St Mary & All Saints C E Primary School ~ Nursery Class
Voluntary Aided School
Nursery can provide 30 hours funded places for parents who are eligible.
St Mary and All Saints C of E (Aided) Primary School and Nursery Class have publised their Local Offer providing information on Special Educational Needs and Disabilities (SEND)
Who to contact
- Contact Name
- Matt Parting
- Contact Position
- Principal
- Telephone
- 0118 901 5545 0118 901 5545
- admin@st-maryallsaints.reading.sch.uk
- Website
- St Mary and All Saints C of E Primary School
- Scan to visit this website
Where to go
- Address
-
St Marys All Saints C Of E Primary School
Wensley Road
Reading
Berkshire - Postcode
- RG1 6DU
Directions to RG1 6DU
Availability
- Age Ranges
- 3-5
Childcare Information
Funded Places
- Has 3 & 4 year old funding
- Yes
30 Hours Extended Entitlements
- Additional 15 hours of *Free* childcare offered
- Yes
- Intending to provide 30 Hours?
- Yes
- Registered to provide 30 Hours?
- Yes
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Mrs Kathrine Dunn
- Contact Telephone
- 0118 9015545
- Contact Email
- senco@st-maryallsaints.reading.sch.uk
- Links
- St Mary and All Saints C of E Primary School Accessibility Plan SEND Policies
- Local Offer Age Bands
- Early Years (0-4 years)
- SEN Provision Type
- Universal
- Local Offer Updated
- 10/10/2023
Schools Extended Local Offer Response
Description
School Name: St Mary & All Saints CE Primary
Address: Wensley Road, Reading RG1 6DU
Telephone: 0118 9015545
Email: admin@st-maryallsaints.reading.sch.uk
Website: www.st-maryallsaints.reading.sch.uk
Ofsted link: https://reports.ofsted.gov.uk/provider/21/146275
Principal: Mr Matt Parting
SENDCo: Name: Mrs Kathrine Dunn
Contact: senco@st-maryallsaints.reading.sch.uk
Date of latest Accessibility Plan: June 2021 - June 2024
Link to Accessibility Plan: https://stmaryandallsaints.co.uk/about/schools-information/policies-procedures
Date completed: September 2023
By: Kathrine Dunn Role: SENDCo
General Statement - At St Mary and All Saints CE Primary school, we aim to offer excellence and choice to all our children, whatever their ability or needs. We are a fully inclusive mainstream primary school complying with the requirements detailed in the Special Educational Needs Code of Practice (2014) and in line with the Equality ACT 2010. Every child is a unique and valued member of our school community. We have high expectations of all our children and want each individual to achieve their personal goals. We aim to provide an environment where all pupils feel safe and can develop the emotional resilience they need to become successful, independent learners. We aim to remove barriers to learning, raise aspirations and improve progress and outcomes for all.
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?
We currently support a wide range of needs within the four categories of SEND:
- 1.2: What kinds of SEND do those children have?
These include:
- Cognition and Learning – children with moderate and severe learning difficulties, and specific learning difficulties including dyslexia and dyspraxia
- Communication and Interaction – children with social communication needs, diagnosed Autism and with a wide range of speech and language difficulties
- Sensory and/or Physical – children with hearing impairment, visual impairment, sensory processing needs
- Social, Emotional and Mental Health – children experiencing specific anxieties, Autism and ADHD, ADD and Attachment Disorder/difficulties, which may result in challenging behaviour
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?
At St Mary and All Saints CE Primary School, we assess children formatively all the time through observation and daily marking and feedback. We also hold focused summative data collection three times a year, to measure individual progress and attainment against national expectations. If a child is not making expected standards and/or is not achieving the attainment expected for their age, or is experiencing difficulties socially or emotionally, the class teacher will share their concerns with the SENDCo. This will highlight the areas that are raising concerns and interventions will be put in place and will be shared with parents. This is reviewed and if the child has not made significant progress there will be a discussion around putting the child on the SEN register. Then we can begin to identify areas of need from specific assessment and observation and if necessary, place a child in a specific small group/individual intervention. Interventions are carried out in addition to or in support of the Quality First Teaching the children are already receiving. If a child continues to make little progress despite the interventions, then we look closely at identifying whether they have a specific special educational need.
- 2.2: How will I know if my child is receiving SEN support?
We inform parents/carers if their children are receiving SEN support through sharing IEP (Individual Education Plan) targets which outlines the support provided.
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 reviewed annually and is available on the school’s 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?
We regularly monitor the provision made for our vulnerable leaners in a variety of ways and we follow a graduated approach. Monitoring includes:
• Use of formative and summative assessment to identify the areas children succeed in and also identify what they are finding difficult
• Use of provision maps to identify and monitor provision
• Review of Individual Education Plans three times a year with the children and their parents and these are then monitored by the SENDCo
• Tracking progress and attainment of all our vulnerable learners three times a year in line with Pupil Progress meetings and comparison of the data to their peers’ attainment and progress
• Use of progress/attainment data pre and post interventions which is then used to refine/revise provision
• Use of analyse School Performance to compare progress and attainment against local and national achievement in similar groups
• Use of Pupil Voice to gather pupil opinions on provision and activities at school
• Targets set by outside agencies are also reviewed by outside agencies and advice on next steps are given
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
As well as monitoring attainment and progress of academic data, we measure and track other outcomes for our SEND learners, including attendance, engagement, communication and emotional wellbeing.
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?
Pupils identified with SEND will have an IEP in place. IEPs are reviewed in a timely manner to measure progress towards the intended outcomes. The review process will evaluate the impact of the personalised learning plan; it will also take account of the views of the pupil and parents.
- 3b.2: How will I find out about the progress my child is making?
The school works closely with parents in the support of those children with SEND. We encourage an active partnership through an ongoing dialogue with parents. The home–school agreement is central to this. Parents have much to contribute to our support for children with SEND.
Parents/carers are invited to parent/carer’s consultation meetings and receive an annual report in the summer term. IEP targets are shared in addition to this. However, if the child has an Education, Health and Care Plan (EHCP), there will be additional opportunities to meet and discuss provision.
- 3b.3: How will I be involved in those reviews? Who else will be there?
IEPs are reviewed three times a year in preparation for setting new targets. If a child has an EHCP there will be an Annual Review meeting to discuss the outcomes. Parents/carers are invited to contribute and participate in the meeting. Any outside agencies who are actively involved in supporting a child are also invited to contribute.
If any parent/carer would like to discuss any concerns with the SENDCo, this can be arranged through the school office.
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?
As identified in the SEND Code of Practice (July 2014) – paragraph 6.15 ‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age’. Once a pupil has been identified as having SEND there will be additional monitoring by staff in order to gauge their possible difficulties. The school is committed to early identification of SEND and adopts a Graduated Approach to meeting SEND in line with the SEND Code of Practice. This follows the cycle of: Assess, Plan, Do and Review.
The SENDCo alongside Teachers and Teaching Assistants, is able to offer a range of alternative/extra assessments to gain further understanding of a child’s needs including:
- Informal classroom /playground observation
- Analysis of independent writing/book scrutiny
- Informal one to one discussions with the child
- RWInc Phonics
- NGRT Reading Test – reading accuracy and comprehension
- Helen Arkell Spelling Test to ascertain a spelling age
- Can do Maths assessments
- Verbal and Non-verbal reasoning tests
- Referral outside agencies eg CAMHS, Speech and Language Therapist, SEMH/Behaviour Support, and/or Educational Psychologist
- 3c.2: How can I find out more about what my child is learning at the moment?
Curriculum information is available on the school’s website. Please look at Dojo for regular updates.
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?
In compliance with The Disability Discrimination Act 1995 and SEN and Disability Act 2001 (SENDA), we ensure that reasonable adjustments are made to the learning environment. The school’s Accessibility Plan details relevant information on adaptations for SEND. Health and Safety policy is available on the website.
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 attempts to abscond or physically assaults others.
- 3d.2: How will the curriculum be matched to my child's needs?
Our aim is to include all children within our everyday teaching and activities this is done through scaffolded and adapted learning. At times this involves differentiation and also use of 1:1 and small group teaching assistant support to allow individuals to learn at their pace/using resources suitable for their needs.
We use a range of resources and specific interventions to meet individual need and support children to access the curriculum. Some of the current SEND interventions and resources we use in school include:
Speech and Language: Makaton; PECS; Attention Autism; Intensive Interactions; Racing to English; Nuffield Early Language Intervention.
Reading: Precision teaching; Read Write Inc; Nessy.
Writing: Colourful Semantics; Read Write Inc; Nessy.
Maths: Precision teaching; Times Table Rock Stars.
Motor Skills: Write from the Start; Occupational Therapy service info and screening pack.
Emotional and Social Support: ELSA; Drawing and talking therapy; Zones of Regulation; Lego Therapy; Sensory room; Sensory circuits.
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 encourage all our children to become independent learners.
However, depending on the severity of needs and the rate of academic progress, some children require additional support. In most cases, short-term small group interventions are offered to fill any gaps in learning. If needed and with parental consent, a range of external professionals are consulted for identification and assessment of pupils’ specific needs, which in turn determines the provision offered in school.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
In exceptional cases, where a child presents with significant difficulties and/or has entitlement through EHCP, a high level of support is provided. 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.
- 3e.3: How will I know if my child is getting extra support?
At St Mary & All Saints CE Primary, we strive to communicate with parents/carers, including to inform them about the provision their child is receiving. This is done both formally through Annual reports, IEPs, and EHCP reviews where applicable, parent-teacher consultation meetings and informally.
- 3e.4: How is the decision made about how much/what support my child will receive?
We monitor the effectiveness 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.
The Hive, our Resource provision supports children with significant Communication and Interaction needs, Autism and Cognition difficulties. This year, The Hive becomes an official Resource funded by Reading BFfC.
From January 2024, Bumblebees Resource funded by Reading BFfC will open to support children with high Communication and Interactions needs, Autism and Severe Learning Difficulties.
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?
There is a range of extra-curricular and enrichment activities which include off-site activities for all our pupils, including those with SEND.
- 3f.2: How can my child and I find out about these activities?
Such information is available each term through letters and school communication platform Dojo and it is displayed on the school’s website.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
A thorough risk assessment is carried out before any external educational visits that also considers accessibility for those less able. In specific cases, the school organises accessible transport.
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
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?
Some children need additional support that is provided by our trained staff, ELSA and Family Support Worker, and external professionals, e.g. SEMH/Behaviour Support, Educational Psychologist, Primary Mental Health Worker and Mental Health School’s Team.
We are participating in Mental Health School’s Team project where we have access to a wealth of provision and support.
Mrs Cruse, School’s Family Support Worker, in liaison with SENDCo, has been actively engaged in this to support pupil’s needs.
https://brighterfuturesforchildren.org/for-parents-carers/mental-health-support-team/
This support is carefully monitored and evaluated to ensure that specific children meet desired outcomes. We have clear behaviour and anti-bullying policies which are discussed regularly with the children.
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?
The school’s SENDCos: Mrs Kathrine Dunn and Mrs Shazia Aamir, Deputy SENDCo can be contacted via the school office on 01189015545 or by email on: senco@st-maryallsaints.reading.sch.uk
and the Family Support Worker, Mrs Gemma Cruse gcruse@st-maryallsaints.reading.sch.uk.
- 4.2: What should I do if I think my child may have a special educational need or disability?
If you are concerned about your child, you should discuss this with the child’s class teacher first, who will complete an Initial Concern Form. It is important to have both parental and teacher’s views on the child’s needs and also what strategies have already been tried. The information on this form will enable the SENDCo to decide on appropriate assessments and provision for your child.
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?
Our Special Needs and Disabilities Co-ordinator (SENDCo) has completed the mandatory National SENCo Award and is a qualified teacher. It is our expectation that all teachers are responsible and teachers of SEND and have the support of the SENDCo to ensure good progress and attainment of all children. All teachers are expected and committed to having a good understanding and awareness of SEND. This is achieved through on‐going CPD. Through the school year, a number of staff training sessions are spent on SEND and new practices. Teaching Assistants are employed to support the learning needs of all the children with the exception of targeted support for children with high needs to enable them to access a mainstream curriculum.
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?
SEND equipment and resources are ordered through an audit of needs. Some specialist equipment requiring additional funding is provided by the local authority or health services and in exceptional circumstances by the Diocese. The school is generally responsible for the maintenance of some specialist equipment.
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?
The school works closely with parents in the support of those children with SEND. We encourage an active partnership through an ongoing dialogue with parents. The home–school agreement is central to this. Parents have much to contribute to our support for children with SEND.
- 7.2: How will you help me to support my child's learning?
Parents/carers are invited to two parent/carer’s consultation evenings in an academic year and receive an annual report in the summer term. However, if the child has an Individual Education Plan(IEP) or an Education, Health and Care Plan (EHCP), there will be additional opportunities to meet and discuss provision. Each IEP is reviewed three times a year in preparation for writing new targets. If a child has an EHCP there will be an Annual Review meeting to discuss the outcomes. Parents/carers are invited to provide a written response and participate in the meeting. Any outside agencies who are actively involved in supporting a child are also invited to participate in the meeting. If any parent/carer would like to discuss any concerns with the SENDCo, this can be arranged through the school office.
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?
Children with SEND often have a unique knowledge of their own needs, and their views about what sort of help they would like will be ascertained where appropriate.
Children are encouraged to participate in the decision making and review processes of their progress. Children with an EHCP are supported to contribute their views which forms the central part of the Annual Review 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?
Please refer to the school website for SEND contact details and Complaint's policy.
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Any complaints regarding SEND provision are dealt with according to the school’s Complaints Policy, which is on the school website.
If concerns persist, parents are encouraged to contact Reading Information Advice and Support Service for SEND (known as Reading IASS) facebook.com/Readingiass Service Helpline 0118 937 3421 (Mon, Wed and Fri 9.30am-2.30pm
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?
All school policies and Local Offer relating to SEND are approved by the governors before making them available on the website. Where relevant, the SENDCo coordinates support with external professionals, e.g Physiotherapist, Occupational therapist, Social worker, SEND case officers.
- 10.2: How can my family get support from these services?
Where necessary, outreach services e.g. Cranbury College as part of Behaviour Support Service, offer consultations for teachers and parents to provide guidance on supporting children in school and at home.
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?
Parents of SEND children can contact
Reading Information Advice and Support
Service for SEND (formerly the Parent Partnership Service)
http://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=VqahHpIA19A
Autism Berkshire;
https://www.autismberkshire.org.uk/
0118 9594 594
Parenting Special Children ;
https://www.parentingspecialchildren.co.uk/
0118 9863532
Reading Families Forum;
http://www.readingfamiliesforum.co.uk/
Reading's Disability Information Scheme
(DISS);
CYPIT (Children and Young Persons Integrated Therapies ) https://cypf.berkshirehealthcare.nhs.uk/ourservices/
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?
The SENDCo, Family Support Worker and Early Years team leader closely liaise with other Early Years settings to support transition of children identified with SEND moving into our Nursery or Reception classes. Parents/carers are consulted within this process.
When children with SEND reach Year 5, there is an opportunity for a dialogue between parents/carers and school regarding the individual’s transfer to secondary school. For pupils with EHCPs there will be a transitional Annual Review whereby a parent/carer/child’s can express their preference for secondary placement and have it recorded.
The SENDCo in collaboration with Family Support Worker will devise a transition programme with Secondary schools. The Year 6 teacher, team leader and/or the SENDCo will meet with the Secondary school and additional transition visits can be offered to further support individuals.
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?
Here are some useful websites offering support for
families of children with SEND.
- Reading's Disability Information Scheme
(DISS);
www.reading.gov.uk/localoffer
- Reading Information Advice and Support
Service for SEND (formerly the Parent Partnership
Service)
http://servicesguide.reading.gov.uk/kb5/reading/dire
ctory/service.page?id=VqahHpIA19A
- CYPIT (Children and Young Persons Integrated Therapies )
https://cypf.berkshirehealthcare.nhs.uk/ourservices/
Parenting Special Children
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?
See 3b for information on assessment
- 14.2: How often will these reviews happen?
In compliance with Assessment and Reporting arrangements, the school sends an end of year report home for all children, including those with SEND.
In addition, parents/carers of children will receive results of formal SATs assessments at the end of KS1 and KS2.
15: Who can I contact for further information?
The school SENDCos: Mrs Kathrine Dunn and Mrs Shazia Aamir can be contacted via the school office on 01189015545 or by email on: senco@st-maryallsaints.reading.sch.uk
and the Family Support Worker Mrs Gemma Cruse; gcruse@st-maryallsaints.reading.sch.uk.
16: What is the complaints procedure?
Any complaints regarding SEND provision are dealt with according to the school’s Complaints Policy, which is available on the school website.
17: Our external partners are
Educational Psychologist
Netsai Gwata BFfC
Speech & Language Therapists
Linda Maule CYPIT/NHS
Play Therapist
Shahida Omarshah
Social Care
Brighter Futures for Children
CAMHS
Children’s and Adolescents’ Mental Health Services
Physiotherapist
Occupational Therapy department, RBH
Hearing and Visual impairment Support
Sensory Consortium Service
Primary Mental Health Worker
Luciana Rodrigues, BFfC
Mental Health Support Team
Brighter Futures for Children
Attendance Support Worker
Kate Pierce, BFfC
Behaviour Support Services
TWHF SEMH Outreach
Cranbury College
Autism Advisor
Jenna Redmond, BFfC
Outreach: Autism Teacher
Rachel Tetchner
Bereavement Support for families and children
Daisy’s Dream
Hospital Schooling
RBH, Reading & John Radcliffe, Oxford
School nursing team
NHS
Berkshire Women’s Aid
BWA
Young Carers
Brighter Futures for Children
18: Is there any additional provision you have developed during the year?
The Hive, Resource provision supports children with significant Communication and Interaction needs, Autism and Cognition difficulties. This year The Hive becomes an official Resource funded by Reading BFfC.
From January 2024, Bumblebees Resource funded by Reading BFfC will open to support children with high Communication and Interactions needs, Autism and Severe Learning Difficulties.
There has been a focus on supporting pupil’s well being and mental health. We are participating in Mental Health School’s Team project where we have access to a wealth of provision and support. Mrs Cruse, School’s Family Support Worker, in liaison with SENDCo, has been actively engaged in this to support pupil’s needs.
https://brighterfuturesforchildren.org/for-parents-carers/mental-health-support-team/
19: Link to the schools websites SEND information or policy page.
https://stmaryandallsaints.co.uk/about-us/school-information/special-educational-needs-and-disabilities-information/
Description
School Name: St Mary & All Saints CE Primary
Address: Wensley Road, Reading RG1 6DU
Telephone: 0118 9015545
Email: admin@st-maryallsaints.reading.sch.uk
Website: www.st-maryallsaints.reading.sch.uk
Ofsted link: https://reports.ofsted.gov.uk/provider/21/146275
Principal: Mr Matt Parting
SENDCo: Name: Mrs Kathrine Dunn
Contact: senco@st-maryallsaints.reading.sch.uk
Date of latest Accessibility Plan: June 2021 - June 2024
Link to Accessibility Plan: https://stmaryandallsaints.co.uk/about/schools-information/policies-procedures
Date completed: September 2023
By: Kathrine Dunn Role: SENDCo
General Statement - At St Mary and All Saints CE Primary school, we aim to offer excellence and choice to all our children, whatever their ability or needs. We are a fully inclusive mainstream primary school complying with the requirements detailed in the Special Educational Needs Code of Practice (2014) and in line with the Equality ACT 2010. Every child is a unique and valued member of our school community. We have high expectations of all our children and want each individual to achieve their personal goals. We aim to provide an environment where all pupils feel safe and can develop the emotional resilience they need to become successful, independent learners. We aim to remove barriers to learning, raise aspirations and improve progress and outcomes for all.
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?
We currently support a wide range of needs within the four categories of SEND:
- 1.2: What kinds of SEND do those children have?
These include:
- Cognition and Learning – children with moderate and severe learning difficulties, and specific learning difficulties including dyslexia and dyspraxia
- Communication and Interaction – children with social communication needs, diagnosed Autism and with a wide range of speech and language difficulties
- Sensory and/or Physical – children with hearing impairment, visual impairment, sensory processing needs
- Social, Emotional and Mental Health – children experiencing specific anxieties, Autism and ADHD, ADD and Attachment Disorder/difficulties, which may result in challenging behaviour
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?
At St Mary and All Saints CE Primary School, we assess children formatively all the time through observation and daily marking and feedback. We also hold focused summative data collection three times a year, to measure individual progress and attainment against national expectations. If a child is not making expected standards and/or is not achieving the attainment expected for their age, or is experiencing difficulties socially or emotionally, the class teacher will share their concerns with the SENDCo. This will highlight the areas that are raising concerns and interventions will be put in place and will be shared with parents. This is reviewed and if the child has not made significant progress there will be a discussion around putting the child on the SEN register. Then we can begin to identify areas of need from specific assessment and observation and if necessary, place a child in a specific small group/individual intervention. Interventions are carried out in addition to or in support of the Quality First Teaching the children are already receiving. If a child continues to make little progress despite the interventions, then we look closely at identifying whether they have a specific special educational need.
- 2.2: How will I know if my child is receiving SEN support?
We inform parents/carers if their children are receiving SEN support through sharing IEP (Individual Education Plan) targets which outlines the support provided.
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 reviewed annually and is available on the school’s 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?
We regularly monitor the provision made for our vulnerable leaners in a variety of ways and we follow a graduated approach. Monitoring includes:
• Use of formative and summative assessment to identify the areas children succeed in and also identify what they are finding difficult
• Use of provision maps to identify and monitor provision
• Review of Individual Education Plans three times a year with the children and their parents and these are then monitored by the SENDCo
• Tracking progress and attainment of all our vulnerable learners three times a year in line with Pupil Progress meetings and comparison of the data to their peers’ attainment and progress
• Use of progress/attainment data pre and post interventions which is then used to refine/revise provision
• Use of analyse School Performance to compare progress and attainment against local and national achievement in similar groups
• Use of Pupil Voice to gather pupil opinions on provision and activities at school
• Targets set by outside agencies are also reviewed by outside agencies and advice on next steps are given
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
As well as monitoring attainment and progress of academic data, we measure and track other outcomes for our SEND learners, including attendance, engagement, communication and emotional wellbeing.
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?
Pupils identified with SEND will have an IEP in place. IEPs are reviewed in a timely manner to measure progress towards the intended outcomes. The review process will evaluate the impact of the personalised learning plan; it will also take account of the views of the pupil and parents.
- 3b.2: How will I find out about the progress my child is making?
The school works closely with parents in the support of those children with SEND. We encourage an active partnership through an ongoing dialogue with parents. The home–school agreement is central to this. Parents have much to contribute to our support for children with SEND.
Parents/carers are invited to parent/carer’s consultation meetings and receive an annual report in the summer term. IEP targets are shared in addition to this. However, if the child has an Education, Health and Care Plan (EHCP), there will be additional opportunities to meet and discuss provision.
- 3b.3: How will I be involved in those reviews? Who else will be there?
IEPs are reviewed three times a year in preparation for setting new targets. If a child has an EHCP there will be an Annual Review meeting to discuss the outcomes. Parents/carers are invited to contribute and participate in the meeting. Any outside agencies who are actively involved in supporting a child are also invited to contribute.
If any parent/carer would like to discuss any concerns with the SENDCo, this can be arranged through the school office.
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?
As identified in the SEND Code of Practice (July 2014) – paragraph 6.15 ‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age’. Once a pupil has been identified as having SEND there will be additional monitoring by staff in order to gauge their possible difficulties. The school is committed to early identification of SEND and adopts a Graduated Approach to meeting SEND in line with the SEND Code of Practice. This follows the cycle of: Assess, Plan, Do and Review.
The SENDCo alongside Teachers and Teaching Assistants, is able to offer a range of alternative/extra assessments to gain further understanding of a child’s needs including:
- Informal classroom /playground observation
- Analysis of independent writing/book scrutiny
- Informal one to one discussions with the child
- RWInc Phonics
- NGRT Reading Test – reading accuracy and comprehension
- Helen Arkell Spelling Test to ascertain a spelling age
- Can do Maths assessments
- Verbal and Non-verbal reasoning tests
- Referral outside agencies eg CAMHS, Speech and Language Therapist, SEMH/Behaviour Support, and/or Educational Psychologist
- 3c.2: How can I find out more about what my child is learning at the moment?
Curriculum information is available on the school’s website. Please look at Dojo for regular updates.
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?
In compliance with The Disability Discrimination Act 1995 and SEN and Disability Act 2001 (SENDA), we ensure that reasonable adjustments are made to the learning environment. The school’s Accessibility Plan details relevant information on adaptations for SEND. Health and Safety policy is available on the website.
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 attempts to abscond or physically assaults others.
- 3d.2: How will the curriculum be matched to my child's needs?
Our aim is to include all children within our everyday teaching and activities this is done through scaffolded and adapted learning. At times this involves differentiation and also use of 1:1 and small group teaching assistant support to allow individuals to learn at their pace/using resources suitable for their needs.
We use a range of resources and specific interventions to meet individual need and support children to access the curriculum. Some of the current SEND interventions and resources we use in school include:
Speech and Language: Makaton; PECS; Attention Autism; Intensive Interactions; Racing to English; Nuffield Early Language Intervention.
Reading: Precision teaching; Read Write Inc; Nessy.
Writing: Colourful Semantics; Read Write Inc; Nessy.
Maths: Precision teaching; Times Table Rock Stars.
Motor Skills: Write from the Start; Occupational Therapy service info and screening pack.
Emotional and Social Support: ELSA; Drawing and talking therapy; Zones of Regulation; Lego Therapy; Sensory room; Sensory circuits.
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 encourage all our children to become independent learners.
However, depending on the severity of needs and the rate of academic progress, some children require additional support. In most cases, short-term small group interventions are offered to fill any gaps in learning. If needed and with parental consent, a range of external professionals are consulted for identification and assessment of pupils’ specific needs, which in turn determines the provision offered in school.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
In exceptional cases, where a child presents with significant difficulties and/or has entitlement through EHCP, a high level of support is provided. 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.
- 3e.3: How will I know if my child is getting extra support?
At St Mary & All Saints CE Primary, we strive to communicate with parents/carers, including to inform them about the provision their child is receiving. This is done both formally through Annual reports, IEPs, and EHCP reviews where applicable, parent-teacher consultation meetings and informally.
- 3e.4: How is the decision made about how much/what support my child will receive?
We monitor the effectiveness 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.
The Hive, our Resource provision supports children with significant Communication and Interaction needs, Autism and Cognition difficulties. This year, The Hive becomes an official Resource funded by Reading BFfC.
From January 2024, Bumblebees Resource funded by Reading BFfC will open to support children with high Communication and Interactions needs, Autism and Severe Learning Difficulties.
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?
There is a range of extra-curricular and enrichment activities which include off-site activities for all our pupils, including those with SEND.
- 3f.2: How can my child and I find out about these activities?
Such information is available each term through letters and school communication platform Dojo and it is displayed on the school’s website.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
A thorough risk assessment is carried out before any external educational visits that also considers accessibility for those less able. In specific cases, the school organises accessible transport.
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
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?
Some children need additional support that is provided by our trained staff, ELSA and Family Support Worker, and external professionals, e.g. SEMH/Behaviour Support, Educational Psychologist, Primary Mental Health Worker and Mental Health School’s Team.
We are participating in Mental Health School’s Team project where we have access to a wealth of provision and support.
Mrs Cruse, School’s Family Support Worker, in liaison with SENDCo, has been actively engaged in this to support pupil’s needs.
https://brighterfuturesforchildren.org/for-parents-carers/mental-health-support-team/
This support is carefully monitored and evaluated to ensure that specific children meet desired outcomes. We have clear behaviour and anti-bullying policies which are discussed regularly with the children.
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?
The school’s SENDCos: Mrs Kathrine Dunn and Mrs Shazia Aamir, Deputy SENDCo can be contacted via the school office on 01189015545 or by email on: senco@st-maryallsaints.reading.sch.uk
and the Family Support Worker, Mrs Gemma Cruse gcruse@st-maryallsaints.reading.sch.uk.
- 4.2: What should I do if I think my child may have a special educational need or disability?
If you are concerned about your child, you should discuss this with the child’s class teacher first, who will complete an Initial Concern Form. It is important to have both parental and teacher’s views on the child’s needs and also what strategies have already been tried. The information on this form will enable the SENDCo to decide on appropriate assessments and provision for your child.
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?
Our Special Needs and Disabilities Co-ordinator (SENDCo) has completed the mandatory National SENCo Award and is a qualified teacher. It is our expectation that all teachers are responsible and teachers of SEND and have the support of the SENDCo to ensure good progress and attainment of all children. All teachers are expected and committed to having a good understanding and awareness of SEND. This is achieved through on‐going CPD. Through the school year, a number of staff training sessions are spent on SEND and new practices. Teaching Assistants are employed to support the learning needs of all the children with the exception of targeted support for children with high needs to enable them to access a mainstream curriculum.
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?
SEND equipment and resources are ordered through an audit of needs. Some specialist equipment requiring additional funding is provided by the local authority or health services and in exceptional circumstances by the Diocese. The school is generally responsible for the maintenance of some specialist equipment.
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?
The school works closely with parents in the support of those children with SEND. We encourage an active partnership through an ongoing dialogue with parents. The home–school agreement is central to this. Parents have much to contribute to our support for children with SEND.
- 7.2: How will you help me to support my child's learning?
Parents/carers are invited to two parent/carer’s consultation evenings in an academic year and receive an annual report in the summer term. However, if the child has an Individual Education Plan(IEP) or an Education, Health and Care Plan (EHCP), there will be additional opportunities to meet and discuss provision. Each IEP is reviewed three times a year in preparation for writing new targets. If a child has an EHCP there will be an Annual Review meeting to discuss the outcomes. Parents/carers are invited to provide a written response and participate in the meeting. Any outside agencies who are actively involved in supporting a child are also invited to participate in the meeting. If any parent/carer would like to discuss any concerns with the SENDCo, this can be arranged through the school office.
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?
Children with SEND often have a unique knowledge of their own needs, and their views about what sort of help they would like will be ascertained where appropriate.
Children are encouraged to participate in the decision making and review processes of their progress. Children with an EHCP are supported to contribute their views which forms the central part of the Annual Review 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?
Please refer to the school website for SEND contact details and Complaint's policy.
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Any complaints regarding SEND provision are dealt with according to the school’s Complaints Policy, which is on the school website.
If concerns persist, parents are encouraged to contact Reading Information Advice and Support Service for SEND (known as Reading IASS) facebook.com/Readingiass Service Helpline 0118 937 3421 (Mon, Wed and Fri 9.30am-2.30pm
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?
All school policies and Local Offer relating to SEND are approved by the governors before making them available on the website. Where relevant, the SENDCo coordinates support with external professionals, e.g Physiotherapist, Occupational therapist, Social worker, SEND case officers.
- 10.2: How can my family get support from these services?
Where necessary, outreach services e.g. Cranbury College as part of Behaviour Support Service, offer consultations for teachers and parents to provide guidance on supporting children in school and at home.
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?
Parents of SEND children can contact
Reading Information Advice and Support
Service for SEND (formerly the Parent Partnership Service)
http://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=VqahHpIA19A
Autism Berkshire;
https://www.autismberkshire.org.uk/
0118 9594 594
Parenting Special Children ;
https://www.parentingspecialchildren.co.uk/
0118 9863532
Reading Families Forum;
http://www.readingfamiliesforum.co.uk/
Reading's Disability Information Scheme
(DISS);
CYPIT (Children and Young Persons Integrated Therapies ) https://cypf.berkshirehealthcare.nhs.uk/ourservices/
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?
The SENDCo, Family Support Worker and Early Years team leader closely liaise with other Early Years settings to support transition of children identified with SEND moving into our Nursery or Reception classes. Parents/carers are consulted within this process.
When children with SEND reach Year 5, there is an opportunity for a dialogue between parents/carers and school regarding the individual’s transfer to secondary school. For pupils with EHCPs there will be a transitional Annual Review whereby a parent/carer/child’s can express their preference for secondary placement and have it recorded.
The SENDCo in collaboration with Family Support Worker will devise a transition programme with Secondary schools. The Year 6 teacher, team leader and/or the SENDCo will meet with the Secondary school and additional transition visits can be offered to further support individuals.
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?
Here are some useful websites offering support for
families of children with SEND.
- Reading's Disability Information Scheme
(DISS);
www.reading.gov.uk/localoffer
- Reading Information Advice and Support
Service for SEND (formerly the Parent Partnership
Service)
http://servicesguide.reading.gov.uk/kb5/reading/dire
ctory/service.page?id=VqahHpIA19A
- CYPIT (Children and Young Persons Integrated Therapies )
https://cypf.berkshirehealthcare.nhs.uk/ourservices/
Parenting Special Children
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?
See 3b for information on assessment
- 14.2: How often will these reviews happen?
In compliance with Assessment and Reporting arrangements, the school sends an end of year report home for all children, including those with SEND.
In addition, parents/carers of children will receive results of formal SATs assessments at the end of KS1 and KS2.
15: Who can I contact for further information?
The school SENDCos: Mrs Kathrine Dunn and Mrs Shazia Aamir can be contacted via the school office on 01189015545 or by email on: senco@st-maryallsaints.reading.sch.uk
and the Family Support Worker Mrs Gemma Cruse; gcruse@st-maryallsaints.reading.sch.uk.
16: What is the complaints procedure?
Any complaints regarding SEND provision are dealt with according to the school’s Complaints Policy, which is available on the school website.
17: Our external partners are
Educational Psychologist
Netsai Gwata BFfC
Speech & Language Therapists
Linda Maule CYPIT/NHS
Play Therapist
Shahida Omarshah
Social Care
Brighter Futures for Children
CAMHS
Children’s and Adolescents’ Mental Health Services
Physiotherapist
Occupational Therapy department, RBH
Hearing and Visual impairment Support
Sensory Consortium Service
Primary Mental Health Worker
Luciana Rodrigues, BFfC
Mental Health Support Team
Brighter Futures for Children
Attendance Support Worker
Kate Pierce, BFfC
Behaviour Support Services
TWHF SEMH Outreach
Cranbury College
Autism Advisor
Jenna Redmond, BFfC
Outreach: Autism Teacher
Rachel Tetchner
Bereavement Support for families and children
Daisy’s Dream
Hospital Schooling
RBH, Reading & John Radcliffe, Oxford
School nursing team
NHS
Berkshire Women’s Aid
BWA
Young Carers
Brighter Futures for Children
18: Is there any additional provision you have developed during the year?
The Hive, Resource provision supports children with significant Communication and Interaction needs, Autism and Cognition difficulties. This year The Hive becomes an official Resource funded by Reading BFfC.
From January 2024, Bumblebees Resource funded by Reading BFfC will open to support children with high Communication and Interactions needs, Autism and Severe Learning Difficulties.
There has been a focus on supporting pupil’s well being and mental health. We are participating in Mental Health School’s Team project where we have access to a wealth of provision and support. Mrs Cruse, School’s Family Support Worker, in liaison with SENDCo, has been actively engaged in this to support pupil’s needs.
https://brighterfuturesforchildren.org/for-parents-carers/mental-health-support-team/
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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