We have a rich and varied school community inclusive of children with different types of SEND. We support children with SEND relating to all areas of the Code of Practice

Information about SEN comes for a variety of sources. We work with parents as partners and believe that our families provide a rich knowledge about our children. Our teachers strive to build strong relationships with our children which acknowledge individual strength and challenge and supports the identification of SEND. We have a robust assessment process which includes different assessments to identify any gaps in children’s education and barriers to learning. Our assessment data is reviewed termly by the school management team including the SENCO.

We have a highly skilled and experienced SEN team whose priority is to support children with SEND and identify those with any unmet SEND. If a child is receiving SEN support an Individual Provision Plan will be made in collaboration with the child and parents so that provision is focussed on agreed barriers and outcomes.

The school's SEN policy can be found on our website.

We monitor the outcomes of our provision regularly to ensure that we have the right intervention for our children. We track progress of SEND learners as a group and on an individual basis. We assess, observe and plan in a way that ensures that we have a full picture of the needs of our children and we monitor outcomes on all areas of development.

Class teacher assessments are updated termly. These assessments are reviewed by the whole school management team including the SENCO. Parents of children who receive SEN support will be invited to a variety of reviews and the frequency of these will depend upon the needs of the child. There will be at least 3 reviews per year. These will include Parent Consultation meetings with the class teacher and meetings with the schools SENCO. We are also happy to offer meetings on request. Children who have an Education Health and Care plan will have this reviewed annually but monitoring reviews will also take place throughout the year

We believe that Quality First Teaching is at the heart of good SEND provision. We provide an educational experience that supports all aspects of children's development and recognises individual strength and challenge. Our teachers are dedicated to planning engaging lessons which enable all children to progress at their individual level. We scaffold and differentiate work according to individual need and we plan challenging assessment criteria for all children that can be met at least three different levels. We believe that we must recognise and harness the potential of all our learners and particularly those with SEND and this belief drives our planning. We have a school blog which is updated regularly and gives a rich and varied insight into school life. This can be accessed via our website. We also share information through your child's Learning journey, class assemblies and our school newsletter. We have an open dialogue with our parents and enjoy providing feedback when you collect your child at the end of the day

Our Accessibility Plan is robust and we continually remind staff and learners about the Equality Act 2010. We value and respect diversity in our setting and do our very best to meet the needs of all out learners. All children have the right to a good quality education and are entitled to a broad and balanced curriculum, which is differentiated to enable children to: • Understand the relevance and purpose of learning activities • Experience levels of understanding and rates of progress that bring feelings of success and achievement. Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives; we differentiate work appropriately and we use assessment to inform the next stage of learning

All our staff are regularly trained to provide a high standard of support for children with SEND. We tailor make support packages around the needs of our children and will actively seek appropriate resources to support individual children. We have staff trained as Emotional Literacy Support Assistants and some staff trained in Emotional First Aid. We run daily Read Write Inc sessions for children who need support with phonics and we offer therapeutic support arranged on a one to one basis. We work with external providers such as the Speech and Language Therapist to put programmes of support in place at school. We believe in finding the right intervention for our children and will work with our children and parents as well as a range of internal and external providers to find the right provision. Parents are a key part of this process and will be involved through school meetings and reviews. Individual provisions profiles are made in collaboration with parents and children.

Our SEN Policy promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. If necessary, we will undertake a risk assessment and risk management plan aimed at including children in all of our activities. where applicable parents/carers are consulted and involved in planning

Social and Emotional Development is a core aspect in all our curriculum planning. We plan activities and lessons that build and raise self-esteem and offer appropriate challenge for all children. We also have a range of interventions supporting emotional and social development such as Emotional Literacy support sessions where children work with adults on a one to one or group basis and Talking partners to support communication on a small group level.

Polly O’Donnell is the school SENCo. She can be contacted via the school office or on e-mail above. You can discuss this initially with your child’s class teacher who will liaise with the SENCo.

We are a learning school and we believe that good staff learning drives good teaching. Our Special Needs Coordinator (SENCo) has completed the mandatory National SENCo Award.

and is a very experienced qualified teacher. We build Special educational needs into our strategic training programme. Staff have had specific training on a range of SEN needs and intervention including: Sensory Circuits, Autism, Intensive Interaction, PECS, Supporting Speech and Language, Makaton, and hand massage. We have joined the School Links Project which is a specific project run by Reading Borough Council to improve mental health services for children

We work with a range of external providers such as Sensory Consortium, Speech and Language Therapist, Occupational Health, the Educational Psychologist and the community nurse service to provide the correct equipment and facilities for our children.

We want our parents to be fully involved in planning for all our children and parents are invited to discuss provision with class teachers and the school SENCO. We hold parental consultation meetings and further review and planning meetings. We always plan holistically and we have a section on our Individual Provision Plan which includes the types of support that could be given at home.

We believe that empowering our children is a fundamental step in securing good progress. Children are supported and encouraged to drive their own success and all planning puts them at the centre of this process. Our pupils create and drive their own provision plans and we use a range of tools and methods to enable this to happen including formal meetings, informal discussion, play activities, assessment tools.

Any concerns about provision can be discussed with the SENCO in the first instance. If this is not resolved parents can contact the Deputy Head or Headteacher.

Complaint forms are available from the school office and should be directed to the Head Teacher in the first instance.

We have a number of established relationships with professionals in health and social care including the educational psychologist, speech and language therapist, occupational therapist, massage therapist and outreach from specialist providers. All external partners we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service. To access services, you can talk to the SENCO who can complete the necessary referrals.

Further advice can be given through the Reading Borough Council Local Offer and through IASS (Independent Advice and Support Service)

We have a robust Induction programme in place for welcoming new learners to our setting. Our Provision Management system records what support and interventions help children to learn and this information is passed on in transition. We have very good relationships with feeder settings as well as settings children/young people move onto. SENCO’s from secondary schools are invited to annual reviews prior to transition

Reading Borough Council’s Local Offer website has details of other services that could be available.

Parents of children who receive SEN support will be invited to a variety of reviews and the frequency of these will depend upon the needs of the child. There will be at least 3 reviews per year. These will include Parent Consultation meetings with the class teacher and meetings with the schools SENCO. We are also happy to offer meetings on request. Children who have an Education Health and Care plan will have this reviewed annually but monitoring reviews will also take place throughout the year