Some of the children who attend Alfred Sutton Primary school have additional needs. Children have varying needs within the four categories according to the SEND Code of Practice: - Cognition and learning, eg. Global delay and specific learning difficulties such as dyslexia - Sensory and/or Physical development - Communication and interaction eg. Speech and language difficulties, autism - Social, emotional, mental healt

We continually track the progress of all our children. As professionals, we regularly discuss any concerns we have about a child’s needs. Parents are encouraged and welcomed to speak to their child’s class teacher and the SENCo about any concerns they have. In our setting we have: - Information gathering procedures eg. Foundation stage home visits, transition visits - Clear and effective in school referral procedures to the SENCo to ensure the early identification of additional needs - Referral systems for parents for additional support for the child in school - Rigorous tracking of pupil progress

See the school website in the section, About us, Special Educational Needs and Disability.

Each child on the schools SEN register has a SEN Support plan which has personalised targets on. These are reviewed once a term and are also shared with parents. In our setting, we also have: - Regular meetings with teachers and support staff - Meetings with parents - Parents evenings In our setting, we review the progress made by pupils with SEN through: - Termly data tracking - Termly reviews of the child’s SEN support plan - Regular professional conversations about a child’s progress and next steps - Pupil progress meetings - Measuring the impact of individual and/or group interventions - Parents evenings - Meetings with SENCo/class teacher Differentiation is embedded in our curriculum and practice. We differentiate the curriculum to meet the individual needs of the children. We ensure that targets are shared with SEN pupils and their parents. We are aspirational for each child.

Curriculum maps and long term planning for each year group can be found on the schools website.

In our setting we: - Differentiate the curriculum to meet individual needs - Share targets with SEN pupils and their parents - Have high expectations for all children We have an Accessibility Plan and as such make every effort to make reasonable adjustments; where possible. We have a flexible approach and assess the needs of a pupil on entry to school or when transitioning e.g. we would assess which class has the best lighting for a visually impaired child or ensure that time out spaces are available In our setting, budgets are closely monitored and resources are used to match the needs of the children. In our setting we have: - Learning support assistants who are allocated to support groups of children or children on a 1:1 basis - Interventions that are well resourced eg. Emotional literacy, handwriting interventions, lego therapy - Access to resources in class eg. Practical maths resources, ear defenders Parents are informed if their child will be working in an intervention group. We feel it is important that parents are aware of any additional support their child is receiving in school. Decisions are made about the support a child may need as a result of: - Observations and assessments of a pupil - Information sharing between parents/carers, class teachers and the SENCO - Pupils views - The views of any other professionals involved In our setting, we provide: - A time out club at lunch times - A sports lunch club - Daily sensory circuits To find out more, please speak to the school’s SENCo - Mrs Tweddle or the school’s pastoral support - Mrs Mills

The school has 5 trained ELSA’s to work on emotional literacy with the children. Trained LSA’s in mental health run anxiety management and anger management intervention groups. We also run lego therapy intervention groups. We also work closely with external professional such as play therapists, primary mental health workers and educational psychologists. In our setting we also have a sensory room which enables children to feel safe and calm.

Mrs Sarah Tweddle. Please contact the school office, class teacher or Sarah Tweddle to arrange a meeting to discuss any concerns about your child.

We include special educational needs into our ongoing training throughout the year. In our setting we: - Identify training requirements for staff as part of Performance Management. - Hold dedicated staff meetings for SEN training and development. We invite external professionals such as speech and language therapists an educational psychologists to run these training sessions. - Ensure staff who support SEN pupils receive appropriate training from an external provider or in school. This includes training for: - ASD - Speech and Language - Precision Teaching - Mental health - Medical needs

We would assess the needs of the children in each class and provide the appropriate equipment. Such equipment may include: - Additional provision to help with writing eg. Pencil grips, theraputty - Fidget toys - Ear defenders - Sand timers - Writing slope - Visual aid

We consult with families at: - Home visits (for nursery and reception children) - Termly parents evenings Open mornings - Meetings with class teachers and/or the SENCo We will endeavour to support families with their child’s learning needs through: - An ‘open door’ policy on meeting with class teachers and the SENCo - Termly parents evenings - Involving external professionals to offer support and guidance

Each child has created their own One Page Profile with the SENCo to ensure that their views have been expressed about how best to support them.

 Chair of governors Mr D. Dymond  SEN Reading  IASS - Reading borough council parent partnership

We work with many external agencies including:   CAT (Children’s Action Team)  Speech & Language  Occupational Therapy  Educational Psychology  Behaviour Support  ASD Advisory Team  The Sensory Consortium  Play therapist The school’s SENCo would be happy to advise how to access support from external agencies.

SENCo - Mrs Tweddle  Pastoral support - Mrs Mills  SEN Reading  IASS - Reading borough council parent partnership

Induction arrangements include:  Home visits and previsits to school for SEN pupils  Gradual induction process for children who need it  Transition stories to read at home in preparation for starting school/new class  Additional visits to new classroom and teacher during the Summer Term  Transition meetings with receiving Secondary schools and visits to new school

Reading Borough Council have produced their own local offer information. This can be found at: http://servicesguide.rea ding.gov.uk/kb5/reading /directory/family.page?f amilychannel=3

In our setting, we ensure that SEN support plans are reviewed termly. Children with an Education, Health and Care plan (EHCP) will have termly reviews for the SEN support plans and in addition, will have an annual review.