Coley Primary School ~ Nursery Class

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

 No vacancies available until September 2023

Who to contact

Contact Name
Mrs. S Pengelly
Contact Position
Head Teacher
Telephone
(0118) 937 5461 (0118) 937 5461
E-mail
admin@coleyprimary.reading.sch.uk
Website
Coley Primary School
Scan to visit this website

Where to go

Address
Coley Primary School
Wolseley Street
Reading
Berkshire
Postcode
RG1 6AZ
Directions to RG1 6AZ

Availability

Age Ranges
3 (term after third birthday) to 4 years
Wheelchair access
Yes

Inclusion Information

Wheelchair access
Yes
Details
Via ramp at School Reception
Special Needs provision
Yes
Provision for special dietary needs
No
Can make special cultural provisions
Yes
Details
Celebrate religious festivals and learn about other cultural backgrounds

Childcare Information

Vacancies

Immediate vacancies
No

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
No
Intending to provide 30 Hours?
No

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:45 11:45
Monday 12:30 15:30
Tuesday 08:45 11:45
Tuesday 12:30 15:30
Wednesday 08:45 11:45
Wednesday 12:30 15:30
Thursday 08:45 11:45
Thursday 12:30 15:30
Friday 08:45 11:45
Friday 12:30 15:30

School Pickups

Offers school pickups
No

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Mrs C Budd
Contact Telephone
0118) 9375461
Contact Email
deputy@coleyprimary.reading.sch.uk
Links
Coley Primary School SEND Policies Accessibility Plan
Local Offer Age Bands
Early Years (0-4 years)
SEN Provision Type
Universal
Local Offer Updated
14/07/2023

Schools Extended Local Offer Response

Description

School Name: Coley Primary School Address: Wolseley Street, Reading. RG1 6AZ Telephone: (0118) 9375461 Email: admin@coleyprimary.reading.sch.uk Website: www.coleyprimary.reading.sch.uk Ofsted link: https://reports.ofsted.gov.uk/inspection-reports/find-inspectionreport/provider/ELS/109779 Head teacher: Mrs. Sarah Pengelly SENCo: Mrs. Clare Budd Contact: (0118) 9375461 deputy@coleyprimary.reading.sch.uk Date of latest Accessibility Plan: Sept 2019 – July 2022 Link to Accessibility Plan: https://www.coleyprimary.reading.sch.uk/accessibility-plan/ Date completed: July 2020 By whom: Clare Budd Role: SENCo

‘Learning Today for our Future Tomorrow’

Coley Primary School is a small, town centre, one form entry school with a nursery attached. At Coley Primary School we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. Our broad, balanced, creative curriculum and enrichment activities provide opportunities for everyone to achieve and succeed. We celebrate our achievements, gifts and cultural diversity, irrespective of individual differences within the protected categories of the Equality Act of 2010. Together we take pride in making a positive contribution to our school and the wider community

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 Coley Primary School provision is made for children who have needs related to Cognition & Learning, Speech, Language & Communication, Emotional Health & Mental Health and Sensory & Physical Needs. All schools in Reading have the same special educational needs and disabilities duties as laid out in the Special Educational Needs and Disability Code of Practice: 0 to 25 years 2014, and are expected to provide support for children and young people who have additional needs. Admission arrangements for all pupils are detailed in our Admissions Policy.

1.2: What kinds of SEND do those children have?

Autism Spectrum Conditions (ASC),and associated Sensory Processing Disorders

Attention Deficit and Hyperactivity Disorder (ADHD)

Specific Learning Difficulties (SpLD), such as Dyslexia, Dyspraxia and Dyscalculia

Vision Impairment (VI)

Hearing Impairment (HI)

Social, Emotional, Mental Health (SEMH)

Attachment and Trauma

Prada Willi Syndrome

Down’s Syndrome

Speech, Language & Communication

2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
2.1: How do you know if a pupil has SEN?

At Coley Primary School, all class teachers meet with the Headteacher and SENCo termly to discuss the needs of all the pupils in their class. In these meetings there is a sharp focus on identifying children who are presenting as having needs that are additional to and different from their peers. Our staff are vigilant at supporting and raising any concerns. Should a teacher have concerns between these meetings they will seek the guidance of the SENCo and speak to parents. We also have rigorous monitoring in place that tracks the progress all our learners make in all areas of the curriculum and identifies clearly the next steps. We use data and other forms of assessment & observation to identify additional needs and celebrate achievement. As professionals, we regularly discuss any concerns we have, consulting parents before agreed assessments are requested or provision is put in place. Parents and carers are encouraged to speak to the SENCo about any concerns they have and are involved in decision-making and meetings with professionals. The advice of external professionals is sought where necessary. Provision maps are reviewed and updated on a termly basis to ensure interventions and extra support are having a positive impact for meeting children’s needs and accelerating their progress.

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?

Please see our SEND and Inclusion Policy and Wave Provision map. The Wave 1 Provision map outlines the support and provision that every pupil can expect at Coley Primary. http://www.coleyprimary.reading.sch.uk/specialeducational-needs-and-disabilities

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 have rigorous monitoring in place that tracks the progress all our learners make across the curriculum and identifies the progress made. Our Governors also scrutinise our data on a termly basis and the SENCO meets with the SEN Governor regularly to share updates and information. 

We monitor the outcomes of our provision regularly to ensure that provision matches the needs of the child. We follow the graduated approach cycle of: Assess, Plan, Do, Review and monitor the impact of interventions, provision and support through regular Pupil Progress meetings, observations, book looks, learning walks, pupil feedback and termly provision map reviews. We assess, observe and plan in a way that ensures we have a full picture of the needs of the whole child and monitor outcomes in all areas of development. 

 

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?

As we have said above we have rigorous monitoring in place that tracks and identifies the progress all our learners make across the curriculum. We discuss progress made by individual children during termly Pupil Progress meetings. We use data, observations, book looks and pupil vice and feedback to identify next steps and to celebrate achievement. We also meet with the children to discuss their successes and areas to work on. Children with SEND are coached by the SENCo and ELSA where we also focus on specific needs and strategies to support children with their learning and progress. Class Provision maps outline support and interventions that we provide for children and these are reviewed on a termly basis to ensure the provision is having an impact, children are making progress and where needed adjustments and changes are made. We hold Parent Consultation meetings twice a year with the class teacher, which the SENCO can also attend if requested. For children who have an EHCP (Education Health and Care Plan) we hold an annual review where we look at progress and progress towards outcomes in the EHCP. All professionals supporting a child, children and parents contribute to and can attend the Annual Review. We also work with Cranbury College Behaviour Support for some of our children with SEMH needs - we hold regular TSP (Therapeutic Support Programme) meetings with their Primary Behaviour Support Officer and parents.

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?

Coley Primary’s aim is to ‘Learning Today for our Future Tomorrow’ – and this includes all children in our school. We provide a truly inclusive ethos and have been praised by outside professionals for our support of pupils with special educational needs. We believe that Quality First Teaching is at the heart of good SEND provision. Staff are competent at adapting and scaffolding the curriculum, have high expectations and understand the individual needs of the children in their classes. Our teachers are dedicated to planning engaging lessons which enable all children to progress at their individual level. We believe in ‘Equity’, providing children with what they need to support their individual needs. We strive to remove barriers so all children can access purposeful learning opportunities and engage and include children in their own learning. A number of our children have passports (one-page profiles) which are co-written with the SENCO: these are shared with parents, staff, visiting practitioners, supply teachers and on educational visits, so everyone is clear about what the child finds difficult as well as the best way to support them. We set challenging, aspirational targets in order to allow the children to ‘learn for their future’ and put appropriate supportive strategies in place.

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

Parents can access the school website to see an overview of what their child is learning over the year. The class pages also share termly curriculum newsletters and updates where parents can see what the class are learning each term. If you would like to know more please make an appointment with your child's 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?

Making variations and adaptations to support learners is embedded in our curriculum and practice. We have a curriculum with scaffolds to suit and support academic, physical, social and emotional needs. We respond to children’s diverse needs. We listen and respond to pupil voice. 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 our learners e.g. our building is accessible via ramps, a child with visual impairment has a separate monitor for use in class. Translators can be made available where required for both pupils and parents.

3d.2: How will the curriculum be matched to my child's needs?

All children have the right to a good quality education and are entitled to a broad and balanced curriculum, which is scaffolded 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 scaffold 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?

Having identified needs, we seek to match provision to the need/s. We define expected outcomes of interventions and then monitor the impact through regular meetings, provision maps and tracking of pupil progress. Where necessary children may be supported by a peer or adult. Our SENCo leads on this aspect for pupils with special educational needs and the Headteacher shares this information with governors. Children will be supported in a range of ways depending on their type of need and level of need, for example, smaller groups, pre teaching, access to specialist resources, intervention groups etc. Teachers set suitable learning challenges - varying and adapting the curriculum where required. As a school we respond to a wide range of needs and work closely with outside professionals in order to provide suitable support for the child’s needs.

 

3e.2: How are the school's resources allocated and matched to children's special educational needs?

We tailor support around the needs of our children and seek appropriate resources or provision to support individual children. In the case of pupils with an EHCP, outcomes are outlined on the plan, as is the provision to help achieve these outcomes. School’s resources are directed to match each child’s SEND according to the plan.

We have an ELSA in school who is also trained in Draw / Talk. We offer therapeutic support to all children and work closely with the Mental Health Support Team, Educational Psychologist and Speech and Language Therapist and other professionals as required. We believe in finding the right intervention for our children and work with our children and parents as well as a range of internal and external providers to find the right provision.

3e.3: How will I know if my child is getting extra support?

We believe in finding the right intervention for our children and 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 their children's support and we involve parents in consultations, meetings and reviews.

3e.4: How is the decision made about how much/what support my child will receive?

The needs and aspirations of the pupil and their family are at the heart of every decision made about the child. Parents will know if, what, and how much extra support is provided because they will have been involved in the decision-making process

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 seek to make every experience as inclusive as possible both inside and outside the classroom. Coley Primary strives to remove barriers around access. Where there are concerns of safety and access which may affect the participation of a child, further thought and consideration, and where necessary a risk assessment, is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning. In certain cases funding can be provided for visits. Visitors are invited into school linking to areas of learning. Medical needs will always be catered for. Individual risk assessments for physical and behavioural needs are completed and parents are included and consulted as an option to accompany children – where necessary.

3f.2: How can my child and I find out about these activities?

We regularly send out information about clubs and extra-curricular activities for children. We also share this information on our school website. Any holiday clubs and activities for children with SEND are sent out to parents and shared on our school website and on the Local Offer.

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?

At Coley we have an Emotional Literacy Support Assistant (ELSA) who supports individual children who require emotional support on a short or long term basis. She also works with children individually and in groups to support them with social skills, feelings and friendships. She has also been trained in Draw Talk Therapy - Drawing and Talking helps children to safely process material in the unconscious that is associated with attachment and trauma: eg: moving house, new baby, parental separation. The Draw Talk helps a child to visually express unconscious worries and concerns that they would not be able to talk about that are deep within their mind. This brings these worries to a conscious level. Drawings enable children to express these complex feelings in a safe and symbolic way. We have a school council who share and promote the views of the learners and we actively promote the development of independence and resilience across the school. We have an effective, consistent whole school behaviour policy whereby all adults and children follow and live out our Coley Values of: Belonging, Respect, Honesty, Curiosity, Courage and Pride. All staff follow our school vision and values and have good working relationships with children in their classes and monitor well-being on an on-going basis. Independence is promoted via our curriculum and our whole school ethos. Identified children complete Passports with the SENCo, sharing triggers, barriers to learning and the different strategies used to support each child with their academic, social and personal development. These are shared with the parents, all staff and class as needed.  We are also a Therapeutic Thinking school. We have developed a Therapeutic Team and teaching space to work with identified children, especially those with difficulties around SEMH – to support these children with both their emotional well-being and accessing learning in a space or environment within school better suited to their needs. This team consists of our Headteacher, Deputy Head/SENCo, ELSA, 2 Play workers and an LSA.

We also work closely with the MHST2 (Mental Health Support Team) and have termly surgeries to discuss any children who we, or their parents have concerns about wellbeing and social and emotional development. Following on from this we can refer children for support from the MHST.

We have a SMHL (Senior Mental Health Lead) who is also available to support and signpost for advice, help and strategies for pupils, staff and parents.

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?

Mrs. Clare Budd 0118 937 5461. deputy@coleyprimary.reading.sch.uk

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

We have an open door policy, so you can pop in, arrange a meeting, email or call Mrs Budd and we can discuss your concerns and then arrange observations, referrals to other professionals, signposting to support for both you and your child as required.

5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
5.1: What training have the teachers and other staff who support children and young people with SEND had?

Our 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. Many of our staff are trained to work in specialist areas of special educational needs. We encourage staff to continually update their skills and knowledge. We have access to advice and support from a range of external professionals such as Speech & Language therapists, Educational Psychologist, Sensory Consortium, Massage Therapy and Behaviour Support. A number of our LSA’s have been trained in Makaton signing. Many have also had hand massage training which they cascade throughout the school. All of our LSA’s have also taken part in Racing to English training as many of these strategies and resources can be used to support SEND learners who are both EAL and non-EAL. We have an HLTA trained in Lego Therapy and she is able to run Lego Therapy groups with different year groups to support SEND learners with giving and following instructions – this has proved very successful. We have also had training for Sensory Circuits and this is having a good impact for a number of children with ASD and to support gross motor development and balance for identified children. Our ELSA regularly attends network meetings and shares good practice with colleagues. Our 2 EYP's have taken part in Intensive Interaction training and the Early Years Team have also taken part in Attention Autism training. We work closely with Educational Psychologist who shares strategies to support staff, children and parents. Previously our Educational Psychologist has delivered bespoke training to our staff on developing and understanding children’s memory skills and retention and Precision Teaching. Our SENCo has great experience of supporting pupils with SEND including those with significant needs, and works closely alongside other professionals and other SENCOs in the Borough through SENCo networks. All our staff are trained in the Therapeutic Thinking approach and as a school we understand how significantly adverse childhood experiences can affect children both behaviourally and emotionally.  We want all of our children to be safe learners but know at times they might need something different or an intervention to enable them to access learning. Our staff are trained in a range of strategies that are informed by an understanding of children’s mental health and well-being. We hold termly surgeries with the Mental Health Support Team and can also arrange Mental Health Surgeries with our Educational Psychologist and PMHW to discuss specific children and how they might best be supported both at home and at school.

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?

Resources required to support children with SEND are purchased through the SEND budget. We follow recommendations from other professionals and resources are bought to match and support children’s needs. We are a well-equipped school and resources/provision are reviewed termly to assess their impact in meeting a child’s needs. We can negotiate and share resources with outside agencies for example – resources from Massage Therapist to support with setting up of sensory circuits. Each case is considered separately and specifically for each child. When required we can also apply to Brighter Futures for Children for ‘top-up’ funding to support identified 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 regularly involve parents and families in discussions about their child’s learning. We also carry out an annual pupil, parent and teacher survey and act on survey findings. Class teachers & the SENCo are pleased to meet with parents to discuss individual arrangements for getting involved and welcome feedback on this. We facilitate this through: Parent meetings, termly curriculum letters/newsletters meeting with SENCo if a parent wishes, an SEND Parent Workshop and information on the school website. As a school we have an ‘open door’ policy and the SENCo and staff are widely available to meet with parents both formally and informally. Parents are also invited to meetings with other professionals working with their child/ren.

7.2: How will you help me to support my child's learning?

We are keen to develop a partnership between home and school and expect our parents to work with the school to ensure positive learning outcomes for children. Parents are expected to attend all meetings and work with professionals. We support parents with developing their child everyday life skills at home through meetings and discussions. We host a number of curriculum workshops/learning events/coffee mornings to help families understand what learning is expected and how they can best support their child/young person’s need. Should more regular contact be required, our staff will make suitable arrangements to ensure this is put in place. We believe in supporting the development of parenting skills and information about SEND and as such we signpost and refer families to support from other agencies. eg: Mental Health Support Team, Living with Autism, Incredible Years Parenting.

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?

All children are encouraged to share their views about their learning through pupil conferences and school council. Class teachers discuss next steps and targets with identified children so they take ownership of their learning and share their aspirations. We feel that it is important to invest time in helping children to understand their needs and feelings and understand those of others. Some children create a Passport with the SENCo which clearly outlines what they are good at, find tricky, the best ways to support them in class and outside, how to communicate with them and how they communicate, what could happen when they are finding things difficult and possible triggers and solutions to behaviours and needs. These are shared with all staff, visitors and parents.

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?

Procedures to be followed are: 1. Informal discussion with the SENCo and Headteacher (where it is hoped that the complaint will be resolved). 2. If attempts fail to settle the complaint informally, the complaint should be put in writing to the Headteacher. 3. If you are then unhappy with this resolution you can then write to the Clerk of the Governors (Miss Emma Goldring – bursar@coleyprimary.reading.sch.uk ) for presentation to the Governors. The written notification should make it quite clear exactly what the complaint is about. 4. If the person making the complaint is not satisfied with the outcome, they are able to make a formal complaint to the Local Authority.

9.2: Who can I contact if I am not happy about the SEN provision made for my child?

Reading IASS (Information Advice and Support Services) can provide impartial support to parents of children with SEND The complaints procedure is fully explained on the school website. 

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 work with many external agencies and professionals, for example: Educational Psychologist, Speech and Language Therapy, Behaviour Support, Massage Therapy, Play Therapy, the Children’s Action Team and outreach from specialist providers. For children who have Education Health Care Plans, other relevant bodies are involved via the person centred Annual Review meeting. The local authority’s local offer is also used in gathering relevant information for children with SEND. Reading Information, Advice & Support Service for SEND is a very good resource for signposting parents to for support, advice and information. http://www.readingiass.org The SENCo is also happy to support parents and carers with advice on accessing support from external agencies.

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?
  • Reading Information, Advice & Support Service for SEND (IASS) is a very good resource for signposting parents to for support, advice and information. http://www.readingiass.org iass@brighterfuturesforchildren.org 0118 937 3421
  • SEND Team 0118 937 2674 sen@brighterfuturesforchildren.org  Brighter Futures for Children
  • Autism Berkshire 01189 594 594 contact@autismberkshire.org.uk https://www.autismberkshire.org.uk/
  • www.autism.org.uk  for the National Autistic Society, including their Parent to Parent Line 0800 9520 520
  • Alafia (Acre Family Support Team) 0118 951 0279 http://rva.org.uk/organisation/alafia/
  • Parenting Special Children admin@parentingspecialchildren.co.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.dyslexiaaction.org.uk/get-help have advice and information around dyslexia
  • Children & Adolescent Mental Health Service (CAMHS) Tel: 0118 931 5800 Dingley’s Promise Tel: 0118 327 7424 Email: admin@dingley.org.uk 
  • Alpha – Reading Mencap Tel: 0118 966 2518 Email: office@readingmencap.org.uk  
  • For more Family Support please go to the Family Support page on Reading’s Local Offer website. Reading Borough Council 0118 937 3777 (opt 2) www.readingfis.org  www.readingsendlocaloffer.org email: disc@reading.gov.uk  SEND Guide for Parent Carers. This is a quick and easy guide for parent carers of children with special educational needs and/or disabilities (SEND). The guide has been put together with parent carers (Reading Families Forum) in partnership with other services, to help families access information on local SEND services for children, young people with additional needs. SEND Guide for Parent Carers | Reading Services Guide

 

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?

Induction is important to us and we invest time in welcoming our learners and their families in a way that makes them feel a part of our setting. We work well with our partner schools. Children who may benefit from additional arrangements at transition points are identified by class staff and the SENCo and arrangements with schools are organised. Individual arrangements are made depending on the child’s needs, such as additional visits, home and setting visits, photo books, social stories etc. New settings, or next phases (eg: Secondary School) are well informed via transition meetings etc. All children experience a ‘Transition Day’ each July in preparation for change and home visits take place in the Foundation Stage. (also see Transition Policy: http://www.coleyprimary.reading.sch.uk/policies/)

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 LA Local offer can be found at: https://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3  You can also email localoffer@reading.gov.uk or call 0118 937 3777 (option 2) for more information & guidance.

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?

For children with an Education Health and Care Plan, annual review meetings are held with parents and where possible, professionals working with the child to review specific outcomes. These meetings are family and child-centred taking into account views and recommendations of all those involved including other professionals. For other children in school with identified SEND we hold two parent / teacher meetings to review outcomes, discuss progress and areas to develop further, support and achievements. We regularly share progress feedback with all our learners and their families and nurture an open dialogue of two-way feedback and therefore welcome ideas and suggestions from parents. The SENCo and class teachers are available to meet with parents as part of our school ‘open door’ policy as required. 

 

14.2: How often will these reviews happen?

For children with an EHCP we hold an Annual Review - but these can also be brought forward if required. We hold reviews with the Educational Psychologist annually and the Speech and Language Therapist regularly reviews children's progress towards outcomes. We hold review meeting with parents or they receive a report from professionals outlining their child's progress and areas to work on.

The SENCo and class teachers are available to meet with parents as part of our school ‘open door’ policy as required. 

15: Who can I contact for further information?

Clare Budd – SENCo 0118 9375461

deputy@coleyprimary.reading.sch.uk

16: What is the complaints procedure?

See section 9. Complaints should be made to the Headteacher, Mrs Sarah Pengelly and /or the Chair of Governors Mr Matt Espley via the school office and the clerk to the Governors – Miss Emma Goldring bursar@coleyprimary.reading.sch.uk

17: Our external partners are

Educational Psychologist

Speech & Language Therapist

Children’s Single Point of Access

Children’s Action Team

CAMHS (Children & Adolescents Mental Health Services)

Behaviour Support – Cranbury College

Occupational Therapy

Massage Therapist

Physiotherapy service

School Nursing Service

Sensory Consortium Service

Primary Mental Health Workers

Mental Health Support Team

One Reading Partnership Team

Education Support Worker

Family Support Workers

IASS Parenting Support

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

Therapeutic Thinking Approach - we continue to develop the Therapeutic Thinking Approach and have a Therapeutic team who work with identified children who require additional support, especially around SEMH difficulties. We have also developed a designated space for them to work in.

The SENCo has completed training to be the school Senior Mental Health Lead.

Some of our EYFS team have been trained in Attention Autism and Intensive Interaction

We are going to be working on developing environments and specific support around ASC

 

19: Link to the schools websites SEND information or policy page.
https://servicesguide.reading.gov.uk/kb5/reading/ directory/family.page?familychannel=3 https://www.coleyprimary.reading.sch.uk/specialeducational-needs-and-disabilities

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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

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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