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Pangbourne Primary School

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Pangbourne Primary School encourages everyone to become life-long learners, respect each other and to "REACH for their star."

Here at Pangbourne Primary School, we pride ourselves on providing a happy, supportive and safe learning environment.

We are passionate about providing an education that will give children the best possible start in life, setting them up to be lifelong learners and continually striving to ‘Reach for their star’.

We believe that, by having a strong partnership with the home and the local community, children can achieve academic and personal excellence. 

Our talented team of staff provide stimulating learning experiences and deliver a curriculum that we feel meets the challenges children will face in the local environment and will equip them to contribute effectively to the wider world. 

As a team of staff, we have decided on some core values that we feel will enable children to meet their full potential.

At Pangbourne Primary School, we aim to promote: 

Resilience: Children need to have the courage to have a go at something without a fear of getting it wrong. When they do make mistakes, children need to see this as a learning opportunity and try again. 

Inquisitiveness: Children should be motivated to learn new things and be enthusiastic about gaining knowledge and skills and finding things out. 

Communication: Children should be able to work effectively with others – other children, teachers, support staff, parents and the wider community. 

Independence: Children should be equipped to tackle challenges by themselves. They should be responsible for their learning and know when they need help. 

Creative Thinking: Children should be encouraged to have and share new and creative ideas. They should approach problems in different ways and find effective ways of overcoming them. 

Pangbourne Primary School caters for up to 210 boys and girls aged between four and eleven years on a spacious site on the eastern edge of the village. Our Early Years Foundation Stage provides a well-planned and stimulating curriculum for pupils between the ages of four and five. We currently have two Key Stage 1 classes and four Key Stage 2 classes. Classes are taught as single year groups.  We have qualified teachers responsible for every class.

Activity Period

Open Monday to Friday 8:50am to 3:20pm. A before school Breakfast Club and after school Tea Time Club are available.

Do you cater for special dietary requirements? If so can you provide details?

Yes Coeliac, food allergies and religious food requirements.

Local Offer

  • Maintained 1.1 How does the school identify children/young people with special educational needs and disabilities?

    Pangbourne Primary School

    Will:
    •use their best endeavours to make sure that a child with SEND gets the support they need – this means doing everything they can to meet children and young people’s SEND
    •ensure that children and young people with SEND engage in the activities of the school alongside pupils who do not have SEND
    •inform parents when they are making special educational provision for a child


    We have a designated SENDCo who supports class teachers and parents to ensure that we provide the best possible support to ensure that children with SEND have the provision they
    need. If your child is then identified as not making expected progress, the school will set up
    a meeting to discuss this with you in more detail and to:
     listen to any concerns you may have too
     plan any additional support your child may receive
     discuss with you any referrals to outside professionals to support your child’s learning

  • Maintained 1.2 What should I do if I think my child has SEND?

     If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
     If you would like further information regarding your child’s progress or support regarding their SEND, or if you feel that your child requires a more in-depth assessment of their SEND, you should speak to the SENDCo.
     If you continue to have concerns about your child, you can speak to the Headteacher.

  • Maintained 10.1 Who would be my first point of contact if I want to discuss something about my child or if I am worried?

    The class teacher is the first point of call. After that, you may talk to the Deputy Headteacher or the SENDCo.

     

     

     

  • Maintained 10.2 Does the school offer any specific support for parents / carers and families, such as Family Support Workers?

     The school can contact different organisations to offer support to parents including the ' Family advisor for pupils diagnosed with ASD' or 'Parenting Special Children'.

  • Maintained 10.3 What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

    The SENDCo is able to provide information for parents. Information may also be emailed out where appropriate.

  • Maintained 10.4 What arrangements does the school have for feedback from parents, including compliments and complaints?

    We welcome feedback which can be sent by email through the school office or directly to staff where appropriate. We also send out Parent Surveys to gain valuable feedback. There is also a complaints procedure which can be followed if a parent wishes.

  • Maintained 2.1 If my child is identified as having SEND, who will oversee and plan their education programme?

    The SENDCo who is

    Responsible for:


     Coordinating all the support for children with special educational needs or disabilities (SEND) and developing the school’s SEND Information Report and Policy with Local Offer, to make sure all children get a consistent, high quality response to meeting their needs in school.
     Ensuring that you are:
    o involved in supporting your child’s learning
    o kept informed about the support your child is getting
    o involved in reviewing how they are progressing
     Liaising with all the other people who may be coming into school to help to support your child’s learning e.g. Speech and Language Therapy, Educational Psychology, School nurse etc.
     Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are records of your child’s progress and needs.
     Providing specialist support for teachers and support staff in the school so they can help children with SEND in the school achieve the best progress possible.


    Class teacher
    Responsible for:


     Checking on the progress of your child and identifying, planning and delivering any additional help your child may need (this could be things like targeted work or additional support) and letting the SENDCo know as necessary.
     Tracking progress of additional support provided and measuring the impact of additional support.
     Writing Support and Achievement plans (SAP), with the support of the SENDCo and sharing and reviewing these with parents once each term and planning for the next term.
     Ensuring that all staff working with your child in school are helped to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
     Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.


    Headteacher
    Responsible for:


     The day to day management of all aspects of the school, this includes the support for children with SEND.
     She will give responsibility to the SENDCo and class teachers but is still responsible for ensuring that your child’s needs are met.
     She must make sure that the Governing Board is kept up to date about any issues in the school relating to SEND.


    Governing Board
    Responsible for:


    Making sure that the necessary support is made for any child who attends the school who has SEND.


    SEN Governor
    Responsible for:


    Meeting with the SENDCo and feeding back information to the full Governing Board regarding the provision for children with SEND in the school.

  • Maintained 2.2 How will I be informed / consulted about the ways in which my child is being supported?

    There will be three planned opportunities during the year to meet with the class teacher. Children with SEND will have a Support and Achievement Plan which will be reviewed at the termly meetings. You will also receive an annual report about your child’s progress. Additional meetings can be set up at the request of the class teacher, SENDCo or you as parents to ensure effective communication regarding the support for your child.

  • Maintained 2.3 How will the school balance my child's need for support with developing their independence?

    The role of teachers and teaching assistants supporting individual children or groups of children is carried out very carefully to ensure that children do not rely too heavily on having adult support. Opportunities are built into the school day to develop independence and confidence.

  • Maintained 2.4 How will the school match / differentiate the curriculum for my child's needs?

    Through the assessment of individuals, setting targets and monitoring progress, teachers identify where each child is within their learning and plan lessons accordingly. Teachers take part in termly Pupil Progress Meetings to discuss the progress of all children in detail and plan the next steps accordingly. The teaching and learning within classes is differentiated at a variety of levels to support but challenge all pupils, further individual differentiation can be used in particular cases.

  • Maintained 2.5 What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

    We develop individualised programmes of intervention through support and advice from external agencies and knowledge held within the school. In class, differentiated teaching and learning is planned for, allowing pupils to access at a level that is appropriate for them, also focusing on preferred learning styles.

  • Maintained 2.6 What additional staffing does the school provide from its own budget for children with SEND?

    Learning Support Assistants are employed strategically to provide the best support for as many children as possible - where appropriate a Learning Support Assistant will support specific SEND pupils. Resources, training and support are reviewed regularly and changes made accordingly

  • Maintained 2.7 What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?

  • Maintained 2.8 What resources and equipment does the school provide for children with SEND?

    We respond to individual needs, following advice from external professionals where appropriate e.g. writing slope, wobble cushion, work station, practical resources like numicon.

  • Maintained 2.9 What special arrangements can be made for my child when taking examinations?

    Depending on individual needs, special consideration will be applied to children when doing SATs tests. E.g.  Larger print for children with visual impairment or additional time or breaks will be considered for children who have specific learning difficulties. We also provide readers and scribes where required.

  • Maintained 3.1 How will the school monitor my child's progress and how will I be involved in this?

    Class teachers constantly monitor the progress of each individual and if necessary, they will alert the SENDCo. A ‘Graduated Approach’ (‘assess, plan, do, review’ cycle) is used to assess the effectiveness and needs of each individual. To support this process, staff or external agencies may deliver assessments. A SAP (Support and Achievement Plan) may be put in place to target areas of concern. Progress on these plans is discussed at parent evenings/regular meetings throughout the year.

  • Maintained 3.2 When my child's progress is being reviewed, how will new targets be set and how will I be involved?

     Children are assessed termly, or more frequently if deemed necessary on an
    individual basis.
     Their progress is tracked by the class teacher and the Senior Leadership Team.
     Progress will be discussed at termly parent meetings and via the annual report.
     At the termly meetings the Support and Achievement Plan will be discussed and you will be fully involved in discussing the outcomes of the plan.
     Additional meetings may be set up with the SENDCo who will support you and the class teacher when reviewing the SAP and setting new targets.

  • Maintained 3.3 ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?

    There will be three planned opportunities during the year to meet with the class teacher.  Children with SEND will have a Support and Achievement Plan which will be reviewed at the termly meetings. You will also receive an annual report about your child’s progress. Additional meetings can be set up at the request of the class teacher, SENCO or you as parents to ensure effective communication regarding the support for your child.

  • Maintained 3.4 What arrangements does the school have for regular home to school contact?

     Notes are written between the parents and teacher in the Reading record.
     Appointments to meet with the teacher or SENDCo can be made via the school office.
     Where appropriate home/school communication books are set up.
     Class newsletters are sent out three times a year.
     Class information is on the website.
     Class Dojo is used to keep parents up to date on what is happening in the classroom.

  • Maintained 3.5 How can I help support my child's learning?

    The class teacher will provide information regarding how you can support your child at home.

  • Maintained 3.6 Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

    The school holds Information Evenings and this information will also be communicated in monthly newsletters from the headteacher, termly class newsletters and on the website.  Class teachers will share information at parent evenings or at additional meetings where
    appropriate.

  • Maintained 3.7 How will my child's views be sought about the help they are getting and the progress they are making?

    Children are involved in setting of targets and reviewing their progress. Children are involved in the reviewing of their SAP (Support and Achievement plan), where appropriate.

  • Maintained 3.8 What accredited and non accredited courses do you offer for young people with SEND?

    N/A

  • Maintained 3.9 How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

    • Your child’s progress is continually monitored by his/her class teacher.
    • His/her progress is reviewed formally every term.
    • The school uses standardised tests for reading and spelling which provide a reading and spelling age for each child. These tests are carried out termly to measure progress and to inform planning.
    • At the end of key stage 2 (Year 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and are the results that are published nationally. The SATs are used to support the teacher’s assessment of your child.
    • Children who have SEND will have a SAP which will be reviewed with your involvement, every term and the plan for the next term made.
    • The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
    • The SENDCo will also check that your child is making appropriate progress within any individual work and in any group that they take part in. The staff who provide interventions for children with SEND work closely with their class teacher under monitoring from the SENDCo. Interventions are reviewed regularly to ensure that the child is making progress. If not, the intervention will be adapted or support from outside professionals will be sought.

  • Maintained 4.1 What support is available to promote the emotional and social development of children with SEND?

    Class teachers are responsible for the children’s over all wellbeing. This will be supported by teaching assistants who work with the class. Where necessary children may be involved in intervention programmes such as Managing Feelings or have support or advice from outside agencies such as the support teacher for Autism or workers from the Therapeutic Thinking Support Team. The school has an ELSA (Emotional Literacy Support Assistant), who works with children across the school to support their emotional and social development. If required, a referral to the Emotional Health Academy can be made or supported.

  • Maintained 4.2 What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

    • School behaviour systems are in place and procedures are consistently adhered to across the school (for more details please see our school’s behaviour policy, available on the school website).
    • The Therapeutic Thinking model has been used to re- focus and reinforce school behaviour systems and policies.
    • An Individual Behaviour Plan may be put into place.
    • Time out.
    • Social skills/behaviour support groups.
    • Home/school contact book.
    • Visual timetable.
    • Referral to external support e.g. Therapeutic Thinking Support Team, Educational Psychologist, CAMHs or ICollege.

  • Maintained 4.3 What medical support is available in the school for children with SEND?

    The school welcomes the support of professionals such as physiotherapists, nurses and other therapists to come into school to meet the medical needs of children. If a child needs specialist medical care regularly during the week, a private room will be provided. Staff will receive additional training as required for specific medical needs of children.

  • Maintained 4.4 How does the school manage the administration of medicines?

    Parents are required to fill in a form at the school office to give permission for staff to administer medicines. Staff are trained to administer Epi-pens and other medications and the necessary documents are filled in with the support of the school nurse to ensure that policies are adhered to. Where needed, personal medical wallets are kept for children who have allergies or medical conditions such as epilepsy.

  • Maintained 4.5 How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

    The school is mindful of individual needs of children and will make arrangements with parents and outside professionals to ensure children’s needs are met.

  • Maintained 5.1 What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

    The SENDCo is responsible for contacting outside professionals to support children with SEND.

    The SENDCo will also write letters of support to the GP or paediatrician or other health services when required.

    Other professionals who are involved with the school where necessary are:

    • Specialist teacher from Brookfields Special School ( SISS)
    • Specialist teacher or teaching assistant from the Autism Team
    • Therapeutic Thinking Support Team (TTST)
    • Special needs support teacher from the Cognition and Learning Team ( CALT)
    • Speech and Language Therapists
    • Educational Psychologist
    • CAMHS
    • Emotional Health Academy
    • Teacher for the Visually Impaired or Hearing Impaired from the Sensory Consortium
    • Physiotherapist
    • Occupational Therapist

  • Maintained 5.2 What should I do if I think my child needs support from one of these services?

    Referrals to these services need to adhere to specific criteria. The criteria differ from service to service. The SENCo will be able to provide you with advice and support.

  • Maintained 5.3 How are speech and language therapy, occupational therapy and physiotherapy services provided?

    These services can be accessed via your GP or possibly the school. You are also able to self-refer if your child fits the criteria, through CYPIT. The SENDCo is able to offer support and advice in this area.

  • Maintained 5.4 What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

    Talk to your child’s class teacher or the SENCo or to your GP/ Health Visitor. You can also visit the CYPIT (Children & Young People Integrated Services) website to seek advice.

  • Maintained 5.5 What arrangements does the school have for liaison with Children's Social Care services?

    The Headteacher is the designated person for safeguarding. In the Headteachers absence, the Deputy Headteacher is also trained to liase with Children’s Social care services.

  • Maintained 6.1 What SEND training is provided for teachers in your school?

    Each term opportunities are advertised to all staff in school. Areas of need are identified within each class and teachers are signposted towards suitable courses that may be of benefit. If a teacher has a specific area of interest which would be of benefit to the school, the teacher would be informed of appropriate training courses.

  • Maintained 6.2 What SEND training is provided for teaching assistants and other staff in your school?

    Staff are appropriately trained to develop knowledge of SEN issues and in how to deliver interventions. Training is delivered in a variety of ways, whether this is internal or external training.

    Interventions and needs of pupils are constantly monitored by the SENCo who identifies gaps in training and is responsive to this information. Each term opportunities are advertised to all staff in school.

  • Maintained 6.3 Do teachers have any specific qualifications in SEND?

    The SENDCo holds the Post Graduate National Award for Special Educational Needs Coordination.

  • Maintained 6.4 Do teaching assistants have any specific qualifications in SEND?

    We have a qualified ELSA. The other teaching assistants have all had training to work with children with SEND. They have also have differing levels of experience of working with children with a range of SEND such as ASD and ADHD as well as behavioural and emotional difficulties. The teaching assistants have training opportunities.

  • Maintained 7.1 How do you ensure children with SEND can be included in out of school activities and trips?

    The school will carry out risk assessments before the trip and arrangements will be put in place for the inclusion of children with SEND. Careful consideration will be made as to whether additional staff or parents go with the child. All of these decisions are made in consultation with the parents.

     

  • Maintained 7.2 How do you involve parents / carers in planning the support required for their child to access activities and trips?

    The class teacher or SENDCo will always talk to parents/carers about requirements depending on the nature of the trip.

  • Maintained 8.1 How accessible is the building for children with mobility difficulties / wheelchair users?

    • The building is accessible to children with physical disability via ramps and widened doors.
    • We ensure that equipment used is accessible to all children regardless of their needs.
    • After school provision is accessible to all children including those with SEND.
    • Extra- curricular activities are accessible for children with SEND.

  • Maintained 8.2 Have adaptations / improvements been made to the auditory and visual environment?

    We try to place workstations in quieter areas of the school. The Sensory Consortium show teachers how to support children with hearing impairments. The school will follow advice from the Sensory Consortium to make provision for children with these impairments to access the curriculum. For children with visual difficulties, we will follow advice and, for example, make raised areas stand out with tape to avoid trip hazards.

  • Maintained 8.3 Are there accessible changing and toilet facilities?

    There is a toilet which can be accessed by wheelchair users.

  • Maintained 8.4 How do you ensure that all the school's facilities can be accessed by children with SEND?

    The school has been adapted for wheelchair users. We try and ensure that equipment used is accessible to all children and will take advice from relevant services to support access where required (such as the Bekshire Sensory Consortium). Where necessary, additional adult support can be used to try and ensure that all children can access an activity in a full or adapted format. Computing devices can be set to be more accessible, for example enlarging the print.

  • Maintained 8.5 How does the school communicate with parents / carers who have a disability?

    A disabled parking bay is situated close to the school’s main entrance for in school meetings. We communicate in person, email, through Class Dojo or telephone and can set up a communication book if helpful. We are happy to contact parents through their preferred method and aim to be sensitive to any additional needs.

  • Maintained 8.6 How does the school communicate with parents / carers whose first language is not English?

    Staff are sensitive to using simpler language for parents whose English language skills are developing. Google Translate can be used to support a conversation. Where staff have proficiency in a particular language they may be asked to support a meeting. If necessary, the school will enlist the support of the EMTAS team who would support children with EAL and it may be possible to call upon an interpreter for an important
    meeting.

  • Maintained 9.1 What preparation will there be for both the school and my child before he or she joins the school?

    Home visits are made before children enter Foundation Stage 2 at 4 years old.  Visits to the school are welcomed and children coming into the school are encouraged to have transition days before they start, to get to know staff and children. The headteacher meets with new parents to provide information about the school. The school will also contact previous settings to find out information to ensure a smooth
    transition for the child.  Staff in all Key Stages, hold meetings in July for parents to attend, to discuss the next phaseof education at the school.

  • Maintained 9.2 How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

    When moving to the next class, half a day in early July is used as a changeover session. If children find change difficult, a transition booklet will be made for the child. This will include photographs of new staff and the setting so the child becomes familiar with the changes before they move. These booklets are sent home to be shared throughout the holidays.  Further transition activities and visits to the new classroom can be arranged if required.

  • Maintained 9.3 How will my child be prepared to move on to his or her next school?

    We invite staff from the new school to come in to talk to your child. We will visit the new setting with your child if appropriate.

  • Maintained 9.4 How will you support a new school to prepare for my child?

    We set up meetings with the new school, parents and the current teacher as well as the SENDCo to ensure a smooth transition. If a child is has an EHCP, the SENDCo will invite the SENDCo of the new school to attend the Annual review.

  • Maintained 9.5 What information will be provided to my child's new school?

    The school passes on all academic and personal information to the next school to ensure a smooth transition and to provide continuity for the child.

  • Maintained 10.1 Who would be my first point of contact if I want to discuss something about my child or if I am worried?

    The class teacher is the first point of call. After that, you may talk to the Deputy Headteacher or the SENDCo.

     

     

     

  • Maintained 10.2 Does the school offer any specific support for parents / carers and families, such as Family Support Workers?

     The school can contact different organisations to offer support to parents including the ' Family advisor for pupils diagnosed with ASD' or 'Parenting Special Children'.

  • Maintained 10.3 What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

    The SENDCo is able to provide information for parents. Information may also be emailed out where appropriate.

  • Maintained 10.4 What arrangements does the school have for feedback from parents, including compliments and complaints?

    We welcome feedback which can be sent by email through the school office or directly to staff where appropriate. We also send out Parent Surveys to gain valuable feedback. There is also a complaints procedure which can be followed if a parent wishes.

Last updated:

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Contact details

  • Name: Pangbourne Primary School
  • Address: Kennedy Drive, Pangbourne, Reading, Berkshire, RG8 7LB

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