Reading School
Academy Secondary Sixth Form (Boys Grammar School)
A selective school for boys, day and boarding.
Reading School has published their Local Offer providing information on Special Educational Needs & Disabilities.
Who to contact
- Contact Name
- Ashley Robson
- Contact Position
- Headteacher
- Telephone
- 0118 9015600 0118 9015600
- secretary@reading-school.co.uk
- Website
- Reading School
- Scan to visit this website
Where to go
- Address
-
Erleigh Road
Reading
Berkshire - Postcode
- RG1 5LW
Directions to RG1 5LW
Childcare Information
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Sophy Rogers
- Contact Telephone
- 0118 901 5600
- Contact Email
- srogers@reading-school.co.uk
- Links
- Reading School - Website Accessibility Policy SEND Policies
- Local Offer Age Bands
-
Secondary (11-16 years)
Transitions to Adulthood (16+) - SEN Provision Type
- Universal
- Local Offer Updated
- 14/07/2023
Schools Extended Local Offer Response
Description
School Name: Reading School
Address: Erleigh Road, Reading, RG1 5LW
Telephone: 0118 901 5600
Email: headspa@reading-school.co.uk
Website: www.reading-school.co.uk
Ofsted link: www.gov.uk/government/organisations/ofsted
https:reports.ofsted.gov.uk
Head teacher: Mr Ashley Robson
SENCo:
Name: Miss Sophy Rogers
Contact: senco@reading-school.co.uk
Date of latest Accessibility Plan: 2022-2025
Date completed: 6/2022
By whom: Ashley Robson Role: Headmaster
General Statement – Reading School values the abilities and achievements of all its students and are committed to providing, for each student, the best possible environment for learning. Although Reading School is a selective school, there are still a number of students who require support to be able to achieve to their full potential, be happy and confident, and ready for life beyond Reading School.
The Student Support Department operates in accordance with the following principles:
• All teachers at Reading School are teachers of students with SEND.
• All students can achieve their very best.
• All students have a right to a broad and balanced curriculum.
• All students should be able to share in all aspects of the life of the school.
• The department, students and parents should work in partnership.
• Students should be supported to become confident individuals, living fulfilling lives so they can make a successful transition into adulthood
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?
Yes.
- 1.2: What kinds of SEND do those children have?
Learning & Cognition (e.g. Dyslexia), Communication & Interaction (e.g. Asperger’s), Medical, Sensory & Physical (e.g. visual impairment, cerebral palsy), Social, Emotional & Mental Health (e.g. OCD, eating disorders)
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
Information from previous school, professional reports and diagnoses, regular data collection & analysis, communication from parents.
- 2.2: How will I know if my child is receiving SEN support?
Students with a SEN need will have a single-page profile to communicate needs and support to teachers and parents. These are written collaboratively with students and their parents.
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?
School website: SEND section or Policies section
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?
Regular data collection & analysis, the reporting schedule, parents’ evenings.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
Through the single-page profile, target-setting & review.
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?
Regular data collection & analysis, the reporting schedule, parents’ consultation evenings.
- 3b.2: How will I find out about the progress my child is making?
The reporting schedule and parents’ consultation evening
- 3b.3: How will I be involved in those reviews? Who else will be there?
Email collaboration for reviewing the single-page profile and target-setting, meetings where necessary, parents’ consultation evenings. External agencies will be involved where appropriate.
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?
Subject/curriculum plans/schemes of work. Targeted INSET & Staff training e.g. ASD. Support from the Student Support Team.
- 3c.2: How can I find out more about what my child is learning at the moment?
Curriculum information is on the website.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
Modifications where necessary e.g. blinds, adaptations to braille, yellow strips on stairs, disabled toilets, lift in new Science building, technological support Also, the Accessibility Plan.
- 3d.2: How will the curriculum be matched to my child's needs?
Support will be put in place to ease access e.g. technological support, modified work, additional support with homework, personalised curriculum if suitable.
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?
In addition to support from teachers in lessons, we run 1:1 and group work support sessions e.g. study skills, resilience and anger management, literacy support, mentoring.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
Through provision mapping and graded intervention.
- 3e.3: How will I know if my child is getting extra support?
Communication from the Pastoral Team (Student Support Department, Heads of House)
- 3e.4: How is the decision made about how much/what support my child will receive?
We will assess progress (academic, social and personal development) and use cycles of intervention within our staged SEN support
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 run regular clubs for SEND students: such as weekly clubs for low key social interaction, a Christmas and Summer social activity e.g. Games and Pizza or the Cinema Trip. The Student Support Room is available for students to play games and chat at break and lunch times.
- 3f.2: How can my child and I find out about these activities?
The Student Support Department will advertise these to tutors and individual students.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
We strive to include all students in extra-curricular activities and trips. We use additional specific training and SEN risk assessments to enable access.
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?
• Student Support Department runs weekly clubs for low key social interaction, a Christmas social activity e.g. Games and Pizza or the Cinema Trip.
• School counsellor and staff trained as Emotional Learning Support Assistants and CBT, Educational Psychologist.
• Resilience and Anger Management sessions, ASD support sessions
• Timetabled PSHE and Floreat lessons
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 SENCo, Sophy Rogers srogers@reading-school.co.uk
- 4.2: What should I do if I think my child may have a special educational need or disability?
Contact the SENCo
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
• The SENCo is a qualified teacher and is qualified in educational testing.
• The Student Support Department also includes trained Emotional Learning Support Assistants and staff trained in delivering CBT. Also, an LSA with training to support students with VI.
• All teachers are offered SEN INSET on relevant issues.
• All teachers have regular
• Safeguarding training.
• Key members of staff are trained in Child Protection.
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?
• Support for VI and HI students from The Sensory Consortium.
• Assistive technology for students with EHC Plans.
• Additional equipment is provided where possible e.g. netbooks, sloping desks, coloured overlays.
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?
Through the single-page profiles and annual meetings to review any EHC Plans, meetings with the Students Support Department and other relevant members of staff e.g. Head of House.
- 7.2: How will you help me to support my child's learning?
Through sharing targets and information e.g. reading material, directing to online support, setting up parent to parent support, Parents’ Evenings.
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?
By reviewing the single-page profile and attending review meetings. By attending Parents’ Evenings. Through Careers Advice.
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?
Contact the Governors’ Clerk, Steve Vale (govsclerk@readingschool.co.uk). Dr Sue Bowen is the governor responsible for SEN.
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Contact the SENCo in the first instance, then the Senior Leadership Team and finally the SEN governor.
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 Sensory Consortium, CAMHS, The Children’s Action Team, Social Care, Educational Psychologist, ASSIST (to support families with children with ASD), Daisy’s Dream (for support with bereavement)
- 10.2: How can my family get support from these services?
Information available on the website and school VLE, as well as information distributed via the Student Support Department.
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?
Contact Reading IASS (Information, Advice and Support Service for SEN) iass@reading-gov.uk .
LA website www.reading-gov.uk
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?
Through a transition programme. This includes a taster day and information evening for new Year 7s, with extra visits if necessary. Communication and visits to feeder primary schools. Writing a Transition Plan. Sharing information with relevant 6th form provision.
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?
LA website www.reading-gov.uk
www.reading.gov.uk/caringforchildren
Reading Services Guide: www.readingsendlocaloffer.org
Children and Young Persons Disability Team (0118 937 3641)
Reading IASS www.reading-gov.uk
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?
Formal annual review meeting for students with an EHC Plan.
- 14.2: How often will these reviews happen?
Termly target setting for SEN students will be set and reviewed alongside the single-page profile. These will be shared with parents and their input welcomed.
The school reporting schedule and Parents’ Evenings.
15: Who can I contact for further information?
In the first instance parents/carers are encouraged to talk to their child’s tutor if a current student. Further information and support can be obtained from the SENCo.
16: What is the complaints procedure?
See ‘Complaints Policy and Procedure’ under Policies section of the school website.
17: Our external partners are
Educational Psychologist
Sensory Consortium
Social Care
18: Is there any additional provision you have developed during the year?
Training for staff on supporting a VI student
Increased staff capacity and ELSA training for staff.
Additional counselling for students.
19: Link to the schools websites SEND information or policy page.
Yes
Description
School Name: Reading School
Address: Erleigh Road, Reading, RG1 5LW
Telephone: 0118 901 5600
Email: headspa@reading-school.co.uk
Website: www.reading-school.co.uk
Ofsted link: www.gov.uk/government/organisations/ofsted
https:reports.ofsted.gov.uk
Head teacher: Mr Ashley Robson
SENCo:
Name: Miss Sophy Rogers
Contact: senco@reading-school.co.uk
Date of latest Accessibility Plan: 2022-2025
Date completed: 6/2022
By whom: Ashley Robson Role: Headmaster
General Statement – Reading School values the abilities and achievements of all its students and are committed to providing, for each student, the best possible environment for learning. Although Reading School is a selective school, there are still a number of students who require support to be able to achieve to their full potential, be happy and confident, and ready for life beyond Reading School.
The Student Support Department operates in accordance with the following principles:
• All teachers at Reading School are teachers of students with SEND.
• All students can achieve their very best.
• All students have a right to a broad and balanced curriculum.
• All students should be able to share in all aspects of the life of the school.
• The department, students and parents should work in partnership.
• Students should be supported to become confident individuals, living fulfilling lives so they can make a successful transition into adulthood
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?
Yes.
- 1.2: What kinds of SEND do those children have?
Learning & Cognition (e.g. Dyslexia), Communication & Interaction (e.g. Asperger’s), Medical, Sensory & Physical (e.g. visual impairment, cerebral palsy), Social, Emotional & Mental Health (e.g. OCD, eating disorders)
2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
- 2.1: How do you know if a pupil has SEN?
Information from previous school, professional reports and diagnoses, regular data collection & analysis, communication from parents.
- 2.2: How will I know if my child is receiving SEN support?
Students with a SEN need will have a single-page profile to communicate needs and support to teachers and parents. These are written collaboratively with students and their parents.
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?
School website: SEND section or Policies section
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?
Regular data collection & analysis, the reporting schedule, parents’ evenings.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
Through the single-page profile, target-setting & review.
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?
Regular data collection & analysis, the reporting schedule, parents’ consultation evenings.
- 3b.2: How will I find out about the progress my child is making?
The reporting schedule and parents’ consultation evening
- 3b.3: How will I be involved in those reviews? Who else will be there?
Email collaboration for reviewing the single-page profile and target-setting, meetings where necessary, parents’ consultation evenings. External agencies will be involved where appropriate.
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?
Subject/curriculum plans/schemes of work. Targeted INSET & Staff training e.g. ASD. Support from the Student Support Team.
- 3c.2: How can I find out more about what my child is learning at the moment?
Curriculum information is on the website.
3d: How the school adapts the curriculum and learning environment for pupils with SEND
- 3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?
Modifications where necessary e.g. blinds, adaptations to braille, yellow strips on stairs, disabled toilets, lift in new Science building, technological support Also, the Accessibility Plan.
- 3d.2: How will the curriculum be matched to my child's needs?
Support will be put in place to ease access e.g. technological support, modified work, additional support with homework, personalised curriculum if suitable.
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?
In addition to support from teachers in lessons, we run 1:1 and group work support sessions e.g. study skills, resilience and anger management, literacy support, mentoring.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
Through provision mapping and graded intervention.
- 3e.3: How will I know if my child is getting extra support?
Communication from the Pastoral Team (Student Support Department, Heads of House)
- 3e.4: How is the decision made about how much/what support my child will receive?
We will assess progress (academic, social and personal development) and use cycles of intervention within our staged SEN support
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 run regular clubs for SEND students: such as weekly clubs for low key social interaction, a Christmas and Summer social activity e.g. Games and Pizza or the Cinema Trip. The Student Support Room is available for students to play games and chat at break and lunch times.
- 3f.2: How can my child and I find out about these activities?
The Student Support Department will advertise these to tutors and individual students.
- 3f.3: How will my child be included in activities outside the classroom, including school trips?
We strive to include all students in extra-curricular activities and trips. We use additional specific training and SEN risk assessments to enable access.
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?
• Student Support Department runs weekly clubs for low key social interaction, a Christmas social activity e.g. Games and Pizza or the Cinema Trip.
• School counsellor and staff trained as Emotional Learning Support Assistants and CBT, Educational Psychologist.
• Resilience and Anger Management sessions, ASD support sessions
• Timetabled PSHE and Floreat lessons
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 SENCo, Sophy Rogers srogers@reading-school.co.uk
- 4.2: What should I do if I think my child may have a special educational need or disability?
Contact the SENCo
5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
- 5.1: What training have the teachers and other staff who support children and young people with SEND had?
• The SENCo is a qualified teacher and is qualified in educational testing.
• The Student Support Department also includes trained Emotional Learning Support Assistants and staff trained in delivering CBT. Also, an LSA with training to support students with VI.
• All teachers are offered SEN INSET on relevant issues.
• All teachers have regular
• Safeguarding training.
• Key members of staff are trained in Child Protection.
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?
• Support for VI and HI students from The Sensory Consortium.
• Assistive technology for students with EHC Plans.
• Additional equipment is provided where possible e.g. netbooks, sloping desks, coloured overlays.
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?
Through the single-page profiles and annual meetings to review any EHC Plans, meetings with the Students Support Department and other relevant members of staff e.g. Head of House.
- 7.2: How will you help me to support my child's learning?
Through sharing targets and information e.g. reading material, directing to online support, setting up parent to parent support, Parents’ Evenings.
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?
By reviewing the single-page profile and attending review meetings. By attending Parents’ Evenings. Through Careers Advice.
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?
Contact the Governors’ Clerk, Steve Vale (govsclerk@readingschool.co.uk). Dr Sue Bowen is the governor responsible for SEN.
- 9.2: Who can I contact if I am not happy about the SEN provision made for my child?
Contact the SENCo in the first instance, then the Senior Leadership Team and finally the SEN governor.
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 Sensory Consortium, CAMHS, The Children’s Action Team, Social Care, Educational Psychologist, ASSIST (to support families with children with ASD), Daisy’s Dream (for support with bereavement)
- 10.2: How can my family get support from these services?
Information available on the website and school VLE, as well as information distributed via the Student Support Department.
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?
Contact Reading IASS (Information, Advice and Support Service for SEN) iass@reading-gov.uk .
LA website www.reading-gov.uk
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?
Through a transition programme. This includes a taster day and information evening for new Year 7s, with extra visits if necessary. Communication and visits to feeder primary schools. Writing a Transition Plan. Sharing information with relevant 6th form provision.
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?
LA website www.reading-gov.uk
www.reading.gov.uk/caringforchildren
Reading Services Guide: www.readingsendlocaloffer.org
Children and Young Persons Disability Team (0118 937 3641)
Reading IASS www.reading-gov.uk
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?
Formal annual review meeting for students with an EHC Plan.
- 14.2: How often will these reviews happen?
Termly target setting for SEN students will be set and reviewed alongside the single-page profile. These will be shared with parents and their input welcomed.
The school reporting schedule and Parents’ Evenings.
15: Who can I contact for further information?
In the first instance parents/carers are encouraged to talk to their child’s tutor if a current student. Further information and support can be obtained from the SENCo.
16: What is the complaints procedure?
See ‘Complaints Policy and Procedure’ under Policies section of the school website.
17: Our external partners are
Educational Psychologist
Sensory Consortium
Social Care
18: Is there any additional provision you have developed during the year?
Training for staff on supporting a VI student
Increased staff capacity and ELSA training for staff.
Additional counselling for students.
19: Link to the schools websites SEND information or policy page.
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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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