King's Academy Prospect

Academy Secondary & Sixth Form and The Bridge Resource Unit

A resource for pupils with who have an EHCP, with Moderate Learning difficulties within a Secondary School.

All the students in the resource have an EHCP for moderate learning difficulties and have a range of additional problems, which would make them particularly vulnerable in a full time mainstream environment. The Bridge has a maximum of 30 places in Key Stages 3 and 4.

Who to contact

Contact Name
David Littlemore
Contact Position
(0118) 959 0466 (0118) 959 0466
Kings Academy Prospect
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Where to go

Cockney Hill
RG30 4EX
Directions to RG30 4EX

Inclusion Information

Special Needs provision
Special Needs Experience
Learning difficulties

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
James Birk
Contact Telephone
0118 9590466
Contact Email
Kings Academy Prospect~ website SEND & Accessibility Plan Policies
Local Offer Age Bands
Secondary (11-16 years)
Transitions to Adulthood (16+)
SEN Provision Type
Local Offer Updated

Schools Extended Local Offer Response


School Name: King’s Academy Prospect

Address: Cockney Hill, Reading, RG30 4EX

Telephone: 0118 959 0466



Ofsted link:

Head teacher: Mr D Littlemore


Name: Mr J Birk


Date of latest Accessibility Plan: March 2019

Link to Accessibility Plan:    

Date completed: July 2022

By whom:

Name: J Birk Role: Senco


General Statement – King's Academy Prospect is committed to achieving positive outcomes for all its students, including those with Special Educational Needs or Disabilities (SEN/D). We believe SEND is the responsibility of all teachers and offer high quality differentiated lessons to all of our students. We also offer a number of interventions that can support students with a range of Special Educational Needs and we work closely with external partners to ensure that every child has the opportunity to make progress during their time with us.

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?

As one of the largest mainstream schools in the local area, we have students with a range of special educational needs. 

1.2: What kinds of SEND do those children have?

The needs of our students broadly fall into the following categories:

  • Cognition and Learning
  • Communication and Interaction
  • Social, Emotional and Mental Health
  • Physical and Sensory
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?

There are a number of methods for identifying SEN at King's Academy Prospect. First and foremost, we make a concerted effort to liaise with our feeder Primary Schools to ensure we are fully prepared for every new student who joins our school. 

If, upon joining the school, SEN has not been previously identified, then we would expect, through our rigorous base-line testing, that we would be able to identify unrecognised learning difficulties.

Our experienced teaching staff are also able recognise when a student is experiencing difficulties that may fall under the umbrella of SEN/D and are quick to alert the SENCo when such concerns arise.

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

Our SENCo is always happy to meet with parents who have concerns that their child is not making the progress they should be.

We have a range of Psychometric tests available to identify learning needs and, where appropriate, a referral can also be made to external professionals such as our allocated Educational Psychologist or Speech and Language Therapist to further explore concerns.

SEN students have a Pupil Passport which is accessible to all teaching staff who come into contact with them.

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 SEND Policy is available on 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?

Students are assessed at the outset of any intervention and again at the conclusion to ensure that progress has been made.

Regular review meetings are held with parents of SEN/D students and both in terms of Annual reviews of students with EHCPs and statutory meetings with parents of students on the SEN/D register.

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

Independence and well-being are important for all of our students and there is a robust well-being curriculum that runs alongside our academic curriculum. When there are specific concerns around the well-being of an individual pupil, appropriate support can be made available through internal interventions and, where necessary, external services. We routinely track the wellbeing of all students via the PASS assessment tool.

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?

The progress of all students is routinely assessed irrespective of SEND. Where there are concerns, support can be put in place. All teachers are aware of who their SEND students are and will make adaptations. Further interventions can be made available when appropriate.

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

Progress reports are issued 3 times a year to parents of all students and there is an opportunity to discuss progress with teachers at parents evening. Further meetings can be held with Heads of Progress and/or the SENCo as appropriate.

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

When review meetings are held for students, parents will be invited and given appropriate notice. Other professionals may attend as appropriate, and parents will be made aware of this in advance.

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?

All teachers deliver high quality differentiated lessons. Teachers are aware of which pupils have SEND and are able to make adaptations for them in line with the recommendations made on their Pupil Passport.

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

Information regarding the content being covered by any subject is made available as part of the normal reporting schedule and parents are able to contact class teachers directly as appropriate.

Parents can also support the learning of students by accessing Class Charts and resources made available via Google Classroom.

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 buildings are routinely maintained to a high standard and the school accessibility plan is regularly reviewed and updated.

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

King's Academy Prospect offers a balanced and differentiated curriculum, with mixed ability teaching in the majority of subjects at Key Stage 3 and a range of options to suit a variety of learners and learning styles at Key Stage 4

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?

The school offers interventions for SEND students to support with a range of difficulties.

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

Interventions and support are made available to students on the basis of their individual needs. 

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

Parents are routinely informed when support is made available to young people.

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

Additional support is allocated to students who are likely to benefit and, when an intervention is likely to require a student to miss lessons, every effort is made to ensure that there is minimal disruption to their normal learning opportunities.

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?

The school offers a variety of extra-curricular activities. The range of activities is regularly updated and this information is routinely communicated with students and parents.

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

Information regarding clubs and activities will be communicated to parents via the school website, the school newsletter and via direct communication in some cases.

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

All of the numerous social and extra-curricular activities are available to students with SEN/D and a number of SEN/D student regularly represent the school in sporting and artistic endeavours.

SEN/D students are encouraged to participate in school trips.

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?

As well as a strong pastoral programme, we offer specific interventions such as ELSA for students who may need it.

When parents offer their consent, King's Academy Prospect can liaise with Primary Mental Health, the Mental Health Support Team and other external services as appropriate.

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?

If you wish to know more about SEN/D at King’s Academy Prospect please contact the SENCo - Mr J Birk.



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

If you believe your child may have a special educational need or disability then please contact the SENCo - Mr J Birk.



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?

King’s Academy Prospect runs a rigorous Continuous Development Programme for staff which routinely includes training on aspects of SEN/D.

All new staff are given SEN/D training as part of their induction.

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?

The school consults with specialist advisory services as appropriate to ensure best practice. Equipment and reasonable adjustments will be made available for students when it is appropriate to do so.

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?

Communication with parents is an important part of meeting the needs of any child and more so of students with SEN/D. Parents are actively encouraged to meet with teachers, tutors, Heads of Progress and the SENCo throughout the year and can make an appointment to meet with an appropriate member of staff whenever the need arises.

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

The school actively encourages and welcomes parental involvement in supporting learning. Resources are made available to students via Google Classrooms and other online platforms are available. Where more specific support is required, parents are always encouraged to make contact with the school for further advice, support and, where appropriate, resources.

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?

Student voice is at the centre of all provision made for SEN/D students and every child has the opportunity to discuss additional support.

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?

In the first instance, please contact the school SENCo - Mr J Birk:



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

In the first instance, please contact the school SENCo - Mr J Birk:



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?

The school liaises with a number of services, including:

• Educational Psychologist

• Speech and Language Therapist

• Primary Mental Health Worker

• Sensory Consortium


• Mental Health Support Team

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

The SENCo will be able to advise parents on how best to access these services.

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 SENCo can provide you with a range of contact details for support services.

Alternatively, the Local Authority provide information on services through the Local Offer:

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 liaise with all of our feeder primary schools prior to students joining the school. We operate a robust transition programme for all students, including transition days, summer school and an induction programme for all new year 7 students in the first week of Term 1.

Extra transition visits are also arranged for SEN/D students and additional transition visits are available to anyone who requires them.

Our careers lead can support with next step for post-16 students and transition visits to post-16 provision can be arranged where appropriate.

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 on a range of services can be found via Reading’s Local Offer at the website below:

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?

Review meetings are scheduled regularly, in line with the SEN/D Code of Practice, and there are regular parents’ evenings and reports issued as part of the school’s normal reporting cycle.

Parents are welcome to contact the school with any queries at any point during the academic year.

14.2: How often will these reviews happen?

Reviews for EHCP students happen annually as a matter of course.


However review meetings for all SEND students can and do happen as needs dictate and regular academic review meetings with form tutors happen throughout the year.

15: Who can I contact for further information?

In the first instance, please contact the school SENCo - Mr J Birk:



16: What is the complaints procedure?

The complaints procedure is available on request or through the school website, although we would encourage you to contact the SENCo in the first instance.

17: Our external partners are

Educational Psychologist
Speech & Language
Social Care
Sensory Consortium
Primary Mental Health
Mental Health Support Team

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

Alongside a number of whole-school interventions available to support all students with literacy and some specific programmes that are designed to support students with literacy, numeracy and emotional wellbeing, we have recently added a new bespoke SEND base designed to offer support to students who may need a more intensive level of support to access mainstream education. We have also appointed a new SEND manager to run this area, in liaison with the SENCo.

Support for Mental Health and Wellbeing is also evolving, with key staff trained as Mental Health First Aiders, alongside the development of several student Mental Health Mentors.

19: Link to the schools websites SEND information or policy page.


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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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