English Martyrs RC Aided Primary School

Voluntary Aided - Primary School

English Martyrs Primary School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)

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Who to contact

Contact Name
Mrs Cathy Doberska.
Contact Position
Head Teacher
(0118) 937 5466 (0118) 937 5466
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Where to go

Dee Road
RG30 4BE
Directions to RG30 4BE

Inclusion Information

Wheelchair access

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer



Contact Name
Ali Mountain/Mrs Louise Sullivan
Contact Telephone
0118 9015466
Contact Email
Englsih Martyrs Primary School - Website SEND Policies Accessibility Plan
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Local Offer Updated

Schools Extended Local Offer Response


School Name: English Martyrs Catholic Primary School Address: Dee Road, Tilehurst, Reading. RG30 4BE Telephone: 0118 9375466 Email:admin@englishmartyrs.reading.sch.uk Website: https://www.englishmartyrs.reading.sch.uk/ Ofsted link: https://files.ofsetd.gov.uk/v1/file/50019022 Head teacher: Mrs Catherine Doberska Deputy Head: Mr Anton Dworzak SENDCo: Miss Sian Hawes Contact: senco@englishmartyrs.reading.sch.uk Date of Inclusion and Accessibility Plan: Updated: 1st September 2023 (to be reviewed Summer 2024) By whom: Name: Sian Hawes Role: SENCO

General Statement:

English Martyrs is an inclusive school and we will endeavour to support our SEND children so they are able to reach their full potential. We provide lots of additional forms of therapies and groups to achieve success for our SEND children such as:

1) The Rainbow Room to support children with limited communication skills and significant needs.

2) An on-site Family Worker.

3) Occupational Therapy sessions in small groups throughout the week.

4) Sensory circuits every morning.

5) Speech and Language Therapy, both 1:1 and group activities. This is supported by an external Speech and Language Therapist.

6) A Play Therapist two days a week who will provide a tailored programme for children who have an emotional need.

7) ELSA (Emotional Literacy Support Advisor) three mornings each week helping children to manage their emotions including, anger, anxiety, bereavement, social skills amongst other key skills.

8) A full-time SENCO.

9) The use of external EP (Educational Psychologist) to carry out assessments.

10) Cranbury College (behaviour) advisors can be utilised as and when needed.

11) ASD advisors are available to provide support and advice to parents.

12) Primary Mental Health Workers who work in collaboration with the school to help children with emotional needs.

Through the use of all this additional support we see our SEND children thrive in a mainstream school setting. On occasions, some children need more help than a mainstream school can provide. In these situations the SENCO will help guide parents through request, to the borough for a specialist provision.

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?

The school have a higher than average proportion of SEN children. We have around 90 children on the SEN register with a variety of needs. 

1.2: What kinds of SEND do those children have?

The types of SEND we are currently supporting include: speech and language, ASC, ADHD, physical disabilities, specific learning difficulties (dyslexia), moderate learning difficulties, social and emotional difficulties, genetic conditions, global delay.

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?
  • Class teachers will raise a concern based on their observations of a child.
  • They will consult with the SENCO who will observe the child and suggest strategies or appropriate outside agencies such as SALT (Speech and Language Therapist), EP (Educational psychologist) etc.
  • Parents will be invited in to discuss any concerns. 
2.2: How will I know if my child is receiving SEN support?
  • Consent to put the child on the SEND register is requested at a raising the concern meeting.
  • If signed, the child will have an individual education plan (IEP) which highlights the child’s strengths and difficulties, and the interventions the school will put in place to help close the gap with peers.
  • IEP meetings are held once every big term with the parents to monitor progress and share strategies.
  • In some cases, the SENCO may feel it appropriate to apply for an educational health care plan (EHCP), which will be discussed with parents if required.
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?
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?
  • Quality First inclusive Practice (wave 1) is clearly defined in our setting and we expect all staff to deliver this. Should additional support be required, this is undertaken after consultation with the relevant staff, the learner and their families.
  • All interventions are monitored for impact and outcomes are defined at the start of any intervention. The SENDCo oversees all additional support and regularly shares updates with the SEN Governor.
  • All Staff take part in regular training, which is then followed up on by the SENCO.
  • We measure children’s progress in learning against National expectations and age related expectations.
  • The class teacher continually assesses each pupil and sets individual pupil targets, which are shared with each child.
  • As a school, we track children’s progress from entry and through to Year 6, using a variety of methods including teachers professional judgements based on National Curriculum levels of attainment.
  • Leadership and SENCO regularly assesses children’s progress through class observations, looking at the books, planning and analysis of pupil progress.
  • Pupils who are not making sufficient progress are identified through meetings with the class teacher and a member of the Senior Management Team. Interventions are put in place when required. The SENCO monitors the impact of interventions. 
3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
  • Class teachers attend termly pupil update meetings with the Senior Leadership Team and the SENCO to discuss children's wellbeing and non-academic issues.
  • All staff promote independence skills, which are explicitly taught in EYFS and are then supported throughout the school as needed, such as modelling how to put on a coat, doing up shoe laces, and using cutlery.
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 SENCO monitors children's attainment each term, and provides support to class teachers who feel that children are not making the progress that they should be.
  • The SENCO completes classroom observations, looks at children's books and speaks to the children about their learning, to check that they are making progress.
  • Children are assessed termly and professional judgements are entered on ‘Balance’ (our schools assessment software). 
3b.2: How will I find out about the progress my child is making?
  • IEP meetings are held once every big term with parents to monitor progress and share strategies.
  • The class teacher discusses children's learning levels with parents.
  • Parents can make appointments with their child's teacher to discuss progress in between IEP reviews if needed. 
  • If an outside professional is seeing a child, the professional will provide a phone call and/or report.
3b.3: How will I be involved in those reviews? Who else will be there?

Usually, IEP review meetings are held with the class teacher and the parents. If needed, the SENCO can also attend. 

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 use a combination of approaches appropriate to the child’s needs. These may be;
    • Scaffolded support and differentiation
    • Additional in class equipment e.g. pencil grips, sloped writing boards etc.
    • Extra small group work or 1:1 sessions
    • Discussions with SENCO and outside agencies to provide additional ideas
3c.2: How can I find out more about what my child is learning at the moment?
  • Discussions with the Class Teacher. 
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?
  • Visual timetables are used in every classroom.
  • Less information on the classroom walls to reduce distractions.
  • Most areas of the school are wheelchair accessible.
  • The school grounds are sectioned to ensure children have consistency.
  • School day routines are in place to ensure consistent transitions for children when moving around the school.
3d.2: How will the curriculum be matched to my child's needs?
  • Our class teachers plan lessons according to the specific needs of your child.
  • Learning tasks are adjusted in order to enable your child to access the learning as independently as possible.
  • Trained support staff are there to help your child progress and be as independent as possible.
  • Interventions are regularly monitored and the SENDCo checks progress of pupils.
  • The SENDCo reports impact of interventions to the Leadership Team and SEN Governors.
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 measure children’s progress in learning against National expectations and age related expectations.
  • We create personalised curriculums for children who are not able to access their age-expected national curriculum levels.
  • The class teachers continually assesses each pupil and sets individual pupil targets.
  • As a school, we track children’s progress from entry and through to Year 6, using a variety of methods.
  • Leadership regularly quality assures children’s progress through class observations, looking at the books and planning and analysis of pupil progress.
  • Pupils who are not making sufficient progress are identified through meetings with the class teacher and a member of the Senior Management Team and interventions are put in place.
  • Support for each child is based on need.
3e.2: How are the school's resources allocated and matched to children's special educational needs?
  • Support staff are allocated to classes with high levels of SEN need to provide additional adult support. 
  • Additional resources such as wobble cushions, fidgets, writing slopes are provided for children who need them.
3e.3: How will I know if my child is getting extra support?
  • The class teacher will discuss the extra support with you.
  • The extra support will be highlighted on each child's IEP.
3e.4: How is the decision made about how much/what support my child will receive?
  • Observations of how the child responds in class to different adaptations/support.
  • Discussions between class teacher, parent and SENCO.
  • Trialling different ways of delivering support to ensure it matches what the child needs. 
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?
  • We are a very inclusive school. All of our clubs are open to children with SEND. On Occasions, if a child’s needs are severe then a risk assessment may need to be carried out to ensure that it is safe for them and the other children to partake. 
3f.2: How can my child and I find out about these activities?
  • Every big term, the various clubs run by Class Teachers and outside people are advertised through a newsletter.
3f.3: How will my child be included in activities outside the classroom, including school trips?
  • School trips for children with SEND are encouraged; in most cases, children are included on school trips with their peers. 
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?
  • Gospel values are at the heart of our school. All staff and pupils are valued and respected as individuals.
  • We have a caring and understanding team looking after our children who share an inclusive approach to our pupils.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class therefore would be the parents’ first point of contact.
  • If further support is required, the class teacher liaises with the SENCO. This may involve working alongside outside agencies.
  • The school has an ELSA (Emotional Literacy Support Assistant) who works under the direction of the SENCO with vulnerable pupils.
  • The school has a full time family support worker.
  • The school has a Play therapist who works under the direction of the SENCO with vulnerable pupils.
  • We have a school Council with representatives from two pupils per class (Years 2-6) who are elected by the children. They meet regularly under the supervision of our School Council Co-ordinator.
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?

Contact our SENCO: Sian Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466

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

Contact our SENCO: Sian Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466

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?
  • Staff attend in house training that is led either by the SENCO or outside speakers.
  • Staff attend training courses in various aspects of SEN including ASC, ADHD, Team Teach, Speech and Language, First Aid, English as Additional Language and occupational therapy.
  • The school has strong links with outside agencies. This includes Speech and Language therapist, Education Psychologist, CAMHS, Autism Advisory Service, ABC to read, Sensory Consortium, OT, Reading IASS
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?
  • Equipment such as sensory toys, wobble cushions, pencil grips, occupational therapy equipment, reward charts, coloured overlays and other learning equipment are purchased by the school out of our SEND budget.
  • If expensive specialist equipment is needed for a child, additional funding is requested from the Borough.
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?
  • During IEP meetings, parents are encouraged to share their ambitions for their children, and if they would like more support.
  • Parents are encouraged to discuss their children's IEP targets. 
  • The school communicates with parents in a variety of ways;
    • School Website
    • Weekly newsletters
    • Parent notice board
    • SEN Coffee mornings, which include outside agencies
    • Special events for parents e.g. phonics session
7.2: How will you help me to support my child's learning?
  • IEP targets are shared with parents, who can ask for advice on how to develop these at home.
  • Speak to class teachers who will be able to provide additional ideas about how to support children at home.
  • Providing visual routine cards for home use if needed. 
  • Signposting to websites which are used in school to support children's academic learning.
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 a child has an EHCP (if appropriate and according to need), SEN children are encouraged to be a part of their EHCP annual review. This is recorded as part of the report. If possible, children can write their own views. If a child is not able then they can verbalise their views and an adult will scribe for them.
  • Children are asked about their views when updating IEPs, and are added to their IEP to show their thoughts and ideas as well.
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?
  • If you have a concern or a complaint, these can be made to the Chair of Governors: Roz Doctor.
  • You may also refer to the complaints policy which can be accessed via the following link: https://www.englishmartyrs.reading.sch.uk/key-information/polices
9.2: Who can I contact if I am not happy about the SEN provision made for my child?
  • If you have a concern or a complaint, these can be made to the Chair of Governors: Roz Doctor.
  • You may also refer to the complaints policy which can be accessed via the following link: https://www.englishmartyrs.reading.sch.uk/key-information/polices
10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
10.1: Who else provides services in school for children with SEN or disabilities?

The SENCO can refer children to any of these services if they feel there is a significant need.

  • CYPIT (Speech and Language)
  • Educational Psychologist
  • Nursing Team
  • IASS supports parents of SEN children
  • CAMHs
  • Behaviour support


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

Contact our SENCO: Sian Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466

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?
  • www.readingiass.org providing impartial support for parents of children with SEND (IASS stands for Information Advice & Support Services) 01189 373 421 Email: iass@reading.gov.uk 
  • www.parentingspecialchildren.co.uk for diagnosis support, a sleep clinic, and parenting programmes for parents of children with ASC or ADHD and other special needs. 07876 275731 
  • www.autismberkshire.org.uk supporting anyone living with Autism and Asperger’s Syndrome in Berkshire. Daily helpline 01189 594 594
  • www.autism.org.uk for the National Autistic Society, including their Parent to Parent Line 0800 9520 520
  • www.rnib.org.uk The Royal National Institute for the Blind supports everyone affected by sight loss. Their helpline operates Monday – Friday 8:45 -5:30 on 0303 123 9999
  • www.dyslexiaaction.org.uk/get-help have advice and information around dyslexia
  • www.dyspraxiafoundation.org.uk for support and information about dyspraxia 01462 455016
  • www.iddtinternational.org The Independent Diabetes Trust offer great information for parents and schools regarding pupils with diabetes. 01604 622837
  • www.reading.gov.uk/children-andeducation/localoffer
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?
  • When we have a child with SEND we take great care in providing smooth transitions.
  • When a child comes to us from Nursery or transitions from us in Year 6 to a secondary school, we contact the previous school or the school they will be going to, to gather/share information.
  • In addition, the school will create social stories (a child friendly story, with pictures, to give children a clear understanding of what they might see, adults they will meet and the school structure/timetable). These social stories are shared with the child before they start their new class/school.
  • Children will be taken with a trusted adult, in person, to meet the new staff and explore the new class environment. This is done each year.
  • In addition, visits are planned to reduce any anxieties the child may have. This includes transition visits to local secondary schools.
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?
  • https://servicesguide.reading.gov.uk/kb5/rea ding/directory/service.page?id=n1-oXAajaO8 By following the above link – this will take you to Reading LAs Local Offer and highlights what the borough can offer you if your child has SEND.
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?
  • Depending on the level of SEND your child has will depend on the level of involvement that you and your child will have with reviewing your child’s progress towards agreed outcomes.
  • IEP (Individual Education Plan) reviews will be reviewed by the class teacher, but can also be added to by parents. 
  • If your child has an EHCP, parents are able to share more in-depth information about progress towards the end of key stage targets.
14.2: How often will these reviews happen?
  • IEPs will be reviewed and have new targets set 3 times per year. The Autumn term and Spring term will be completed at parents evening. The Summer term will be a meeting.
  • EHCPs are reviewed once per year at an annual review. 
15: Who can I contact for further information?

Contact our SENCO: Sian Hawes senco@englishmartyrs.reading.sch.uk 0118 937 5466

16: What is the complaints procedure?
  • The complaints procedure is fully explained on the school website. https://www.englishmartyrs.reading.sch.uk/key-information/polices
17: Our external partners are
  • Our external partners are:
    • Educational Psychologist
    • Social Care
    • Primary Mental Health Worker
    • Speech & Language Therapist
    • Play Therapist 
    • Occupational Therapist
    • The Avenue Outreach
    • Education Welfare Officer
    • Daisy’s Dream bereavement support
    • Berkshire Women’s Aid
    • CAMHS (Children & Adolescents Mental Health Services)
18: Is there any additional provision you have developed during the year?
  • The Therapeutic Thinking Initiative
  • Mindfulness practices
  • Running a Well Being Week. As a school, we recognise the continued impact the pandemic has had on our children’s mental health.
  • Mental health 1 to 1 support
  • School trips including Wales Residential for year 6 and Ufton Court for year 4. 
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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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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