Wilson Primary School
Community Primary School
: Federation of Oxford Road Community School and Wilson Primary School
Wilson Primary School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)
This setting has signed up to offer Tax Free Childcare.
Who to contact
- Contact Name
- Mrs Claire Hurst
- Contact Position
- Head Teacher
- Telephone
- (0118) 937 5573 (0118) 937 5573
- admin@wilson.reading.sch.uk
- Website
- Wilson Primary School
- Scan to visit this website
Where to go
- Address
-
Wilson Road
Reading
Berkshire - Postcode
- RG30 2RW
Directions to RG30 2RW
Childcare Information
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Mrs Polly O’Donnell
- Contact Telephone
- 0118 9375573
- Contact Email
- senco@wilson.reading.sch.uk
- Links
- Wilson Primary School Website Special Needs Policy Inclusion (Accessibility Plan) School Policies
- Local Offer Age Bands
- Primary (4-10 years)
- SEN Provision Type
- Universal
- Local Offer Updated
- 25/09/2023
Schools Extended Local Offer Response
Description
School Name: Federation of Oxford Road Community School and Wilson Primary School
Address: 146 Oxford Road, RG1 7PJ & Wilson Road,
Reading, RG30 2RW
Telephone: 0118 9375511 and 01189 015573
Email: admin@oxfordroad.reading.sch.uk & admin@wilson.reading.sch.uk
Website: http://oxfordroad.reading.sch.uk & www.wilsonprimary.co.uk
Ofsted link: https://reports.ofsted.gov.uk/inspection-reports/find-inspectionreport/provider/ELS/109786
And https://reports.ofsted.gov.uk/provider/21/109793
Head teacher: Mrs Claire Hurst
SENCo: Mrs Polly O’Donnell
Contact: senco@oxfordroad.reading.sch.uk and senco@wilson.reading.sch.uk
Date of latest Accessibility Plan: 2019-2022
Date completed: October 2020
By whom: Claire Hurst
Role: Executive Headteacher
General Statement
We strive to ensure the best education and experience for all our children. We are passionate about inclusion and believe that to achieve the very best outcomes we must work holistically with children and families. We feel that Quality First Teaching is at the heart of good quality SEND provision and all of our interventions feed back to life in our interesting, challenging and inspiring classrooms. Through our teaching we equip our children with the skills, knowledge and understanding necessary to make informed choices and to be able to lead happy and rewarding lives. We believe that by building dynamic, supportive relationships with our families we are best able to tailor provision to the needs of our students.
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 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
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?
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.
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
The school's SEN policy can be found on our 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 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.
We have an Additionally Resourced provision supporting children with an Education health and Care Plan with Severe Learning Difficulties or Social Communication Needs. Admissions to the Additionally Resourced provision are managed centrally in conjunction with the SEND team.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
We work closely with parents and carers to monitor independence and well-being.
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?
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
- 3b.2: How will I find out about the progress my child is making?
Your child's class teacher will give you information about the progress your child is making.
- 3b.3: How will I be involved in those reviews? Who else will be there?
The class teacher and where appropriate he SENCO will meet with you.
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?
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
- 3c.2: How can I find out more about what my child is learning at the moment?
We have lots of information about our curriculum on our website.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
Our 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
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?
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.
- 3e.3: How will I know if my child is getting extra support?
Through discussion with your child's class teacher.
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?
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
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
We will always try to enable our children to attend school trips. Any plans to support children will be discussed with you and a risk assessment put in place if needed.
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?
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.
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?
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.
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?
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
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?
We work with a range of external providers such as Speech and Language Therapist, Occupational Health, the Educational Psychologist and the community nurse service to provide the correct equipment and facilities for our children.
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 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.
- 7.2: How will you help me to support my child's learning?
We have lots of information on our school website. We will also discuss strategies that will support your child.
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?
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.
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?
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.
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Complaint forms are available from the school office and should be directed to the Head Teacher in the first instance.
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?
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.
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?
Further advice can be given through the Reading Borough Council Local Offer and through IASS (Independent Advice and Support Service)
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 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
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?
Reading Borough Council’s Local Offer website has details of other services that could be available.
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?
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
15: Who can I contact for further information?
Polly O’Donnell or Sara Saudella
16: What is the complaints procedure?
Contact the Head Teacher in the first instance
17: Our external partners are
Educational Psychologist: Abi Sharpe
Speech & Language Therapist: Anna Arrowsmith
Children’s Single Point of Access: 01189373641 Human Givens Therapist: Sue Starkey
18: Is there any additional provision you have developed during the year?
We have developed our family and community support. We are developing parenting groups, coffee morning drop ins and specific support around areas of SEN such as autism. We are also developing our practise around support for children and families who have experienced difficult circumstances or trauma and becoming a Therapeutically Thinking School. We have an Additionally resourced Provision which supports 12 CHILDREN. . Further information can be given by the school SENCo Polly O’Donnell.
19: Link to the schools websites SEND information or policy page.
Please add the links http://oxfordroad.reading.sch.uk/Parents/Special-EducationalNeeds/ and https://www.wilsonprimary.co.uk/docs/Policies/Local_Offer_2020- 21.pdf
Description
School Name: Federation of Oxford Road Community School and Wilson Primary School
Address: 146 Oxford Road, RG1 7PJ & Wilson Road,
Reading, RG30 2RW
Telephone: 0118 9375511 and 01189 015573
Email: admin@oxfordroad.reading.sch.uk & admin@wilson.reading.sch.uk
Website: http://oxfordroad.reading.sch.uk & www.wilsonprimary.co.uk
Ofsted link: https://reports.ofsted.gov.uk/inspection-reports/find-inspectionreport/provider/ELS/109786
And https://reports.ofsted.gov.uk/provider/21/109793
Head teacher: Mrs Claire Hurst
SENCo: Mrs Polly O’Donnell
Contact: senco@oxfordroad.reading.sch.uk and senco@wilson.reading.sch.uk
Date of latest Accessibility Plan: 2019-2022
Date completed: October 2020
By whom: Claire Hurst
Role: Executive Headteacher
General Statement
We strive to ensure the best education and experience for all our children. We are passionate about inclusion and believe that to achieve the very best outcomes we must work holistically with children and families. We feel that Quality First Teaching is at the heart of good quality SEND provision and all of our interventions feed back to life in our interesting, challenging and inspiring classrooms. Through our teaching we equip our children with the skills, knowledge and understanding necessary to make informed choices and to be able to lead happy and rewarding lives. We believe that by building dynamic, supportive relationships with our families we are best able to tailor provision to the needs of our students.
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 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
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?
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.
3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
- 3.1: Where can I find information about the school SEN Policy?
The school's SEN policy can be found on our 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 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.
We have an Additionally Resourced provision supporting children with an Education health and Care Plan with Severe Learning Difficulties or Social Communication Needs. Admissions to the Additionally Resourced provision are managed centrally in conjunction with the SEND team.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
We work closely with parents and carers to monitor independence and well-being.
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?
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
- 3b.2: How will I find out about the progress my child is making?
Your child's class teacher will give you information about the progress your child is making.
- 3b.3: How will I be involved in those reviews? Who else will be there?
The class teacher and where appropriate he SENCO will meet with you.
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?
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
- 3c.2: How can I find out more about what my child is learning at the moment?
We have lots of information about our curriculum on our website.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
Our 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
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?
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.
- 3e.3: How will I know if my child is getting extra support?
Through discussion with your child's class teacher.
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?
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
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
We will always try to enable our children to attend school trips. Any plans to support children will be discussed with you and a risk assessment put in place if needed.
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?
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.
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?
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.
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?
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
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?
We work with a range of external providers such as Speech and Language Therapist, Occupational Health, the Educational Psychologist and the community nurse service to provide the correct equipment and facilities for our children.
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 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.
- 7.2: How will you help me to support my child's learning?
We have lots of information on our school website. We will also discuss strategies that will support your child.
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?
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.
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?
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.
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Complaint forms are available from the school office and should be directed to the Head Teacher in the first instance.
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?
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.
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?
Further advice can be given through the Reading Borough Council Local Offer and through IASS (Independent Advice and Support Service)
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 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
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?
Reading Borough Council’s Local Offer website has details of other services that could be available.
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?
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
15: Who can I contact for further information?
Polly O’Donnell or Sara Saudella
16: What is the complaints procedure?
Contact the Head Teacher in the first instance
17: Our external partners are
Educational Psychologist: Abi Sharpe
Speech & Language Therapist: Anna Arrowsmith
Children’s Single Point of Access: 01189373641 Human Givens Therapist: Sue Starkey
18: Is there any additional provision you have developed during the year?
We have developed our family and community support. We are developing parenting groups, coffee morning drop ins and specific support around areas of SEN such as autism. We are also developing our practise around support for children and families who have experienced difficult circumstances or trauma and becoming a Therapeutically Thinking School. We have an Additionally resourced Provision which supports 12 CHILDREN. . Further information can be given by the school SENCo Polly O’Donnell.
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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