Christ The King Catholic Primary School ~ Nursery Class
Voluntary Aided School with a resource for children with ASC and Nursery class.
The Nursery provision is limited to 26 children on a part time basis. 26 morning spaces avaliable, the minimum age of admission to the Nursery is 3 years old. Children may be admitted to the Nursery in the term after their third birthday. Applications for admission in the following term should be made by May 1st. for September, October 1st. for January, February 1st. for Easter.
Christ The King Catholic Primary School and Nursery Class has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)
Who to contact
- Contact Name
- Miss Sinclair
- Contact Position
- Nursery Teacher
- Telephone
- (0118)937 5434 (0118)937 5434
- admin@christtheking.reading.sch.uk
- Website
- www.christthekingreading.co.uk/nursery
- Scan to visit this website
Where to go
- Address
-
Christ The King Rc Primary School
Lulworth Road
Reading
Berkshire - Postcode
- RG2 8LX
Directions to RG2 8LX
Inclusion Information
- Wheelchair access
- Yes
- Special Needs provision
- Yes
- Can make special cultural provisions
- Yes
Childcare Information
Funded Places
- Has 3 & 4 year old funding
- Yes
- Has 2 year old funding
- No
30 Hours Extended Entitlements
- Intending to provide 30 Hours?
- No
Opening Times & Facilities
- Opening Times
-
Opening Times Day Opening Time Closing Time Monday 9.00am 12.00pm Tuesday 9.00am 12.00pm Wednesday 9.00am 12.00pm Thursday 9.00am 12.00pm Friday 9.00am 12.00pm
School Pickups
- Offers school pickups
- No
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Rachel Tetchner
- Contact Telephone
- 0118 9015434
- Contact Email
- ResourceManager@christtheking.reading.sch.uk
- Links
- Christ the King Reading Nursery Website SEND Policies Accessibility Plan
- Local Offer Age Bands
- Early Years (0-4 years)
- SEN Provision Type
- Universal
- Local Offer Updated
- 13/09/2023
Schools Extended Local Offer Response
Description
School Name: Christ The King Catholic Primary School and Nursery
Address: Lulworth Road, Reading, RG2 8LX Telephone: 0118 901 5434 Email: admin@christtheking.reading.sch.uk Website: https://www.christthekingreading.co.uk/
Head teacher: Nikki McVeigh
SENCo: Janet Asker Contact: senco@christtheking.reading.sch.uk,
Inclusion Manager and Ark Manager: Rachel Tetchner 0118 901 5434
Date of latest Accessibility Plan: To be updated September 2026 Date completed: September 2023 By whom: Nikki McVeigh
All children are special, and as a Catholic school we recognise that every human being is unique and uniquely wonderful: we are all created in the image and likeness of God. We work hard to help all our children to develop the skills they will need to help them to live fulfilled and happy lives. Some children have more challenges and find it more difficult to make progress than others. Government figures show that around 1 child in every 5 has a Special Educational Need, and just under 3 children in every hundred, those with the greatest needs, have an Education Health and Care Plan (EHC).
Our Nursery currently offers 15 hours, 9 -12pm daily for up to 26 children
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
Yes, sometimes a child's needs are picked up in Nursery
- 1.2: What kinds of SEND do those children have?
We have pupils with a range of needs: Autism, Global Learning Delay, Speech and Language specific 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?
Levels are tracked termly to check progress and pupils who are not making expected progress are raised as a concern in pupil progress meetings.
Teachers review the SEN register for their class, identify any pupils they feel may need adding or removing, in consultation with parents and Senco.
- 2.2: How will I know if my child is receiving SEN support?
We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs. IEPs will be written 3 times a year with parents.
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?
On our 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?
If a pupil has needs in a specific area, such as handwriting, phonics, basic numeracy and literacy skills, then the pupil may be placed in a small focus or intervention group.
The intervention groups are regularly reviewed to ascertain the effectiveness of the provision and to support future planning. Outcomes are monitored yearly at the Annual review for pupils with an EHCP, termly for IEPs.
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?
Baseline assessments are completed when a pupil starts Nursery and then termly assessments are completed
- 3b.2: How will I find out about the progress my child is making?
We have termly parents’ evenings to discuss progress and next steps with the class teacher and SENCo if requested
Termly IEPs updated with class teacher and parents.
Pupils with an EHCP will have yearly formal meetings, under 5s have 6 monthly reviews, to discuss progress and written reports will be included from the class teacher and SENCo Outside agencies involved will also be invited.
End of year report
- 3b.3: How will I be involved in those reviews? Who else will be there?
Parent voice is important and you will be involved in all meetings.
Outside agencies may be invited to join meetings if they are working with your child
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?
Quality First Teaching underpins our inclusive approach to teaching at Christ the King Primary School.
Work within class may be scaffolded so that children can access the curriculum according to their needs.
Some pupils may need access to further support from outside agencies.
The SENCO or Inclusion Manager will make a referral with the parents/carers consent to the most appropriate agency.
- 3c.2: How can I find out more about what my child is learning at the moment?
All teachers put up a list of topics and learning outcomes for all subjects each term on the website
Speak to the teacher
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?
The school site has been adapted for children with a visual impairment
- 3d.2: How will the curriculum be matched to my child's needs?
The teacher will scaffold work to ensure it is suitable for all children
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?
Pupils have access to a number of different Teaching Assistants to support work in class and to ensure access to the curriculum.
The curriculum may be scaffolded to support pupils access the learning.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
Appropriate specialist equipment may be given to pupils to use, such as writing slopes, specialist pencil grips, concentration cushions or easy to use scissors.
- 3e.3: How will I know if my child is getting extra support?
We have termly parents’ evenings to discuss progress and next steps with the class teacher, SENCo or Inclusion Manager if requested.
Pupils with an EHCP will have yearly formal meetings to discuss progress and written reports will be included from the class teacher.
Parents sign a SEN register consent form, once their child is receiving provision over and above quality first teaching.
IEPs are written for children on the SEN register and assessed 3 times a year.
- 3e.4: How is the decision made about how much/what support my child will receive?
Through discussions with class teacher, parents and inclusion team
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?
None available for Nursery
- 3f.2: How can my child and I find out about these activities?
N/A
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
N/A for Nursery
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?
The school offers a wide range of support for pupils’ well-being. Class teachers, SENCo, Ark Manager and Family Support Worker are all readily available for pupils who wish to discuss issues or concerns.
The school also have regular meetings with a Primary Mental Health worker and the Educational Psychologist to discuss any mental health concerns with pupils.
Some pupils may work with outside agencies to support their well-being, such as (SALT) Speech and Language Therapist, (OT) Occupational Therapist, Physiotherapist, Art Therapist, Primary Mental Health Workers, Behaviour Support, Educational Psychologist and Massage Therapist.
Family support worker who contacts parents when pupils are absent and support parents with any concerns.
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?
First speak to the class teacher,
Then the SENCO Janet Asker senco@christtheking.reading.sch.uk or Inclusion Manager Rachel Tetchner resourcemanager@christtheking.reading.sch.uk
0118 901 5434
- 4.2: What should I do if I think my child may have a special educational need or disability?
As above
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?
Teaching staff, support staff and lunch time controllers are regularly trained.
Including: Speech and Language, ELSA, Team Teach, Hand Massage, story massage, Occupational Therapy, Maths interventions, Lego club, Attention Autism, Precision Teaching, Colourful Semantics, PECs Intensive Interaction, Drawing Whilst Talking, Scaffolding
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
Budgets aligned to School Development Plan.
A budget is allocated to the SENCO annually.
Resources are purchased and allocated as appropriate to meet need. Provision, including resources are monitored.
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 have termly parents’ evenings to discuss progress and next steps with the class teacher, SENCo or Inclusion Manager if requested. IEPs are updated 3 times a year
Pupils with an EHCP will have yearly formal meetings to discuss progress and written reports will be included from the class teacher.
- 7.2: How will you help me to support my child's learning?
Give you advice, sign post you to other support
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?
Every child with an EHCP will be included in their Annual review.
Pupil voice on the IEPs
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?
Class teacher
Senco
Inclusion Manager
Family Support Worker
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Senco, Inclusion Manager or Head teacher, Chair of Governors.
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?
Some pupils may work with outside agencies to support them, such as (SALT) Speech and Language Therapist, (OT) Occupational Therapist, Physio, Behaviour support, Educational Psychologist, ABC to Read, Art Therapist, Massage Therapist and Primary Mental Health Workers.
- 10.2: How can my family get support from these services?
Referrals may be made after discussions with teacher, Inclusion team and parents
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?
Reading families forum www.readingfamiliesforum.co.uk
Reading Local Offer
Parenting Special Children
IASS
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?
Reception/Nursery teachers, Senco and Inclusion Manager visit new pupils coming up.
Nursery pupils spend time in the Reception class before transition.
Staggered transition at the beginning of the year for Reception pupils and Nursery pupils.
Some pupils with an EHCP have phased transitions building up to full time.
Social stories or transition books may be given to some pupils with information about their new class.
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?
Information is always passed onto parents, including that from external agencies. Weekly newsletter and school website updated regularly
There is a family support worker on site.
Parents will be directed to the Local Offer.
Local offer is on the school website.
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
Regular dialogue with parents.
Parents evenings
IEP reviews
EHCP annual review
- 14.2: How often will these reviews happen?
For pupils with an EHCP, outcomes will be reviewed at Annual Reviews, yearly.
IEPs will be discussed termly. Outside agencies, such as SALT or Educational Psychologist may come to Annual Reviews or update plans accordingly.
15: Who can I contact for further information?
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 setting/school’s SENCo or Inclusion Manager
16: What is the complaints procedure?
This can be found on the school’s website.
17: Our external partners are
Educational Psychologist Speech & Language Therapist Social Care Occupational Therapist Massage Therapist Art Therapist Physio Primary Mental Health Worker Behaviour Support
18: Is there any additional provision you have developed during the year?
No
19: Link to the schools websites SEND information or policy page.
https://www.christthekingreading.co.uk/special-educational-needs/
Description
School Name: Christ The King Catholic Primary School and Nursery
Address: Lulworth Road, Reading, RG2 8LX Telephone: 0118 901 5434 Email: admin@christtheking.reading.sch.uk Website: https://www.christthekingreading.co.uk/
Head teacher: Nikki McVeigh
SENCo: Janet Asker Contact: senco@christtheking.reading.sch.uk,
Inclusion Manager and Ark Manager: Rachel Tetchner 0118 901 5434
Date of latest Accessibility Plan: To be updated September 2026 Date completed: September 2023 By whom: Nikki McVeigh
All children are special, and as a Catholic school we recognise that every human being is unique and uniquely wonderful: we are all created in the image and likeness of God. We work hard to help all our children to develop the skills they will need to help them to live fulfilled and happy lives. Some children have more challenges and find it more difficult to make progress than others. Government figures show that around 1 child in every 5 has a Special Educational Need, and just under 3 children in every hundred, those with the greatest needs, have an Education Health and Care Plan (EHC).
Our Nursery currently offers 15 hours, 9 -12pm daily for up to 26 children
1: The kinds of special educational needs for which provision is made at the school
- 1.1: Do you have children with SEND in your school?
Yes, sometimes a child's needs are picked up in Nursery
- 1.2: What kinds of SEND do those children have?
We have pupils with a range of needs: Autism, Global Learning Delay, Speech and Language specific 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?
Levels are tracked termly to check progress and pupils who are not making expected progress are raised as a concern in pupil progress meetings.
Teachers review the SEN register for their class, identify any pupils they feel may need adding or removing, in consultation with parents and Senco.
- 2.2: How will I know if my child is receiving SEN support?
We believe that your child’s education should be a partnership between parents and teachers, therefore we aim to keep communication channels open and communicate regularly, especially if your child has complex needs. IEPs will be written 3 times a year with parents.
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?
On our 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?
If a pupil has needs in a specific area, such as handwriting, phonics, basic numeracy and literacy skills, then the pupil may be placed in a small focus or intervention group.
The intervention groups are regularly reviewed to ascertain the effectiveness of the provision and to support future planning. Outcomes are monitored yearly at the Annual review for pupils with an EHCP, termly for IEPs.
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?
Baseline assessments are completed when a pupil starts Nursery and then termly assessments are completed
- 3b.2: How will I find out about the progress my child is making?
We have termly parents’ evenings to discuss progress and next steps with the class teacher and SENCo if requested
Termly IEPs updated with class teacher and parents.
Pupils with an EHCP will have yearly formal meetings, under 5s have 6 monthly reviews, to discuss progress and written reports will be included from the class teacher and SENCo Outside agencies involved will also be invited.
End of year report
- 3b.3: How will I be involved in those reviews? Who else will be there?
Parent voice is important and you will be involved in all meetings.
Outside agencies may be invited to join meetings if they are working with your child
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?
Quality First Teaching underpins our inclusive approach to teaching at Christ the King Primary School.
Work within class may be scaffolded so that children can access the curriculum according to their needs.
Some pupils may need access to further support from outside agencies.
The SENCO or Inclusion Manager will make a referral with the parents/carers consent to the most appropriate agency.
- 3c.2: How can I find out more about what my child is learning at the moment?
All teachers put up a list of topics and learning outcomes for all subjects each term on the website
Speak to the teacher
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?
The school site has been adapted for children with a visual impairment
- 3d.2: How will the curriculum be matched to my child's needs?
The teacher will scaffold work to ensure it is suitable for all children
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?
Pupils have access to a number of different Teaching Assistants to support work in class and to ensure access to the curriculum.
The curriculum may be scaffolded to support pupils access the learning.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
Appropriate specialist equipment may be given to pupils to use, such as writing slopes, specialist pencil grips, concentration cushions or easy to use scissors.
- 3e.3: How will I know if my child is getting extra support?
We have termly parents’ evenings to discuss progress and next steps with the class teacher, SENCo or Inclusion Manager if requested.
Pupils with an EHCP will have yearly formal meetings to discuss progress and written reports will be included from the class teacher.
Parents sign a SEN register consent form, once their child is receiving provision over and above quality first teaching.
IEPs are written for children on the SEN register and assessed 3 times a year.
- 3e.4: How is the decision made about how much/what support my child will receive?
Through discussions with class teacher, parents and inclusion team
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?
None available for Nursery
- 3f.2: How can my child and I find out about these activities?
N/A
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
N/A for Nursery
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?
The school offers a wide range of support for pupils’ well-being. Class teachers, SENCo, Ark Manager and Family Support Worker are all readily available for pupils who wish to discuss issues or concerns.
The school also have regular meetings with a Primary Mental Health worker and the Educational Psychologist to discuss any mental health concerns with pupils.
Some pupils may work with outside agencies to support their well-being, such as (SALT) Speech and Language Therapist, (OT) Occupational Therapist, Physiotherapist, Art Therapist, Primary Mental Health Workers, Behaviour Support, Educational Psychologist and Massage Therapist.
Family support worker who contacts parents when pupils are absent and support parents with any concerns.
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?
First speak to the class teacher,
Then the SENCO Janet Asker senco@christtheking.reading.sch.uk or Inclusion Manager Rachel Tetchner resourcemanager@christtheking.reading.sch.uk
0118 901 5434
- 4.2: What should I do if I think my child may have a special educational need or disability?
As above
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?
Teaching staff, support staff and lunch time controllers are regularly trained.
Including: Speech and Language, ELSA, Team Teach, Hand Massage, story massage, Occupational Therapy, Maths interventions, Lego club, Attention Autism, Precision Teaching, Colourful Semantics, PECs Intensive Interaction, Drawing Whilst Talking, Scaffolding
6: Information about how equipment and facilities to support children with SEND will be secured
- 6.1: What happens if my child needs specialist equipment or other facilities?
Budgets aligned to School Development Plan.
A budget is allocated to the SENCO annually.
Resources are purchased and allocated as appropriate to meet need. Provision, including resources are monitored.
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 have termly parents’ evenings to discuss progress and next steps with the class teacher, SENCo or Inclusion Manager if requested. IEPs are updated 3 times a year
Pupils with an EHCP will have yearly formal meetings to discuss progress and written reports will be included from the class teacher.
- 7.2: How will you help me to support my child's learning?
Give you advice, sign post you to other support
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?
Every child with an EHCP will be included in their Annual review.
Pupil voice on the IEPs
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?
Class teacher
Senco
Inclusion Manager
Family Support Worker
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Senco, Inclusion Manager or Head teacher, Chair of Governors.
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?
Some pupils may work with outside agencies to support them, such as (SALT) Speech and Language Therapist, (OT) Occupational Therapist, Physio, Behaviour support, Educational Psychologist, ABC to Read, Art Therapist, Massage Therapist and Primary Mental Health Workers.
- 10.2: How can my family get support from these services?
Referrals may be made after discussions with teacher, Inclusion team and parents
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?
Reading families forum www.readingfamiliesforum.co.uk
Reading Local Offer
Parenting Special Children
IASS
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?
Reception/Nursery teachers, Senco and Inclusion Manager visit new pupils coming up.
Nursery pupils spend time in the Reception class before transition.
Staggered transition at the beginning of the year for Reception pupils and Nursery pupils.
Some pupils with an EHCP have phased transitions building up to full time.
Social stories or transition books may be given to some pupils with information about their new class.
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?
Information is always passed onto parents, including that from external agencies. Weekly newsletter and school website updated regularly
There is a family support worker on site.
Parents will be directed to the Local Offer.
Local offer is on the school website.
14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
- 14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?
Regular dialogue with parents.
Parents evenings
IEP reviews
EHCP annual review
- 14.2: How often will these reviews happen?
For pupils with an EHCP, outcomes will be reviewed at Annual Reviews, yearly.
IEPs will be discussed termly. Outside agencies, such as SALT or Educational Psychologist may come to Annual Reviews or update plans accordingly.
15: Who can I contact for further information?
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 setting/school’s SENCo or Inclusion Manager
16: What is the complaints procedure?
This can be found on the school’s website.
17: Our external partners are
Educational Psychologist Speech & Language Therapist Social Care Occupational Therapist Massage Therapist Art Therapist Physio Primary Mental Health Worker Behaviour Support
18: Is there any additional provision you have developed during the year?
No
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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