, Language and Communication Needs

Including: 

● Autistic Spectrum Condition including PDA (pathological Demand Avoidance)

● Social Communication Difficulties

● Speech Disorders, and Language Disorders.

 

3. Social, Emotional and Mental Health Needs

Including:

● Depression and /or Anxiety

● Attention Deficit Hyperactivity Disorder

(ADHD) including Inattentive ADHD (not hyperactive)

● Oppositional Defiant Disorder (ODD)

● Attachment Disorder/difficulties, which may result in challenging behaviour.

 

4. Sensory and Physical Needs

Including:

● Visual Impairment

● Hearing Impairment

● Physical Disability

● Multi-Sensory Issues

● Sensory Processing Difficulties

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?

The SEND Code of Practice says, a child or young person has SEND if they:

● “Have a learning difficulty or disability which calls for special educational provision to be made for him or her. Special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools.”

• Have “a significantly greater difficulty in learning than the majority of others of the same age”

• have “a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools” (SEND Code of Practice, 2014).

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

When a child has been identified as having SEND this information is placed on the school’s SEND register. Reasons for a child being placed to the SEND register may include the fact that he/she:

• Makes little or no progress, even when teaching approaches are targeted particularly in a child’s identified area of difficulty

• Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment

• Presents persistent emotional or behavioural difficulties which are not improved by the behaviour management techniques usually employed in school

• Has sensory or physical problems, and continues to make little or no progress, despite the provision of specialist resources

• Has communication and/or interaction difficulties and continues to make little or no progress.

● Is having support from outside professionals such as an Educational Psychologist.

If the school has concerns about the progress your child is making they will set up a meeting to discuss this with you in more detail and to listen to any concerns you may also have. You will be informed of additional support your child may receive and any referrals to outside professionals to support your child’s learning. Parents will be informed that their child is being placed on the SEN register and they will receive a copy each term of their child’s Individual Provision Plan (IPP) that outlines the provision their child is receiving and their current targets.

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’s SEND Policy is available on the school website or by clicking the link below https://www.newchristchurch.reading.sch.uk/sen/

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

● We track progress each term using the Target Tracker tool which provides in depth analysis of pupil progress and attainment against national benchmarks.

● SEND children are tracked via their IPPs on an individual basis, but also as a group the SENCo tracker the % of children meeting their targets.

  • Pupil voice is used to gain the opinions of the children as to how well they feel they are being supported
  • For children with an EHCP, Section F which lists the children's provision is monitored via the IPP and Annual review process, and overseen by the SENCo. 
3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?

● We track progress in behaviour and emotional well-being using a variety of ways including monitoring of behaviour logs and using pupil voice.

● All interventions have baseline assessments and targets so that progress through the intervention is tracked. Pupil progress meetings are held every term to review attainment and progress and to evaluate interventions.

● We will discuss with you any referrals to external professionals to support your child’s learning.

● Children’s attendance is monitored in close collaboration with the school’s Educational Welfare Officer.

● Relevant staff are trained to support medical needs and some cases all staff receive training. We have a medical policy (available from the school's website or upon request) in place.

● Our governors play an active role in monitoring the quality of our special educational needs provision. As does the Head teacher, senior leadership team and SENDCO. 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 are measured to monitor impact against expected rate of progress.

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 will follow the ‘graduated approach’ to meeting your child’s SEN needs. The graduated approach is a 4-part cycle of assess, plan, do, review.

As a part of the planning stage of the graduated approach, we will set outcomes that we want to see your child achieve. Teachers will plan support so that pupils can achieve their outcomes, this may be through in class support or intervention out of class.

Whenever we run an intervention with your child, we will assess them before the intervention begins. This is known as a ‘baseline assessment’. We do this so we can see how much impact the intervention has on your child’s progress.

We will track your child’s progress towards the outcomes we set over time and improve our offer as we learn what your child responds to best.

This process will be continual. If the review shows a pupil has made progress, they may no longer need the additional provision made through SEN support. For others, the cycle will continue and the school's targets, strategies and provisions will be revisited and refined.

The needs of all identified children are met through the use of an IPP (Individual Provision Plan). These are reviewed by the class teacher as part of the assess, plan, do review cycle at least three times a year in consultation with SENDCO, parents/ carers and any external services which may be involved. IPPs identify specific targets and provision to best meet the child’s needs.

  • Parents will have 3 IPP reviews in a school Year either by being given a longer slot at parents evening, or by having a separate meeting each big term
  • Children with an ECHP are also monitored through Annual Reviews. 
3b.2: How will I find out about the progress my child is making?

● We formally report on progress and attainment to parents and carers through parent consultations twice a year and by providing mid-term and end of year reports.

● Class teachers are available to speak with parents if any concerns or questions arise and appointments can be made directly with your child’s class teacher.

● The SENDCO is also available by appointment should you wish to discuss the progress of your child or discuss any concerns.

  • Parents will have 3 IPP reviews in a school Year either by being given a longer slot at parents evening, or by having a separate meeting each big term
  • Children with an ECHP are also monitored through Annual Reviews. 

 

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

● For parents and carers of children with an Education, Health and Care Plan (EHCP), they are invited to contribute to the review of their child’s Plan at least annually. The children are also invited to contribute to the review either in written form or verbally depending on the age and ability of the child. Outside professionals also attend these meetings or provide a written report where appropriate.

● When pupils reach the end of Key Stage 1 and 2 they are formally assessed though SATs assessments. The results of SATs assessments are reported to parents and carers. Year 1 carry out a statutory Phonics Assessment in the Summer term and Year 4 carry out a statutory times tables check.

  • Parents will have 3 IPP reviews in a school Year either by being given a longer slot at parents evening, or by having a separate meeting each big term. 
  • As part of this SEN review, your child’s class teacher will meet you, to:

    Set clear outcomes for your child’s progress

    Review progress towards those outcomes

    Discuss the support we will put in place to help your child make that progress

    Identify what we will do, what we will ask you to do, and what we will ask your child to do

    The SENCO may also attend these meetings to provide extra support.

    We know that you’re the expert when it comes to your child’s needs and aspirations. So, we want to make sure you have a full understanding of how we’re trying to meet your child’s needs, so that you can provide insight into what you think would work best for your child.

    We also want to hear from you as much as possible so that we can build a better picture of how the SEN support we are providing is impacting your child outside of school.

    If your child’s needs or aspirations change at any time, please let us know right away so we can keep our provision as relevant as possible. After any discussion we will make a record of any outcomes, actions and support that have been agreed. This record will be shared with all relevant staff, and you will be given a copy. If you have concerns that arise between these meetings, please contact your child’s class teacher

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?

● Wave 1 Provision: Teachers support all children to learn through quality first teaching. At NCC we adopt an Inclusive Pedagogy. This means that, instead of using techniques / strategies and resources only for certain SEND children, we include these in our general practice. This is so that SEND provision is ‘Built in, not bolted on’.

● Wave 2 Provision: Children who require extra support / scaffolds to help them access their learning. They may have interventions in a group or on a 1:1 basis. This provision may be short term or longer term depending on their need.

Wave 3 Provision: For children who require more specialist and individual provision. Where needed, teachers will create personalised curriculums for individual children.

● Support can be on a short- or long-term basis and delivered within small groups or 1:1 depending on your child’s needs.

● Specialist individual support is available for children whose learning needs are complex, severe or lifelong or requiring additional support in school.

 

Support in school can take many forms such as adult support in class with 1-to-1 or small group work, with the class teacher or the teaching assistant. The class teacher will also incorporate a range of tools to support learning, where needed, such as additional resources, access to IT or supporting the use of auxiliary aids.

Every teacher is a teacher of every child including those with SEN. We believe that all children have the right to a broad and balanced curriculum. High quality teaching, differentiated/adapted for individual pupils, is always the first step in responding to pupils who have SEN. All staff members are committed to creating an inclusive learning environment in their classrooms believing this to be the key to ensuring children with SEND and/or disabilities are making good progress and eliminating underachievement.

We also recognise there are times when some children require a more personalised curriculum and support in a quieter work space free from distractions. Every child, including those with SEN, is an individual and is treated as such. Support and intervention for children on the SEND register is planned to meet their individual needs. We take a holistic view to supporting children with SEN, encouraging participation in the wider school curriculum.

We work alongside other agencies to provide support for those children whose needs require multiagency partnerships. Sometimes, these professionals may suggest additional resources or strategies that the school can use to support your child.

Adaptations may include:

Differentiating our curriculum to make sure all pupils are able to access it, for example, by grouping, 1-to-1 work, adapting the teaching style or content of the lesson, etc.

Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

Adapting our resources and staffing

Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.

Teaching assistants will support pupils on a 1-to-1 basis or in small groups as required but will always support the child through strategies that build on increasing their independence

Access to additional intervention targeted to support your child’s needs

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

Learner feedback is part of our established learning culture. This includes informing families of next steps and what they can do to support their child’s learning. Homework, curriculum newsletters, knowledge organisers and information published on school’s website also inform parents about their child’s learning.

3d: How the school adapts the curriculum and learning environment for pupils with SEND
3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?

● Our curriculum has been carefully designed to have good coverage, to be well sequenced and for learning to be regularly built upon.

● We offer all our children a broad and balanced curriculum and are careful not to narrow the curriculum for any of our novice learners. Novice learners are supported with effective scaffolding to enable them to access the whole curriculum.

● Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. Where needed, teachers will create personalised curriculums for individual children.

● Outside specialists are used to further support the needs of some children and to provide advice and resources where required.

● Consideration is given to the safety of all pupils. 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 have an Accessibility Plan (please refer to the school’s website) and as such, make every effort to make reasonable adjustments where possible.

● Risk assessments are carried out and regularly updated for any child whose behaviour or Special Needs poses any risks to themselves or others. For example, a child who runs away, or a child who bites.

● The buildings and grounds provide reasonable access for pupils and the buildings include appropriate décor, signs, fixtures and fittings. Classrooms are optimally organised with appropriate equipment to promote the participation and independence all pupils. Specialist resources are sourced via external services if necessary. Please refer to the school’s Accessibility Plan. https://www.newchristchurch.reading.sch.uk/policies/

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

We offer all our children a broad and balanced curriculum and are careful not to narrow the curriculum for any of our novice learners. Novice learners are supported with effective scaffolding to enable them to access the whole curriculum.

● Class teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. Where needed, teachers will create personalised curriculums for individual children, under the guidance of the SENCo. 

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 provide support at different levels to meet the needs of our pupils with SEND; specific group work with a smaller group of children; specialist intervention run by external agencies; and specialist individual support for children with complex, severe or lifelong needs.

● Where a pupil’s needs have been identified either by the school or through external supporting agencies, resources may be purchased from the school budget. This may include specific training to support children to make progress. You will be consulted in the referral process if your child requires support from external services.

We commission support from the following outside agencies:

● Educational Psychology Service

● Primary Mental Health service

● Mental Health Support Team

● Behaviour Support Service

● Speech and Language Therapy Service

● Outreach Autistic Spectrum Disorder Advisory Service

● Sensory Consortium Service

● Occupational Therapy Service

● CYPIT (children and Young Persons Integrated Therapies, including CAMHs, see below)

● Children and Adolescent Mental Health Service (CAMHS)

● School Nurse

● Children’s Action Team- South team.

● Alana House (Woman’s Community Project)

● Berkshire Women’s Aid

● AnDY Clinic (Anxiety and Depression in Young People)

● Cranbury Behaviour Support Outreach

● Premiere Sports

We have well established relationships with external support agencies in addition to those above, including health, social care and Local Authority support services and voluntary organisations. As we are committed to safeguarding, all external support is vetted. We also monitor the effectiveness of impact of interventions from external services. External support services play an important part in helping the school identify, assess and make provision for pupils with special education needs. Our finances are monitored regularly and we utilise resources to support the strategic aims of our setting, as well as individual learner needs. We seek to ensure value for money service, so interventions are costed.

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

When needed, and through consultation and support from the appropriate outside agency professional service, additional equipment and/or facilities will be sourced for children. These resources will be dependent on the need of the child, and the school will work hard to remove any physical barrier to learning and gather equipment necessary to support access to the school and education. These resources could include noise cancelling headphones, writing slopes, pencil grip adaptions, use of ICT, reading frames etc.

Additional Funding or an Education and Health Care Plan will be sought if spending to meet the need of the child exceeds the SEND allocated budget. The School Business Manager, Governors and the school’s SENCO monitor the budget for SEND provision closely to ensure the best use of resources

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

If the school has concerns about the progress your child is making they will set up a meeting to discuss this with you in more detail and to listen to any concerns you may also have. You will be informed of additional support your child may receive and any referrals to outside professionals to support your child’s learning. Parents will be informed that their child is being placed on the SEN register and they will receive a copy each term of their child’s Individual Provision Plan (IPP) that outlines the provision their child is receiving and their current targets.

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

When a child has been identified as having SEND this information is placed on the school’s SEND register. Reasons for a child being placed to the SEND register may include the fact that he/she:

• Makes little or no progress, even when teaching approaches are targeted particularly in a child’s identified area of difficulty

• Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment

• Presents persistent emotional or behavioural difficulties which are not improved by the behaviour management techniques usually employed in school

• Has sensory or physical problems, and continues to make little or no progress, despite the provision of specialist resources

• Has communication and/or interaction difficulties and continues to make little or no progress.

● Is having support from outside professionals such as an Educational Psychologist.

If the school has concerns about the progress your child is making they will set up a meeting to discuss this with you in more detail and to listen to any concerns you may also have. You will be informed of additional support your child may receive and any referrals to outside professionals to support your child’s learning. Parents will be informed that their child is being placed on the SEN register and they will receive a copy each term of their child’s Individual Provision Plan (IPP) that outlines the provision their child is receiving and their current targets.

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?

We work hard to ensure that no child is excluded from any aspect of the curriculum and this includes extra-curricular activities such as clubs, and enrichment activities such as school trips.

We are committed to giving all our children every opportunity to achieve their potential and develop as well-rounded individuals. We have a whole school approach to inclusion which supports all learners engaging in activities together. Any barriers to learning or engagement in the wider curriculum are reviewed with discussions about what can be done to overcome these. We always make reasonable adjustments so that all learners can join in with activities regardless of their needs. The head teacher monitors attendance at after school clubs and pupils with SEND are actively encouraged to choose a club.

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

Information about these activities is shared with parents/carers through a variety of methods, including electronic newsletters, text messages and letters. Information is available on the school's website and it can be available in alternative formats upon request. Any class visits/trips will be planned to include your child as fully as possible. All trips and activities are accessible for all children. Consideration is given to the safety of all pupils. 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.

 

For information about clubs and activities for children with SEND in the local area

www.readingsendlocaloffer.org

Or click the link below

http://servicesguide.reading.gov.uk/kb5/reading/directory/family.action?familychannel=3-11

 

Other useful websites include

www.parentingspecialchildren.co.uk

Or click on the link below

http://www.parentingspecialchildren.co.uk/support-we-offer/family-events/

 

Thames valley Adventure Park for children with SEND and their families

http://tvap.co.uk/?page=page_259

 

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

We are committed to giving all our children every opportunity to achieve their potential and develop as well-rounded individuals. We have a whole school approach to inclusion which supports all learners engaging in activities together. Any

barriers to learning or engagement in the wider curriculum are reviewed with discussions about what can be done to overcome these. We always make reasonable adjustments so that all learners can join in with activities regardless of their needs. The head teacher monitors attendance at after school clubs and pupils with SEND are actively encouraged to choose a 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?

● Pastoral support is central to the vision and ethos of our school. All our staff are regularly trained to provide a high standard of pastoral support. We educate the whole child and recognise the vital importance of good mental health to enable children to fulfil their potential. We provide a nurturing environment, based on Christian values, where all individuals are treated with fairness, respect and equality.

● All staff have been trained on Mental Health in Children and are aware of the signs and symptoms to look out for, as well as what to do to help.

● We are a Therapeutic Thinking School which means we follow the LA’s initiative for managing behaviour and supporting children in a therapeutic way. For details of this approach, please read our Behaviour Policy. https://www.newchristchurch.reading.sch.uk/policie s/

 ● Where needed, we provide additional support in the form of Emotional Literacy Support sessions with one of our trained Emotional Literacy Support Assistants (ELSA). The impact of this support is monitored. Where necessary, advice from external professionals can be sought and implemented.

  • We have a Mental Health Support Team (MHST)that the SENCo can refer children to for extra support in the form of group sessions in school or some 1:1 sessions with parents.
  • For higher level needs or concerns the SENCo can consult with our school's PMHW (Primary Mental Health Worker) who will offer advice or accept a referral to their service where in they would usually do an assessment of the child and then provide 1:1 sessions. 

● Break and lunchtime support is implemented and monitored for vulnerable children. Many of our staff trained in Team Teach which focuses on de-escalation strategies and recognising children’s triggers to therefore intervene before an incident occurs.

● Our School council regularly assesses pupil voice with class teachers respond to issues raised.

● We have daily assemblies that focus on our school Values and encourage children to be reflective of their actions and supportive of each other in all areas of school. Each week we hold a special celebration assembly where children are given certificates for trying hard with their learning and treating others with kindness and respect.

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?

Your first contact for discussions about your child’s learning is the Class Teacher. The class teacher is responsible for:

● Regular tracking of progress.

● Identifying concerns with SENDCo and parents.

● Planning and delivering additional help, including targeted work and additional support.

● Devising and reviewing Individual Provision Plan targets with parents 3x annually.

● Monitoring targets with SENDCo.

● Provide advice for parents to support your child at home

● Providing an inclusive and supportive classroom environment where all children can thrive.

 

The SENDCo (Special Educational Needs and Disabilities Coordinator) is responsible for: Ensuring every child gets what they need in order to succeed.

● Coordinating and monitoring the support in school for all children with special educational needs or disabilities. Including how the work is differentiated and interventions are planned and assessed.

● Coordinating the external support for all children with special educational needs or disabilities. IE Educational Psychologists, Speech and Language Therapists etc.

● Developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.

● Ensuring that you are involved in supporting your child’s learning, kept informed about the support your child is getting and be involved in reviewing how they are doing. IE at Annual Review meetings.

● Training and supporting staff. Contact details: Hayley Bell SENCO@newchristchurch.reading.sch.uk  0118 9375437

Further to this, the Headteachers: Mrs Ali Crooks and Mrs Joss Kitching, have the responsibility of the day to day management of all aspects of the school, this includes the support for children with SEND. They give responsibility to the SENDCo and class teachers but are still responsible for ensuring that your child’s needs are met. The Headteachers make sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

SEND Governor: Helen Charnick liaises with the Headteachers, staff and SENDCo. She reports back to the Governing Body that the school is meeting its statutory duties for SEND provision.

Local Authority: Reading SEND Team support teachers, teaching assistants, children and parents in the Local Authority.

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

Talk with the class teacher initially. They can then set up a meeting with the SENCo if appropriate to discuss your concerns and observations. 

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?

‘Every teacher is a teacher of pupils with SEND’ (SEND Code of Practice) and as such receives regular training. Some training is provided for all staff, whereas more specialist and specific training will be provided depending on the needs of the children in each class.

● The SENDCo has completed the mandatory National SENDCO Award at Reading University.

The SENDco has completed an extra qualification on Mental health and is now a Senior Mental Health Lead for the school. 

● The SENDCo and external providers devise and implement professional development for the staff. The impact of this is monitored. We build special educational needs into our strategic training programme.

● Training is occurring all the time but here are some examples of the training that staff have received.

- Trauma and the effects of the development of the child’s brain

- Attachment Disorder and how to support children with these difficulties

- Therapeutic Thinking behaviour Approaches

- Mental Health in children and young people

- Supporting SEND children returning to school after Covid -19 lockdown.

- Effective Scaffolding to ensure all learners are accessing their learning.

- Inclusive Pedagogy- SEND to be built in, not bolted on.

- Rosenshine’s Principles of instruction

- Metacognition and cognitive overload

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 resources or equipment may be recommended by the SENDCo or external providers. The school works hard to procure specialist resources and equipment with the support of various outside agencies such as the Occupational Therapy department at the RBH, or the Sensory Consortium which can support schools in getting specialist resources for children with hearing or vision problems for example.

● If this type of provision is required you would be informed by the class teacher and the SENDCO and would be monitored through a child's Individual Provision Plan. The school will monitor the effectiveness of the provision, with external support where necessary, and make adjustments as required

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/young person’s learning, needs and aspirations. We operate an open-door policy and try to involve parents as much as possible in their child’s learning.

● Our Governing Body includes Parent Governors/ representatives.

● We inform and involve the parents of children with SEND so that we can work in close partnership to support the children. As part of the graduated approach Individual Provision Plans (IPP) targets are devised and shared with parents and carers three times a year to inform you of your child’s progress and to help you support your child at home. This happens alongside informal discussions with the class teacher.

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

Regular conversations with class teachers to ensure parents know how best to support their child at home. The SENCo can be involved in these meetings where appropriate.

The SENCo can also recommended training workshops, websites and books to help support parents to learn about their child's needs

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?

● Learner feedback is part of our established learning culture. Specific feedback to pupils is fundamental in enabling them to progress in all areas of learning. Achievements and next steps are shared to move on their learning.

● Pupil voice is vital and children are actively encouraged to contribute and review their progress. This includes review of IPP targets and outcomes of a child's Education, Health and Care Plan.

For the Annual review and IPP reviews, children are asked to contribute, either in written or spoken form, depending on the age and ability of the child. In some cases, the children are invited to attend part of the meeting.

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?

Firstly, you can first speak to the class teacher. Then a meeting may be arranged with the SENDCO if further information is needed. 

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

If you are unhappy about the SEND provision made for your child, you can first speak to the class teacher. Then a meeting may be arranged with the SENDCO. If the situation is not resolved, you can request a meeting with the Headteacher.

If, after speaking to the above, you are not satisfied, please contact Helen Charnick, our Link Governor for Special Educational Needs and Disabilities. She can be contacted via the school 0118 9375437 admin@newchristchurch.reading.sch.uk

Failing this, please see our website for our complaints procedure.

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?

● Professionals in health and social care.

● Strong links with local schools through the Whitley Excellence Cluster (WEC)

● Local authority CAT team, children’s services, police and health.

● Voluntary organisations offer a wealth of further support which can be accessed via the school to better support the needs of the child and the family. Families can access support through the school or they can be signposted to other appropriate providers.

● Educational Psychologist

● Speech and Language Therapists

● Play Therapy

● Play Rangers

● Specialist behaviour Support from Cranbury College

● Primary Mental Health Worker

● CYPIT (Children and Young Persons Integrated Therapies )

● CAMHs (Children and Adults Mental Health Services)

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

You can gain access to these services through the school. CYPIT, including CAMHS, can be accessed through the school or independently via their website and contact numbers.

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?

The school is your first port of call, in particular the SENDCO will be able to signpost you to access further support. Useful websites and SEND services are regularly added to the parent newsletter.

Here are some useful websites offering support for families of children with SEND.

● Reading's SEND Local Offer www.readingsendlocaloffer.org  

Reading IASS (Reading Information Advice and Support Service for SEND, previously named Parent Partnership) https://www.readingiass.org/

● CYPIT (Children and Young Persons Integrated Therapies ) https://cypf.berkshirehealthcare.nhs.uk/our-services/

● Parenting Special Children www.parentingspecialchildren.co.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?

We understand the importance of smooth transitions between classes and school and how these can be particularly difficult for children with SEND. We therefore work hard to ensure children are well prepared for any upcoming changes.

 

Our transition provision changes depending on the individual needs of the child however, below are some examples of the types of provision we may provide:

● Transition meetings with secondary partners each year to ensure a sufficient handover of information.

● Extra transition for vulnerable children is arranged with the secondary schools every year.

● Transition days for every year group in term 6.

● Parent meetings to meet the new teacher and access information about the new year group.

● Extra transition prior to induction for all vulnerable learners to establish relationships and child needs. This make take the form of extra visits to the new class, meeting with the SENDCO and new class teacher and Transition Books/ Social Stories created for individual children to prepare them for the change ahead.

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?

Useful websites and SEND services are regularly added to the parent newsletter. Here are some useful websites offering support for families of children with SEND.

● Reading SEND Local Offer www.readingsendlocaloffer.org  

● Reading Information Advice and Support Service for SEND (formerly the Parent Partnership Service) https://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=VqahHpIA19A

  ● CYPIT (Children and Young Persons Integrated Therapies ) https://cypf.berkshirehealthcare.nhs.uk/our-services/

Parenting Special Children www.parentingspecialchildren.co.uk

 

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?

Children on the SEND register will have an IPP (Individual Provision Plan). IPPs identify specific targets and provision to best meet the child’s needs. IPPs are reviewed by the class teacher as part of the assess, plan, do review cycle three times a year in consultation with SENDCo, parents and carers and any external services which may be involved.

 

Children with an EHCP will also have Annual Reviews at least yearly. 

14.2: How often will these reviews happen?

The progress of children with an EHC Plan is formally reviewed at an Annual Review meeting with all adults involved with the child’s education. Parent voice is an important part of this review process. Children are also asked to contribute, either in written or spoken form, depending on the age and ability of the child. In some cases, the children are invited to attend part of the meeting.

● Parents’ evenings twice a year.

● End of year report.

  • IPP review 3 x a year

● When pupils reach the end of Key Stage 1 and 2 they are formally assessed though SATs assessments. The results of SATs assessments are reported to parents.

● In addition to the above, if you have any questions or concerns about your child’s progress, please contact the class teacher and arrange to meet with them. You can also arrange to meet with the SENDCO where appropriate and by appointment.

15: Who can I contact for further information?

Mrs Hayley Bell (SENDCO)

Mrs Alison Crooks (Head teacher)

Mrs Joss Kitching (Head teacher) 

16: What is the complaints procedure?

What is the complaints procedure? See the Complaints Policy on the school website https://www.newchristchurch.reading.sch.uk/policies/

17: Our external partners are

Educational Psychologist Sarah Martineau 

Speech & Language Therapist Anna Arrowsmith

Social Care at Brighter Futures For Children

Behaviour Support Officer: Vanessa Treston

PMHW (Primary Mental Health Worker) Luciana Rodrigues

SEND Case officer at the LA Gemma White

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

We have an SEND class where children with significant special needs may attend full time or part time depending on their needs.  

Please bear in mind that admission to the school does not mean automatic admission to the Nest. We have only 6 places available and these places are carefully allocated by need and compatibility. 

19: Link to the schools websites SEND information or policy page.
https://www.newchristchurch.reading.sch.uk/sen/

Ratings

Sign in to rate this service

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.

Actions

Sign in to rate this service Save to Shortlist

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
Skip back to top of page