EP Collier Primary School

Community - Primary School (Includes nursery school section)

A resource for Statemented pupils with Speech, Language and Communication difficulties within a Primary School.

E P Collier Resouce Unit has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)

 

Who to contact

Contact Name
Justine McMinn
Contact Position
Head Teacher
Telephone
(0118) 937 5470 (0118) 937 5470
E-mail
admin@epcollier.reading.sch.uk
Website
www.epcollier.reading.sch.uk
Scan to visit this website

Where to go

Address
Ross Road
Reading
Berkshire
Postcode
RG1 8DZ
Directions to RG1 8DZ

Availability

Age Ranges
5-11
Wheelchair access
Yes

Inclusion Information

Wheelchair access
Yes

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Vickie Gillanders - Inclusion Manager
Contact Telephone
0118 9375470
Contact Email
vgillanders@epcollier.reading.sch.uk
Links
E P Collier Primary School & Nursery SEND Policies Accessibility Plan
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Universal
Local Offer Updated
20/07/2023

Schools Extended Local Offer Response

Description

School Name: EP Collier Primary School Address: Ross Road, Reading, RG1, 8DZ Telephone: 0118 9375470 Email: admin@epcollier.reading.sch.uk Website: http://epcollier.reading.sch.uk Ofsted link: see website Head teacher: Mrs Justine McMinn SENCo: Name: Ms Vickie Gillanders  Contact: admin@epcollier.reading.sch.uk Date of latest Accessibility Plan: November 2018 Link to Accessibility Plan: Accessibility Plan Date completed: June 2022 By whom: Name: Mrs Justine McMinn Role: Head Teacher Mrs Victoria Harrall Deputy Head Teacher Miss Vickie Gillanders Inclusion Manager Government Legislation requires all schools to publish the SEND Information Report / Local Offer (clause 65 of the Children’s Act). This report is coproduced by the Headteacher, Governor’s and parents. It is a lengthy document and its aim is to outline the provision that the school provides for children with SEND. *School to provide a general statement about what the school provides in box below.

Our school is an inclusive school where every child is important to us; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND policy is available on the school website, detailing our philosophy in relation to SEND. Our school’s Accessibility and Equality Scheme including Anti-Bullying and Discriminatory Policy Framework and Public Sector Equality Duty is available on the school website and details how we will ensure that every pupil has access to the necessary support required to enable them to achieve their highest potential and the steps we have taken to prevent pupils with SEND being treated less favourably than other pupils

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?

Additional and/or different provision is currently being made in school for children with a range of needs, including: • Communication and Interaction - speech and language difficulties, selective mutism, autistic spectrum conditions • Cognition and Learning – moderate learning difficulties, selective learning difficulties – dyslexia • Social, Emotional and Mental Health – attention deficit hyperactivity disorder, attachment disorder, anxiety disorders • Sensory and/or Physical – hearing impairment, physical disability, dyspraxia

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?

We regularly use a range of formative and summative assessments to help us identify if children are making less than expected progress and to help us identify where individual difficulties may lie. Less than expected progress can be characterised by progress which: • is significantly slower than that of their peers starting from the same baseline • fails to match or better the child’s previous rate of progress • fails to close the attainment gap between a child and their peers • widens the attainment gap Progress in areas other than academic attainment is also considered to be important e.g. where a child needs to make additional progress with their social needs or behaviour in order to be fully integrated into school life or for them to make a successful transition to secondary school. Parents will be informed if the school consider their child to have additional needs and the child (if appropriate) and the parents will be fully involved in planning to meet individual needs. If an additional need is considered we often, as a first step, suggest that a child has a hearing and/or sight test to discount these as possible aspects of possible underlying causes of learning and/or behavioural difficulties. These can be arranged through a child’s GP or at school via the school nurse, with parental permission. At EP Collier the SENDCo may use additional assessments to help determine a child’s area of need. These tests also can be used as a bench mark from which to measure progress and determine the impact of interventions which may be used to support the child’s learning needs. For some children we will request support from outside professionals who are able to complete more specialist assessments of a child’s needs. These professionals may include speech and language therapists, educational psychologists, occupational therapists and behaviour support services. Parents are invited into school to meet with the professionals and parental permission will always be obtained before any assessments are completed. Please refer to our SEND policy for further information relating to identification and assessment of children with SEND.

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?

Our SEND Policy is on the school website: http://www.epcollier.reading.sch.uk Navigate via Information, SEND

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 evaluate our SEND provision for both academic and other outcomes such as social skills, independence and behaviour through: • Holding regular Pupil Progress meetings • Evaluating Individual Education Plans (IEPs) 3x yearly • Tracking pupil’s progress in relation to age related expectations as determined in the National Curriculum • Using assessments and reviews completed by outside professionals e.g. children with speech and language difficulties have their needs regularly assessed and reviewed by speech and language therapists • A cycle of consultation meetings based on the plan-do-review model taking place throughout the year depending upon a child’s individual needs • Annual Review meetings for children with Education, Health and Care Plans. Interim Review meetings will also be held for children in the Early Years Foundation Stage and for those who it is felt to be necessary, both of which consider the views of school staff, parents and the child and progress in a holistic way • The use of the Boxall Profile, where deemed appropriate • The monitoring of attendance and behaviour records If a child isn’t making the expected progress or if the provision isn’t deemed suitable then it will be changed based on the plan-do-review model.

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?

Achievement and progress information is collected and analysed throughout the year and Individual Education Plans are also reviewed and new targets are set during the Autumn, Spring and Summer terms or as necessary. Teacher/Parent consultation meetings for all children are held twice yearly and additional meetings are held as often as deemed appropriate for children who have additional needs. A written progress report is sent home annually for all children.

We encourage parents to be fully involved in the decision making process for their child with open and honest communication being encouraged between home and school. This may take the form of: • Teacher/parent meetings • Home/school communication books • Reports • Annual Review meetings • Interim Review meeting • Sharing meetings • E mail/phone calls • Individual Education Plans reviewed with parents and children. • Induction meetings for new pupils • Multi-professional meetings If required, school will explore the use of a translation service and professionals who are working with individual children may be invited to meetings as deemed 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?

We aim to deliver quality first teaching in all classrooms with the setting of high expectations and the provision of opportunities for all to achieve. Provision for SEND children is a whole school matter co-ordinated by the SENCo and monitored by the Head Teacher and governors. All teachers are teachers of children with SEND and therefore have a responsibility to provide, as far as is reasonably possible, to meet an individual child’s SEND. A continuous cycle of planning, teaching and assessing is firmly in place, which takes account of the wide range of abilities, aptitudes and interests of our children and the majority of our children will learn and make progress within these arrangements. Children with SEND will, as required, receive support that is in addition to or different from the provision made for other children. Teachers all take into account a child’s SEND when planning and assessing. Appropriate support is provided for communication, language and literacy needs. Teachers plan where necessary to develop a child’s understanding through the use of visual and kinaesthetic support and experiences. Planning will ensure that all children are able to take full part in learning, physical and practical activities. Teachers will plan to help children manage their behaviour in order to take part in learning effectively and  safely. Teachers will help children to manage their emotions in order to take part in learning effectively and develop socially. At EP Collier we aim to identify children with particular needs as early as possible and in completing assessments we consider the whole child. We recognise that gifted children and children with English as an additional language (EAL) may also require a modified programme with scaffolds to meet their needs and ensure they reach their full potential. We recognise that not all children with disabilities necessarily have SEND. We do ensure however that children with disabilities are able to participate as fully as possible in the curriculum. See our school’s Accessibility and Equality Scheme including Anti-Bullying and Discriminatory Policy Framework and Public Sector Equality Duty on the school website. For more information about what your child is learning at the moment please consult the school website: http://www.epcollier.reading.sch.uk and/or speak to 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?

Please refer to our school’s Accessibility and Equality Scheme including Anti-Bullying and Discriminatory Policy Framework and Public Sector Equality Duty on the school website. EP Collier promotes involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met through the following: • Clear detail risk assessments to allow participation of all pupils whenever possible • Adjustment of pupil/staff ratios where possible • Consultation with parents taking into account their concerns where possible • Specialist advice sought if needed • PEEPs – emergency evacuation plans for children who need extra support • Use of social stories to support participation • Platform lift to all floors • Disabled toilets on all floors • Ramps to ground floor of building • Differentiated stair nosings • Children’s toilets on all floors • Ear defenders are available for children who need them • Adaptations made to general school equipment • Touch screens • Large print • Sloping desks • Pencil grips • High interest/low reading age books • Interpreters used when available • Members of staff available beginning and end of day in playground. • Support offered to parents with form filling and report writing if requested We adapt the curriculum and learning environment in the following ways as appropriate to meet children’s additional needs: • The curriculum is scaffolded and differentiated to meet all of the needs of our children. Differentiation may occur by grouping e.g. small group, 1:1; content of the lesson; teaching style; teaching space; provision of alternative recording methods e.g. use of ICT, scribing; expected outcomes; materials used; level of support • We act upon advice received from external agencies e.g. use of specific resources for children with identified needs; arrangements of teaching spaces to reflect particular children’s needs; delivery of programmes as directed by occupational therapists and speech and language therapists etc. • We endeavour to ensure that all classrooms display learning journeys to support the learning of all children, display visual timetables, have labelled resources, display vocabulary, have resources available for the children to use when required to support their learning e.g. counting apparatus, phonic charts, handwriting charts etc. • Individual work stations and resources such as pencil grips, sloping desks, moveable screens, sit ‘n’ move cushions, individualised personal timetables, fiddle toys etc. are provided for individual children when the need is identified • Interventions are put in place for identified children for a fixed period of time to address areas of need as ‘catch up and keep up’ programmes. These are planned, delivered, assessed and reviewed • Our multi-sensory room provides a positive learning environment for pupils with additional learning, sensory and emotional needs

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?

Additional support is allocated as deemed necessary and appropriate by teaching staff, the SENDCo, the extended and senior leadership teams and through the recommendations of outside professionals within the constraints of the school budget. Once a specific need has been identified targets for improvement will be set and support/resources allocated for a time specific period. At the end of this period targets are evaluated and next steps identified. This may/may not result in further individualised work or support in the classroom. You will be fully informed via the class teacher or SENDCo if your child requires or is receiving additional 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?

All of our social and extra-curricular activities are available to all of our students whether they have SEND or not with adaptations being made in the same way as those made to the curriculum and learning environment for pupils with SEND (see above). Information about extra-curricular activities is sent out periodically from the school office. In accordance with our Accessibility and Equality Scheme including Anti-Bullying and Discriminatory Policy Framework and Public Sector Equality Duty all reasonable adjustments will be made for all children to participate fully in school trips. Where the behaviour of an individual child may compromise their safety or that of others when travelling off site, a parent may be asked to accompany their child on a school trip.

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?

Our staff care about all children/young people in our setting. Our policies define our expectations regarding behaviour and attendance. Staff are regularly reminded of our policies and these are updated by the governors. We have a school council to elicit the views of the learners. Regular PHSE/PSED are part of the curriculum including assemblies and circle time and we promote the development of independence across the school setting. We pride ourselves in providing a safe, caring and understanding environment in which children can feel secure and are able to share any worries and concerns. The following support is also available to improve the emotional and social development of pupils as deemed necessary: • Educational psychologists • Key workers for identified children • Team around the child meetings • Transition at all points carefully considered and additional support put in place when required • Liaison with previous/next settings • Therapeutic Support Plans, supported by Cranbury College’s Behaviour Outreach service • Social Skills training for vulnerable children. • ‘Drawing and Talking’ therapy sessions  •Emotional Literacy trained practitioners 

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?

Parents are encouraged to speak in the first instance to their child’s class teacher and then to the Inclusion Manager about any concerns they have or if they require additional information. Both can be contacted via the school office or are often available to speak to briefly in the playground at the end of the school day.

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?

• We have an ELT who have taught SEN children in a range of settings in different local authorities and who have completed specialist training in meeting the needs of children with speech and language difficulties and with severe learning difficulties.  • Our teachers are experienced in quality first teaching and differentiation to meet the needs of individual children • We have a team of learning support assistants who have extensive experience and have received training in supporting the needs of children with a whole range of SEND, including the planning, implementation and assessment of intervention SEND training is part of our on-going continuing professional development for all teaching and support staff and is organised in accordance with the needs of individual children. This training has included supporting the needs of children with ASC, social and emotional difficulties, speech and language difficulties, behaviour management difficulties, anxiety, hearing impairment, gross and fine motor difficulties, dyspraxia and dyslexia • A number of members of staff are trained paediatric first aiders • All members of staff have completed training with regard to asthma and anaphylaxis • All members of teaching and learning support staff are trained in Communicate in Print • A number of members of staff are trained in delivering intervention packages such as ‘Racing to English’ • The school works closely with other schools and the local authority sharing and attending SEND training opportunities • Training maybe internally or externally organised as the need arises. The Inclusion Manager offers training and support to colleagues as required • Support from external agencies and professionals is drawn upon as required • The governor with responsibility for SEND regularly meets with relevant members of staff

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?

In accordance with our Accessibility and Equality Scheme including Anti-Bullying and Discriminatory Policy Framework and Public Sector Equality Duty all reasonable adjustments will be made for all children to participate fully in school activities. Specialist equipment and facilities will be provided, as recommended by professionals, within the constraints of the school budget or any additional special needs funding that can be secured from the Local Authority.

7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
7.1: How will I be involved in discussions about and planning for my child's education?

Parents are invited to contribute to Statutory Assessment applications, Annual Review meetings, Interim Review meetings and Individual Education Plans. We encourage parents to be fully involved in the decision making process for their child with open and honest communication being encouraged between home, school and any outside agencies working with the child or family. Parents are sign posted as required to outside agencies/organisations, courses and websites who can offer support and help.

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?

Children are regularly asked about their learning experience at school and are invited to contribute to their Individual Education Plans and towards a report for their Annual or Interim review meeting. Children are invited to attend all or part of their Annual or Interim review meetings as considered appropriate by the school and parents. Children are given regular feedback meetings with their class teachers discussing successes and achievements, next steps and any issues that have arisen.

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?

It is in everyone’s interest for complaints to be resolved as quickly and at as low a level as possible and our SEND complaints procedure is as follows: • The complaint is dealt with by the class teacher – the complainant needs to feel that they have been listened to and that all points raised have been addressed. • If the matter remains unresolved, the complaint is dealt with by the SENDCo or extended leadership team. • If there is still no resolution, the Head teacher should be actively involved • If the matter is still not resolved, the complainant must put their complaint in writing to the Chair of Governors • The Governors will deal with the matter through their agreed complaint resolution procedures • In the unlikely event that the matter is still not resolved, the parents can then take their complaint to the Local Authority. The school will make further information relating to this available if required

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?

• External support services play an important role in helping school to identify, assess and make provision for children with SEND. We work closely with a Brighter Futures for Children educational psychologist • Speech and language therapists and occupational therapists are involved with individual children as are the Sensory Consortium, who support children with hearing or visual impairment, and behaviour support services• The school works closely with child health services, children’s social services, children’s action teams and the education welfare services to provide the best support possible for our children • The local authority Early Help services are utilised when required to provide support to children and families as early as possible to support problems and prevent low level difficulties from escalating Families can request support from these services either directly, through GP referrals or through school referrals. Please ask the Inclusion Manager for more details.

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?

Brighter Futures for Children SEN Team Civic Offices, Bridge Street, Reading, RG1 2LU 0118 9372674 sen@brighterfuturesforchildren.org SEND Local Offer localoffer@reading.gov.uk 0118 937 3777 OPTION 2 Reading Information, Advice and Support Services for SEND – (formerly Parent Partnership Services 0118 9373421 iass@reading.gov.uk Parenting Special Children 0118 9863532 www.parentingspecialchildren.co.uk MENCAP 0808 808 1111 Reading Families’ Forum 07516 185380 fran.morgan.rff@gmail.com Children Centres Helpline 0118 9376545 CYPIT – Children and Young People’s Integrated Therapies Service (occupational therapy, speech and language therapy, physiotherapy)

0118 9180562 Central Referral Point for CAMHS – (Child and Adolescent Mental Health Services) 0118 9315800 Sensory Consortium (for children with hearing, visual or multi-sensory impairment) 01628 769786 sensory.consortium@rbwm.gov.uk Reading Family Information services fis@reading.gov.uk Reading Services Guide – http://servicesguide.reading.gov.uk/kb5/reading /directory/home.page 0118 93737777 option 2 Children’s Social Services Children’s Single Point of Access cspoa@brighterfuturesforchildren.org 0118 937 3641 (Office hours only) 01344 786543 (Out of Hours Emergency Duty Team)

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 in a way that makes them feel a part of our setting. We support children’s transition to a new class or setting. We work well with our partner schools. • Children entering Early Years Foundation Stage who have not attended our nursery setting are offered an induction visit (in place of a home visit) • Foundation Stage staff and the Inclusion Manager offer visits to observe the child in their nursery setting and meet with staff and parents, where SEND have been identified • Pre-visits and induction meetings are offered to all new starters • The school liaises with previous/next settings • Shortened day plans are offered if necessary • Year 6 teaching staff liaise with all secondary schools • Inclusion Manager liaises with other settings and individualised transition plans put in place if needed. • Social stories used where necessary. • Vulnerable pupil transition programs • Change over days (meet the new teacher) • New entrants visit days • New parent meetings

13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
13.1: Where can I find out about other services that might be available for our family and my child?

The Local Authority’s Local Offer can be found on Reading Borough Council’s Website - servicesguide.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?

For children with an EHCP Annual Review meetings are held once yearly in Years 1- 6 with Interim Review meetings in between if considered necessary. During Annual and Interim review meetings, progress towards existing outcomes is discussed and new outcomes are agreed. Other review meetings are held throughout the year when necessary. Parents are invited to contribute to all meetings, and children are invited to attend and/or share their views where considered appropriate.

15: Who can I contact for further information?

In the first instance, parents are encouraged to talk to their child’s class teacher. Further information and support can be obtained from the school’s Inclusion Manager.

16: What is the complaints procedure?

This is available on the School’s website http://www.epcollier.reading.sch.uk

17: Our external partners are

Educational Psychologist Speech & Language Therapist Social Care Behaviour Support Brighter Futures for Children Early Help Team

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

Read Write Inc Phonics Scheme-Training for teachers and support staff The Engagement Model-Training for teachers Training in the Autism Bucket Training in the use of PECS-Drawing and Talking-Emotional Literacy-EBSA

19: Link to the schools websites SEND information or policy page.
Family Information Service/Local Offer Reading Services Guide SEND Local Offer

Ratings

Sign in to rate this service

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.

Actions

Sign in to rate this service Save to Shortlist

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
Skip back to top of page