Churchend Primary Academy ~ Nursery Class

Churchend Primary Academy

Churchend Primary Academy and Nursery Class has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)

 

Who to contact

Contact Name
Mr Howard Seymour
Contact Position
Head Teacher
Telephone
(0118) 937 5450 (0118) 937 5450
E-mail
admin@churchendacademy.com
Website
Churchend Primary Academy
Scan to visit this website

Where to go

Address
Churchend Primary Academy
Usk Road
Tilehurst
Reading
Berkshire
Postcode
RG30 4HP
Directions to RG30 4HP

Availability

Age Ranges
3-11 years
Wheelchair access
Yes

Inclusion Information

Wheelchair access
Yes
Special Needs provision
Yes
Provision for special dietary needs
Yes
Can make special cultural provisions
Yes

Childcare Information

Vacancies

Immediate vacancies
Yes
Details
Places available for September starters

Funded Places

Has 3 & 4 year old funding
Yes
Has 2 year old funding
No

30 Hours Extended Entitlements

Additional 15 hours of *Free* childcare offered
Yes
Intending to provide 30 Hours?
Yes

Opening Times & Facilities

School Pickups

Offers school pickups
No

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Mrs Helen Clark
Contact Telephone
0118 9375450
Contact Email
Senco@churchendacademy.com
Links
Churchend Primary Academy Churchend Policies Accessibility Plan
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type
Universal
Local Offer Updated
19/07/2023

Schools Extended Local Offer Response

Description

School Name: Churchend Primary Academy Address: Usk Road, Tilehurst, Reading, RG30 4HP Telephone: 0118 9375450 Email: admin@churchendacademy.com Website: www.churchendacademy.com Ofsted link: https://primarysite-prod-sorted.s3.amazonaws.com/churchendprimaryacademy/UploadedDocument/587d2fa0db17428896965c81b41c2d92/ofsted-report-2008.pdf Head teacher: Mr Howard Seymour SENCo: Mrs Helen Clark Contact: senco@churchendacademy.com Date of latest Accessibility Plan: Link to Accessibility Plan: Date completed: 20th May 2022 By whom: Name: Helen Clark Role: Deputy Head Inclusion

Churchend Primary Academy’s Mission Providing an engaging education in a nurturing environment where all members of our community become the best possible version of themselves. Values • Care • Respect • Positivity • Responsibility • Aim High • Resilience Vision:

Children are prepared for the next stage of their life. • Children to be happy and enjoy every aspect of their learning • Children have self-belief, confidence and seek new opportunities. • Children are resilient and independent learners. • Children are respectful members of their diverse community and make a positive contribution. • Children are curious, lifelong learners who maximise individual potential and are empowered to meet the challenges of a rapidly changing world. Curriculum Intent At Churchend Primary Academy we are committed to providing a curriculum which is broad and balanced, and provides our pupils with opportunities to gain essential knowledge, skills and understanding which will enable them to flourish and reach their full potential academically, physically and artistically. Whilst our curriculum encompasses the formal requirements of the National Curriculum, our vision is to allow our pupils to be articulate and provide them with a range of learning experiences beyond the classroom which inspire our pupils and helps shape their futures; ensuring they become the best possible version of themselves. The philosophy of Barak Rosenshine underpins the heart of our belief that knowledge is empowering and provides a foundation for achieving success, reaching a deeper understanding and being creative. Our curriculum has a specific focus on reading as we believe that ability to read is the key to the curriculum and fundamental to our children achieving success and enabling them to access the next stage of their education and beyond.

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?

At Churchend Primary Academy provision is made for those children who have needs related to learning, speech, language and communication, emotional and mental health or sensory and physical needs. Currently approximately 18% of our children on roll have additional needs. There are a range of both lower and higher level needs.

1.2: What kinds of SEND do those children have?

Needs include learning difficulties, social communication difficulties and social and emotional difficulties. Some children have needs in more than one area. 3% (13) of the children at Churchend have an Education Health Care Plan (EHCP)

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?

Our staff are vigilant at supporting and raising any concerns relating to a child’s academic, social and emotional development through their daily observations of them in the classroom. Termly assessment in Maths and English and Pupil Progress Reviews held with Class Teachers and the Leadership Team identify any children who are not making expected progress with their learning. The progress of all children is carefully tracked, on a regular basis, as they move through the school, through regular adult feedback in lessons and a robust analysis of data from formative and summative assessments. We liaise closely with a child’s previous school / setting when they move to Churchend Academy. This enables us to have a comprehensive understanding of any special educational needs that a child may have and to ensure that the right support and strategies are put in place. Our parents and carers are encouraged to raise with the class teacher any concerns that they may have about their child. Similarly teachers speak to parents/carers about any concerns from a school perspective and we welcome and encourage parental involvement throughout to ensure the best outcomes. Partnership with parents and support for our families is very important to us. Churchend recognises the importance of maintaining positive mental health in all of our young people and supporting those who are having difficulties in this area. Staff are vigilant to children showing signs of difficulties with mental health and we have two very experienced Emotional Literacy Support Assistants (ELSAs) on the team who supports children and their families. Where more specialised support or assessment is required, we refer to a range of outside agencies such as Educational Psychologists and Primary Mental Health Workers (PMHWs). We continue to be supported by the Mental Health Support Team, having been part of their Trailblazer Project in 2019, which offers us consultations and support from Early Mental Health Practitioners (EMHPs) for our pupils who have needs in this area. We attend termly Mental Health Surgeries with our link Early Mental Health Professional. Where appropriate we attend meetings of the Mental Health Hub and seek advice on which agencies may be able to support children and their families. Parents/carers are involved at every stage and invited to attend meetings in schools with class teachers and external professionals where possible. Churchend Primary Academy has a therapeutic approach to behaviour management and support for children. Churchend also works with Speech and Language Therapists, Occupational Therapists, the Community Nursing Team, ASD Advisor, Sensory Consortium and CAMHs to support children with a range of difficulties.

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

Regular meetings between class teachers and parents/carers ensure an ongoing dialogue about the support that a child is receiving.

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 Churchend SEN policy is located on the school website. This outlines in full support available for children at Churchend with additional needs. A paper copy can be provided on request by contacting the school office via the contact details above

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?

At Churchend School we are regularly reflecting on and modifying our approaches to supporting children with additional needs. This is achieved in the following ways: • At Churchend Primary Academy we have high expectations for all of our pupils. All children have the same teaching and activities and those with additional needs are scaffolded with their learning to help them to achieve. • A very small number of children with EHCPs, who have significant learning needs, have individualised curricula. • We use the theory of ‘Rosenshine’s Principles of Instruction’ to teach all of our pupils. It is a strategy that is very supportive of those who have difficulty with their learning as it offers daily review, new material in small steps, modelling and guided practice. • Use of the Graduated Approach – assess-plan-do-review. • Using evidence-based interventions, avoiding long-term interventions (unless there is good justification) and constantly reviewing their effectiveness. • Regular meetings to discuss how best to target additional intervention – which pupils and which strategy/approach to use. • Drawing up and evaluating detailed provision maps on a termly basis. • Setting and regularly reviewing SMART targets on Individual Learning Plans (ILPs). • Discussions between teachers /support staff/ SENDCo – This includes weekly Friday morning meetings between class staff which includes discussions on specific targets and intervention for the week for identified individuals/groups. • Pupil Progress Review meetings between Class Teacher and Leadership Team. • Termly meetings between Class Teacher and SENDCo to review progress of identified children. • Building good relationships between parents/carers and school ensures good communication which inevitably offers the best outcomes for children • Liaising with a range of professionals for advice on strategies and resources and following their recommendations. • Annual Review of Education, Health and Care Plans (where appropriate). 

 

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

Wellbeing is monitored though knowing our children and their families well and noticing changes or signs that alert us that all is not well. Support from experienced Emotional Literacy Support Assistant (ELSA) is always available for these children and their families who may be having difficulties in this area.

As all pupils move through Churchend Primary Academy they are encouraged to, and supported in, developing strategies of independence. There are many opportunities for pupils to take on responsibilities which encourage their independence skills. Pupils with additional needs are encouraged to be independent learners by us empowering them with strategies to help themselves in the classroom before turning to an adult for help. Where a pupil receives additional adult support, we are aware of the pupil not becoming over-reliant on help, but rather facilitating their ability to find strategies to help themselves.

3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
3b.1: How do you check and review the progress made by pupils with SEN?

The progress of pupil’s with additional needs at Churchend is reviewed in line with the provision of all children, on a very frequent basis. Additionally, daily formative assessment from those adults who support children with additional needs enables the class teacher to adapt provision accordingly on a more regular basis and, where appropriate, to seek additional advice / support on the best approach to use. Pupil Progress Review meetings are held between Class Teacher and Leadership Team and intervention is targeted for those children not making appropriate progress. There are two formal opportunities for all parents to meet with class teachers (Parent Consultations) - one in the Autumn Term and one in the Spring Term; however there are further opportunities throughout the year, organised on a more informal, frequent and ‘needs’ basis between those involved. Those parents/carers with children who have additional needs are invited to meet class teachers for a review of Individual Learning Plan (ILP) targets, discussion of provision in school and support that can be offered at home and to offer an opportunity for sharing information between home and school. Members of support staff who work directly with children with additional needs may also speak with parents on an informal basis, at the beginning and / or end of the school day, where appropriate. Meetings with Class Teachers can be arranged through the school office. There are further, informal, opportunities for parents to visit their child’s class to enable the children to share their work, or activities to do with a particular topic that they have been working on. There are usually at least two of these for each class each year. Those children who have an Education, Health and Care Plan (EHCP) will have an ‘Annual Review’ to which parents / carers and all involved professionals, including the child’s class teacher and any other supporting adults, are invited. This offers the opportunity for discussion on the progress that a child is making towards outcomes set out in their EHCP. External professionals (e.g. the Educational Psychologist / Speech and Language Therapist who assess or work with a child) will usually offer the opportunity for a meeting or telephone call with parents / carers in advance or / following the assessment / observation of the child. This offers parents the chance to share their feelings about the difficulties that their child is having and to ask any questions that they might have. Additionally the specialist can explain the strategies /provision that they suggest school uses to support the young person and offer suggestions on how best to support at home. Written reports are sent to parents/carers towards the end of the Summer Term.

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

At twice yearly parent -teacher consultation meetings, at Annual Review meetings for those children who have an Education, Health and Care Plan (EHCP) and through arranging meetings to chat to your child's class teacher at other times. An annual report summarises each child's progress at the end of the academic year.

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

Parents/Carers are always invited and encouraged to attend review meetings. Support staff who work with your child and occasionally other professionals, such as the Educational Psychologist/Speech and Language Therapist may attend to offer advice or explain findings from any assessment that they have carried out.

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?

At Churchend Primary Academy we have high expectations for all of our pupils. All children have the same teaching and activities and those with additional needs are scaffolded with their learning to help them to achieve. A very small number of children with EHCPs who have significant learning needs, have individualised curricula. We use the theory of ‘Rosenshine’s Principles of Instruction’ to teach all of our pupils. It is a strategy that is very supportive of those who have difficulty with their learning as it offers daily review, new material in small steps, modelling and guided practice. The approach taken to support children with additional needs is bespoke to each individual. Advice from professionals (medical / educational) is considered and strategies /approaches / resources are adopted with this advice in mind. Teachers and supporting adults in the classroom give regular feedback to children, during lessons, about their work enabling misconceptions / difficulties to be explained at the earliest possible opportunity. Feedback to parents is at Parent Consultation Meetings, ILP reviews and Annual Reviews (for those children who have an EHCP). At the beginning of each new academic year parents/carers are invited to attend a meeting with the staff from their child’s new year group. The aim is to help parents/carers to understand the expectations of the children and information regarding organisation of the year group. Information on the ‘Year Group’ pages on the school website explains the focus of the children’s learning each term in the core areas of English, Maths, Science and Combined Studies. Information on weekly spellings can also be found here. Specific information on the additional or alternative provision /intervention in place for children with additional needs can be learned from the child’s Class Teacher or from making an appointment to see the Inclusion Manager.

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

The school website 'Year Group Pages' hold information on the current focus for the children's learning and topics that they are studying.

3d: How the school adapts the curriculum and learning environment for pupils with SEND
3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?

The school site is checked regularly from a health and safety point of view in line with statutory guidance. Notably, we have made specific adaptations over the past few years to ensure that it is safe and accessible for pupils with visual impairment and added fob activated locking systems to some internal doors to improve safety. Staff are present at the main school gates at times when they are unlocked for parents/carers to drop off/collect children. Where specific adaptations are in place to meet a particular child / group of children’s needs they are kept under constant review. Where the school curriculum is not accessible for a child, for example for a child with an EHCP for significant learning needs, school staff (specifically the SENDCo) liaise with external professionals to look at how it can be adapted to best meet needs. Additional resources/alternative approaches and strategies may be organised. At times a pupil may require a totally individualised curriculum. Where this is the case, efforts are made to ensure that the pupil does not spend all of the day working out of the classroom with an adult on focused tasks, but also has time in class to ensure that they feel included and can build relationships with peers.

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?

Support is carefully targeted to meet the needs of those children who have additional need. Interventions /support may be short term or in place for longer depending on the needs of the child. Evidence and experience has taught us that short, focused interventions can often be most beneficial. Support may be allocated to an individual or a small group. Outcomes of research from The Educational Endowment Fund (EEF) are referred to when deciding on interventions. Progress of the individual is measured from a baseline to see what the impact of the additional support has been. Additional provision is recorded on year group provision maps on which the children’s progress is evaluated on a regular basis. Class teachers will communicate the additional support that a child is receiving at parents’/carer’s consultation and any other mid-term meetings. Children who have an Education Health Care Plan (EHCP) receive support funded from the school budget along with additional top up funding from the local authority to ensure that their needs are appropriately met.

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?

All children are invited to be involved in our extra-curricular activities. Health and safety of all pupils is always our priority. If it is felt that the needs of the child or a ack of additional support would make it challenging for a child to join an after school activity we would look at cases and discuss with parents/carers on an individual basis. Extra-curricular activities and clubs are circulated to parents/carers by email on a termly basis. We aim for all children to be included in school visits and experiences outside of the classroom. Health and safety of all pupils is always our primary consideration. Additional adults (including volunteers) attend trips out of school to ensure a good adult to child ratio. School staff planning the visit liaise closely with the venue staff to ensure access for all pupils, including provision of any specialist equipment and / or necessary adaptations made, so that children can fully participate in the visit. At times, individual risk assessments need to be drawn up for children with additional needs to ensure that appropriate resources / staff/ provision is in place so that the child can safely attend the trip. On rare occasions it is considered too much of a risk to take a child on a trip and therefore activities are planned for that child in school instead. This decision is always made in consultation with parents/carers.

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?

Churchend embraces the ‘Therapeutically Thinking Schools’ approach and our staff team are all particularly vigilant to the emotional and social needs of the children at Churchend. We pride ourselves on our nurturing approach and we aim to support families as well as the individual children where this is appropriate and possible. We have two experienced Emotional Literacy Support Assistants (ELSAs). Concerns are passed on promptly and support is available – both on an individual basis and for small groups (e.g. where intervention to improve social skills / friendships is required).

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 person with responsibility for managing Special Educational Needs and Disabilities at Churchend Primary Academy is Helen Clark (Deputy Head Inclusion). Parents/carers who have concerns that their child may have a special educational need / disability should speak to their child’s class teacher in the first instance. Meetings with the school SENDCo can be arranged subsequently if required and a plan to support the pupil may be discussed. Following these meetings referral to further specialist professionals may be made if appropriate.

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

In the first instance, speak to your child's class teacher, who may then arrange for subsequent meetings with the school Special Needs Co-ordinator (SENDCo).

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?

At Churchend Primary Academy we have a number of staff who are very experienced in supporting children with additional needs. We take every opportunity to further develop our understanding of difficulties that our children have as well as developing our repertoire of strategies for supporting them. We do this through attending training courses and learning from specialist professional colleagues. We will actively source training for relevant staff to ensure that all staff working with and supporting children with SEND have the most current and up to date training to meet an individual child’s needs. As a staff team we regularly learn from our link Educational Psychologist, who has offered us training in a number of areas, including attachment and Autistic Spectrum Condition (ASC). We have also received training on support strategies, from our link speech and language therapist, and on medical conditions and how best to support specific children’s needs, via the community nursing team. Our SENDCo attends regular Network Meetings run by Brighter Futures for Children at which there is regular training and resources/ strategies / approaches / good practice are shared between different settings. The staff team are trained in the Therapeutic Approach to Behaviour management. This supports our understanding of ensuring equity for all of our pupils and in recognising the Adverse Childhood Experiences that some of our pupils will have had and how we can support them. 

Supporting the emotional health of the young people in our care is very important to us. Children who have needs in this area can be referred for support from the Mental Health Support Team Education Mental Health Practitioners (EMHPs) following discussion at termly Mental Health Surgeries. We also attend termly mental health surgeries with a Primary Mental Health Worker and Educational Psychologist from Brighter Futures for Children to seek advice and strategies to support children who are vulnerable in this area.

Churchend Primary Academy has links with NASEN and we receive advice and training opportunities to allow us to review our practice and aim for excellence.

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?

When appropriate, we work closely with the Berkshire Sensory Consortium who loan school specialist equipment to support children with visual and / or hearing impairments, as well as training staff on the use of this equipment. We use the services of some charitable organisations such as ‘Living Paintings’ to provide resources for visually impaired children. The services of ‘Reading Play’ are purchased occasionally to help us to meet the needs of those children who find it too difficult to be in school full time. ‘Play Rangers’ either support in school or come and collect the child and offer bespoke support, tailored to the needs of the individual including lots of visits (to visit trains or to go swimming) in a calm environment with a high level of adult support. We are aware of other organisations who offer alternative provision in our area. We are fortunate to be situated next door to The Avenue Special School who at times are able to offer us advice and support for working with children who have high needs.

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?

Parents/carers with children who have additional needs are encouraged to work closely with school as experience has shown us that it is through partnership that the best outcomes for a child are achieved. Termly meetings are arranged to review a child’s Individual Learning Plan and draw up new targets and there may be further additional meetings as required. Parents/Carers can access their child’s ILP through a direct online link. School staff may offer advice on how parents may support their child with their learning at home and any useful resources – this ensures a consistency of approach/strategy between home and school which is always beneficial for a child. Staff who have responsibility for teaching / supporting children with specific additional needs (such as Autistic Spectrum Condition – ASC) attend relevant training. In some cases there are regular network meetings for these staff which enable them to share and learn from others about good practice and successful support strategies. At Churchend Primary Academy we aim for a whole school approach to supporting those children with additional needs and so training updates are shared with all staff at the appropriate team meetings, or as part of our school INSET. Where parents/carers and school staff feel that additional specialist advice is required (e.g. from an Educational Psychologist or Speech and Language Therapist) referrals can be made. Parents/carers are always offered the opportunity to meet with / speak on the telephone to these external professionals - in fact this is welcomed by the professionals who are keen to learn about a child from their parents who know them best. Reports written following involvement of these professionals are sent directly to parents/carers and often offer suggestions for strategies to use at home as well as at school. There is the opportunity for parents/carers to contact specialist professionals directly with any questions that their reports may raise or to ask for any necessary clarification. Parents/carers are encouraged to speak to their child’s class teacher or the SENDCo at any point in their child’s schooling if they have any concerns/questions about their child’s needs or how they are being supported. Appointments can be made 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?

Where possible, children are involved in meetings to celebrate their successes and decide on their new targets, however the specific needs of the child and their young age does not always allow for this. Some children are anxious/nervous in meeting situations and may just attend for a few minutes towards the end or rather have an individual meeting with their class teacher or supporting adult to discuss their progress and next steps instead. We ensure that these children know that adults have been sharing information about their progress and successes and we celebrate this with them. Prior to an Education Health Care Plan annual review meeting, the child’s views are always collected (where the pupil is able to contribute) and shared with parents/carers and professionals involved. This is also the case when external professionals carry out assessments. If children are unable to contribute their views then their parents/carers are their advocates and share their understanding of what their child’s feelings are.

9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
9.1: Who can I contact for further information?

In the first instance we always recommend a conversation with your child’s Class Teacher. Appointments can be made to speak with the SENDCo or the Head Teacher through the school office. The school Complaints Policy can be found on the school website. https://www.churchendacademy.com/statutory-policies/

Complaints policy September 2021 (Review scheduled for Sept 2023) Complaints should be addressed to the Chair of Governors – currently Mrs Theresa Robinson

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?

At Churchend Primary Academy we have regular visits from our link Educational Psychologist and Speech and Language therapist. These specialists are usually consistent adults and become very much members of the whole school team. Churchend is part of the Mental Health Support Team (MHST) – which has raised the profile of mental health difficulties in young people, offered significant training in a wide range of areas and strategies for key staff members to support our children who have such a need. As part of this we have a termly mental health surgery where our SENDCo and ELSA (Emotional Literacy Support Assistant) meet with the school linked Educational Psychologist and Primary Mental Health Worker. This offers an opportunity for us to discuss support strategies / possible referrals for children who we have concerns about in this area. Berkshire Sensory Consortium outreach team offers support in school for those children who have visual / auditory impairments. They provide valuable specialist knowledge and advice to school. Play Rangers from ‘Reading Play’ are an ‘alternative provider’ outreach service used on occasion to support the needs of a few of our children who are finding the busy mainstream environment challenging.We have also had support from ‘RAW Mentoring’ a local alternative provider to support children.The school has good links with the Berkshire school nursing team. From time to time additional professionals such as Occupational Therapists are welcomed to school, to assess specific children and offer advice to school staff for their support. Nurses offer training to school staff in supporting children with medical needs such as asthma, allergies requiring use of auto-injectors, diabetes, epilepsy and the administering of oxygen. Helen Clark (SENDCo) is able to signpost parents/carers to support / advice/ outreach available to parents for out of school (e.g. through organisations such as ‘Parenting Special Children’ and ‘The Berkshire Autistic Society’). Referrals can also be made to Early Help to get support from a wider range of professionals in the community who will support families at home.

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

Speak to the school SENDCo or our Family Liaison Lead (FLL).

11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?

The school SENDCo, Helen Clark, can advise and signpost parents/carers to organisations that can support them with their child’s additional needs. Advice can also be sought, through school, from external professionals and Reading Brighter Futures for Children. The Information, Advice and Support Services (IASS) can also offer support to families who need help in accessing services/ support.

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?

Transition, whether internal or to another school is always thorough and carefully planned in advance to meet individuals’ needs. When moving up to their new classes at Churchend Primary Academy all of the younger children visit the class in the term before, to meet their new teacher and support assistants and to familiarise themselves with the environment, on several occasions (e.g. for story time at the end of the day). Children further up the school have a transition morning in the second half of the Summer Term where they meet their new teacher and any adults who support in the year group. Those children who have additional needs and for whom the transition between classes may be more challenging have additional transition which may include additional visits, meeting the new adults they will be working with out of class, visiting the classroom when there are no other children there etc. Transition from Year 6 into secondary school is phased across the Summer Term and the nature of the preparation is bespoke depending on the secondary school and on the needs of the child. Some pupils with additional needs make multiple visits to their new school and are also visited at Churchend by key adults from their new school. Key adults at Churchend Academy meet with key adults from the secondary schools to ensure a detailed picture of the pupil’s strengths, difficulties, successful support strategies and interests is passed on. In a similar way, pupils transitioning to alternative school settings mid-year are ensured a full hand over to their new setting (as long as this is known to us). A One Page Pupil Profile (summarising the needs and support for the pupil with additional needs) is sent on to the new setting in the pupil’s file.

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?

The Local Offer for Reading can be found at: https://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=n1- oXAajaO8 This outlines the provision made by schools and other organisations that support children with Special Educational Needs.

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?

The progress of those children who have additional intervention provided to support them in a particular area will be discussed at Parent/Carer Consultation meetings, or at meetings scheduled at other times in the school year as and when parent / Class Teacher feels this would be valuable. For those children who have an Individual Learning Plan (ILP), targets are reviewed by class teacher and parents/carers on a termly basis. New targets are then set (if appropriate) and the provision that will be put in place to support the child making progress towards and ultimately achieving these targets is discussed. For children who have an Education, Health and Care Plan (EHCP) there is an additional ‘annual review’ of the outcomes set out in this document. A meeting is held to which parents/carers and all professionals who are involved with the child are invited. Professionals, parents / carers and the pupil (where appropriate) are asked to provide a report or contribute their views.

15: Who can I contact for further information?

Helen Clark (Deputy Head Inclusion)

16: What is the complaints procedure?

The school Complaints Policy can be found on the school website. https://www.churchendacademy.com/statutory-policies/ Complaints policy September 2021 (Review scheduled for Sept 2023) Complaints should be addressed to the Chair of Governors – currently Mrs Dawn Smith

17: Our external partners are

Educational Psychologist Speech & Language Therapist Children’s Services Child and Adolescent Mental Health Service (CAMHS) Autism Advisor Sensory Consortium (supporting visually and hearing impaired children) Educational Welfare Officer Primary Mental Health Worker Education Mental Health Practitioners Community Nursing (incl. diabetic nurse) Downs Syndrome Advisor Reading Play Occupational Therapy

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

Family Liaison Lead now in place supporting our families.

 Nurture Class in place for one year.

 Sensory Circuits offered three mornings per week before school.

19: Link to the schools websites SEND information or policy page.
https://www.churchendacademy.com/statutorypoli

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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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Last updated:

Contact the Team

Family Information Service

fis@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer

localoffer@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support

CSAAdvice.Signposting@reading.gov.uk 0118 937 3747 0118 937 3747
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