At Micklands 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 2015, 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.

Currently, approximately 17.4% of the pupils on roll have additional needs. Eight of these pupils have Education, Health and Care Plans (EHCPs). Provision is made for a wide range of SEND, including:

• Autism

• Attention Deficit and Hyperactivity Disorder (ADHD)

• Specific Learning Difficulties (SpLD), such as Dyslexia or Dyscalculia

• Hearing Impairment (HI)

• Social, Emotional, Mental Health (SEMH)

• Attachment and Trauma

• Speech, Language & Communication, such as speech delay

• Global Developmental Delay

• Sensory Processing Disorder

• Auditory Processing Disorder

At Micklands Primary School, all class teachers meet with middle and senior leaders and the SENCO 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 across the curriculum and clearly identifies the next steps. We use data and other forms of assessment & observation to identify additional needs and celebrate achievement. Parents & carers are encouraged to speak to the class teacher about any concerns they have. 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.

Please see our

SEN & Inclusion Policy & Wave 1 Provision Map online at:

Wave 1 Provision for Cognition and Learning

Wave 1 Provision for Communication and Interaction

Wave 1 Provision for Social, Emotional and Mental Well-Being

Wave 1 Provision for Sensory and Physical

Links do not work to pdfs

Pupils are assessed prior to beginning an intervention to provide a baseline. The provision is based on the results of this assessment; always starting with what the child knows. A similar assessment is carried out at the conclusion of the provision to measure impact and progress. Underpinning ALL our provision in school is the graduated approach cycle of:

Assess: Class teachers working with SENCO carry out a clear analysis of the pupil’s needs. Concerns raised by parents are taken seriously. We use termly assessments of attainment and progress by class teacher, teaching assistants and other professionals that may be involved with the child. E.g. Educational Psychologist, Speech and Language Therapist. These assessments may also include outcomes such as emotional literacy or social skills.

Plan: Termly, weekly and daily planning by class teacher is differentiated according to need. The class teacher andthe SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour All teachers and support staff made aware, outcomes sought, support provided and recorded.

Do: The class teacher remains responsible for working with the child on a daily basis. Where interventions (group or 1:1) are away from main class they still retain responsibility for the pupil. Teachers work closely with TAs or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCO supports the class teacher in further assessment of the child’s particular strengths or weaknesses, in problem solving and advising on the effective implementation of support.

Review: Pupil progress meetings are held with the class teacher and SLT. These reviews are held termly to ensure support and interventions are matched to need, barriers to learning identified and overcome and a clear picture of interventions and their effect developed.

We have rigorous monitoring in place that tracks the progress all our learners make across the curriculum and identifies the progress made. We use data and other forms of assessment & observation to identify progress, celebrate achievement and plan next steps. Please see above in Section 3a

Intervention outcomes are set and reviewed by class teachers on a termly basis. These are overseen by the SENCo and provision adapted according to outcome. Individual Education Plans and SEN Target outcomes are reviewed at least termly and new outcomes set according to need. Parents are invited to contribute to these. Parents are informed of progress and outcomes at parents’ evenings three times a year and through half yearly and annual written reports and conversations with staff as needed.

For pupils with Education Health and Care Plans, annual review meetings are held with parents, the pupil and all professionals who support the pupil.

Each learner identified as having SEN, is entitled to support that is ‘additional to or different from a normal differentiated curriculum’. The type of support is dependent on the individual learning needs and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, describes the interventions and actions that we undertake at Micklands School to support learners with SEN across the year groups. We modify the provision map regularly, and it changes yearly, as our learners and their needs change. The wave 1 provision map for the 4 areas of learning are available above in section 3.

Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2014 detail the expectations on all teachers. Our Teachers will use various strategies to adapt access to the curriculum, this might include using:

• Visual timetables

• Writing frames

• I-pads, lap tops or other alternative recording devices

• Peer buddy systems

• Dictaphones

• Writing slopes

Differentiation is embedded in our curriculum and practice. Teachers set suitable learning challenges via a scaffolded curriculum. We respond to children’s diverse needs (for example hearing impairment). 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.

Having identified needs, (please see above section 3a) we seek to match provision to the need/s. We define expected outcomes of interventions and then monitor the impact through regular meetings and tracking of pupil progress. 

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, precision teaching etc. Teachers set suitable learning challenges via a differentiated curriculum. We respond to the children’s diverse needs and plan to overcome potential barriers for children.

Parents are informed of progress and outcomes at parents’ evenings three times a year and through half yearly and annual written reports and conversations with staff as needed.

Micklands seeks to make every experience as inclusive as possible. ALL social and extra-curricular activities are available to ALL our pupils. 

We have a variety of clubs (eg. Judo, Tennis, Cricket, Dance, and Homework) A letter goes out to parents listing all available clubs. Similarly, ALL school trips, including residential visits, are open to ALL pupils. Pre-trip visits are made by teachers, and staff at the location to be visited are informed of any additional needs, so that activities are accessible to all.

Where possible we consult parents when planning any activities outside the classroom; particularly when this may affect the participation of their child. Medical needs will always be catered for. Individual risk assessments for physical and behavioural needs are completed, parents included as option to accompany children – where necessary.

We are committed to the development of the whole child so have interventions in place to support emotional and social development as well as academic and physical skills through a whole school approach as well as group and individual support:

• A Play Therapist

• Emotional Literacy Skills Assistants x2 (ELSA)

• Mental Health Surgeries every half term

• Sensory Circuits before school as well as:

• PHSE lessons

• Circle Time

• Peer massage

• Hand massage

• Bereavement support

• Lego Therapy – a social skills programme

• Anti-bullying policy – Policies | (micklands.reading.sch.uk)

• Child protection trained staff available to talk to

• Educational Psychologist advice and support as required All staff foster good working relationships with children in their classes and monitor well-being on an ongoing basis. We have two Emotional Literacy Support Assistants (ELSAs) who support individuals who require emotional support, on a short term or long- term basis.

The school SENCo can give you more information about how the school supports students with SEND. Our Special Educational Needs Co-ordinator (SENCo) is Mrs Karen Talbot. Mrs Talbot has been in education for 30 years and was a class teacher for 24 years. She has worked at Micklands Primary School since 2000. Email or phone to make an appointment: senco@micklands.reading.sch.uk  0118 9375500

If you have concerns about your child’s learning, consult the class teacher, in the first instance. The class teacher may then refer you to the SENCo for further discussion.

All teachers have had training in regards to their responsibilities towards children with SEND.

SENCo completed National SENCo Accreditation in July
2015.

All Teaching Assistants have training in supporting
children with ASD

Two fully trained ELSA’s who have also received
Emotional First Aid Training
(Our ELSA’s regularly attends network meeting and
share good practice with colleagues )

4 Teaching Assistant’s trained in Better Reading
Partnerships

4 teaching Assistants trained in Precision Teaching

We work closely with our Educational Psychologist and
Speech and Language Therapist.

We have completed the School Links Project
which is aimed at having a better understanding of
children’s mental health needs and how best to support
them.

We are a ‘well equipped’ school for all our pupils, but should we need to acquire additional resources this can be sought in a number of ways. For example, general resources for pupils with SEN will be considered in line with the notional SEND Budget which could be used to purchase or hire specialist equipment, as appropriate. Should specific equipment be required, e.g. equipment to support children with a hearing impairment, we may be able to negotiate with Sensory Consortium . Each case is considered separately and specifically for each child.

See above

Parents of children with SEND are consulted and involved in their child’s education through: meetings, contributions to targets 3 times a year and requests for input prior to annual reviews and EHC plan applications.

We encourage parents to liaise with the class teacher or the SENCo throughout the year. Parents contribute to One Page Profiles, IEPs and SEN targets.

We hold Annual reviews for pupils with EHC plans. Visiting professionals will regularly offer meetings with parents following an assessment and provide a written report. Looked-after children with and without SEN will have PEP (personal education plan). All those involved in supporting the pupil, including carers, are invited to meet three times a year to discuss the pupil’s educational needs and to set targets.

Home/School books or Reading Journals are used by some pupils with SEND, where there is a need for daily communication.

All children are encouraged to share their views about their learning via informal discussions, pupil conferences, school council. Class teachers discuss next steps and targets with identified children so they take ownership of their learning and share their aspirations.

Further information can be provided by the class teacher, SENCO or Head teacher.

In the case of a complaint, procedures to be followed are:

1. Informal discussion with the Head teacher (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 Head teacher.

3. If you are then unhappy with this resolution you can then write to the Clerk of the Governors ClerktoGovernors@Micklands.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.

Our case officer at Reading Borough Council is Tameena Mahmood: 0118 937 4932.

Referrals are made as/when required to health, social care, LA support services and local charities to meet the needs of pupils with SEND and to support their families. The school maintains close relationships with specialist practitioners including:

• Educational Psychologist

• Speech and Language Therapist

• Occupational Therapist

• Physiotherapist

• Child and Adolescent Mental Health Services (CAMHS),

• Play Therapist

• Hearing and Visual Impairment Advisory Teachers from Berkshire Sensory Consortium Services

• Primary Mental Health Workers

Most of these can be referred by the SENCo. (Occupational Therapy can only be referred by your GP unless your child already has an EHCP.) 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 SEN. Reading Information and Support Service (RIASS) is a valuable resource also for signposting parents to information, advice and support. 01189 373 421 https://www.readingiass.org

Reading Borough Council’s Local Offer, outlining services available for children and young people who have SEND. www.readingsendlocaloffer.org  Reading Information and Support Service (RIASS) is a valuable resource also for signposting parents to information, advice and support. https://www.readingiass.org/

Induction for all pupils 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 work well with our partner schools. Children who may benefit from additional arrangements at transition points are identified by class staff and the SENCo. Individual arrangements are made depending on the child’s needs, such as additional visits, photo books, social stories etc. New settings or next phases are well informed via transition meetings etc. All children experience a ‘Transition Day’ each July in preparation for change and home visits are encouraged in Foundation Stage.

Reading Borough Council’s Local Offer, outlining services available for children and young people who have SEND. https://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3

For children who have Education, Health Care Plans, Annual Review Meetings are held to review specific outcomes. These are family & child centred meetings focussing on agreed outcomes, considering the views and expertise of other professionals. For other children in school with identified SEN, termly Parent Teacher Meetings are a formal opportunity to review outcomes. Class Teachers and the SENCo are available to meet with parents as part of the ‘Open Door’ policy as appropriate.