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Garland Junior School

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Garland Junior School is in a rural location and serves a surprisingly diverse population of 222 pupils.  Pupil’s come from a range of family backgrounds and cultures, including RAF and Gypsy Roman Traveller.  Currently 30.6% of pupils qualify for Pupil Premium, 21% are on the SEN register and 11.3% are classed as double disadvantaged.

Costs

£6.00 per session;£12.00 per session;£18.00 per day

Breakfast Club: £6.00 After School Club: £12.00

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

Yes To be discussed between parent/carer and Fun Zone leaders.

Do you offer funded childcare places: For 3 and 4 year olds, if yes, how many places?

No

Other information

Please contact the school to discuss booking your child a place.

Do you provide drop off or collection services?

No

Do you have a waiting list and how many people are on it?

No

Local Offer

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

    At BCF we understand that there are a number of ways that a child might be identified has having SEND. This may be concerns identified by the federation staff or parents/carers, including behaviour, progress, attitudes towards learning, emotional support and wellbeing. 

    At BCF our whole school assessment and monitoring process aims to ensure SEND is identified as early as possible. As part of the identification process, we listen to parental concerns and liaise with external agencies for assessments and advice when appropriate.  All our children are closely monitored, and their progress is tracked and reviewed termly.   We also monitor and support children’s emotional and behavioural needs.  Any children causing concerns are quickly identified and provision put in place for them.  Parents/carers and pupils are fully involved if any issues are identified and are invited to meet with staff. 

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

    The school/parent partnership is very important to us, and any concerns should, in the first instance be discussed with the class teacher. In liaison with the inclusion team, any concerns are supported and monitored.  It may also be appropriate for you to meet with the inclusion team to further discuss your/our concerns.  

  • 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 

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

    The federations’ inclusion team including the pastoral lead, will support parents/carers and families with any matter, and will seek further support and advice from relevant agencies when needed. 

  • 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 inclusion team has a range of specific leaflets. They will email anything of interest to parents/carers. They may also direct parents/carers to specific groups who can help. From time to time the weekly federation newsletter may also include information on external workshops, support groups etc. 

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

    • We have an open-door policy and all teaching staff are available to speak to parents/carers at the end of a school day. The normal school complaints procedure would apply if a parent/carer had a specific complaint about SEND provision. 

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

    All children receive Quality First Teaching (QFT) in class, the most important strategy for helping children with SEND progress.  It is the teacher’s responsibility to provide for pupils with SEND in their class. This may be done in consultation with the Inclusion Team and where appropriate they will follow guidance given by other agencies.  

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

    Our parent/school partnership is very important to us, and the class teacher and Inclusion Team will be available to give feedback and discuss any concerns that arise. 

    Individual targets will be recorded on a Graduated Approach Plan (GAP) or a Support and Achievement Plan (SAP).  All progress against their objectives is monitored termly by the class teacher and reported to the inclusion team. Parents/carers will have the opportunity to meet with your child’s teacher to discuss and contribute to the GAP/SAP, parents/carers and children are encouraged to make their own contributions towards them.    

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

    We work very hard to ensure that the support we give children does not lead them to become dependent on adults.   Staff will plan activities appropriate to each child’s needs and ensure a balance of supported and independent and collaborative learning.  All children, including those with SEND, are encouraged to challenge themselves.  Children will be supported where appropriate through planning and discussions with outside agencies. 

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

    It is each teacher’s responsibility to provide for pupils with SEND in their class and be aware that these needs may vary in different learning situations. Additional support is provided, where appropriate through planning, SAPs and GAPs and support staff.  Lessons are adapted to ensure all pupils can access learning at a level appropriate to their needs. Appropriate, personalised resources are available when required.  

  • 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?

    At BCF we are passionate to ensure that all children including those with SEND needs are fully included and integrated in all aspects of school life, with appropriate support when and where needed.  

     

    Some of the strategies of support may include: providing a range of visual prompts, varying seating arrangements, structured vocabulary use, reducing instructions into smaller steps, enlarging printed resources, timetabled sensory breaks, pre-teaching key vocabulary or concepts and giving a child time to consolidate their learning with an adult after the lesson. 

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

    Each class has a Teaching assistant. BCF has a dedicated Pastoral Lead, ELSA (Emotional Literacy Support Assistant).  SEN funding is used for training of personnel, resources including small group support and additional individual support. When needs arise BCF source expert opinions and support.

  • 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?

    • STAR Structured Reading Precision teaching of High Frequency Words 1-1 
    • Colourful Semantics – Whole class, small group and 1-1 
    • Reading Support 1-1 
    • Physiotherapy 1-1 as directed by the Physiotherapy Service 
    • Small Nurture Groups  
    • Turbo and ReTEACH Phonics held daily – Small group 
    • Precision Teaching 1-1 
    • Individual Reading 1-1 
    • SNAP on To Maths  
    • Doodle Maths Individual 
    • Targeted group work for phonics, handwriting, reading maths etc – Small Group 
    • Music Enrichment - Small Group 
    • Gardening Therapy – Small Group 
    • FFT Fisher Family Trust Reading – 1-1 
    • Break out/sensory rooms 
    • Outdoor learning experiences 

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

    Every class is equipped with appropriate resources for SEN provision. Following advice from professionals we will identify needs and where applicable source resources.  These include, but are not limited to social stories, ear defenders, weighted/wobble cushion, wobble stool, fiddle objects. We also have quiet break out areas, which provides a quiet, safe place when children are feeling overwhelmed, anxious or upset.

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

    If appropriate, school can apply for extra time for children sitting Key Stage 2 national tests. Modified tests can be ordered for children with a visual impairment, some children may also have access to a reader or a scribe or may carry out the tests in a smaller room to optimise concentration. We are also able to offer some children the opportunity to take their SATs with an adult who can facilitate movement breaks as required. 

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

    As part of the schools monitoring and evaluation procedures pupils are continually tracked and monitored, and targets adjusted accordingly. You will be invited to attend parents' evenings and review meetings to discuss your child’s attainment and have the chance to celebrate successes. You will also be given information on the additional support your child is receiving and how you can support them at home.  

     

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

    Targets for all children are discussed between pupils, parents/carers and class teachers at collaborative termly meetings. Progress towards outcomes is looked at and if achieved, a new outcome will be set. If it has not been achieved, it will either be modified or extended.  

    Children with complex SEND may have an EHC (Education, Health Care) Plan which means a formal Annual Review meeting will take place to discuss progress which you will be invited to. 

  • 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?

    BCF always welcome meetings with class teachers or our inclusion team to discuss your child’s progress at any time. Meetings can be arranged via the school office.  

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

    BCF has an open-door policy. Urgent information can be communicated to senior staff on the gates each morning and however we encourage parents/carers to pass on information via phone or email to reduce the number of people around the classroom at busy times of day. If BCF feel the need is there, a home/school diary can be implemented.  

    BCF communicates with all parents/carers through the school website, emails, texts or phone. 

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

    BCF send out a weekly newsletter detailing the learning that has taken place in class during the week, supporting learning and discussions at home. Encouraging your child to complete reading, homework and ensuring that they regularly attend school will support your child with their learning. Keeping in regular contact with staff and passing on important information which could affect your child’s day is useful. 

  • 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?

    Should a particular issue arise, the school will endeavour to offer support and training to enable parents/carers to support their child’s learning. The school may run evening meetings to explain ways that maths is taught and how you can support your child in learning to read. We also run information evenings on the teaching of phonics. Our Pastoral Lead may also offer Information and details on parenting courses. 

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

    The children’s views are regularly sought through pupil voice meetings, school council, class assemblies and through individual target setting discussions. 

    Each SAP has a section for the child to express their views about what they think is working well for them and the area they need support in. Children with an EHCP have an Annual Review when they have the opportunity to complete an ‘All About Me’ booklet which enables them to celebrate their successes, children are also invited to share this at their Annual Review meeting.  

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

    Not applicable

  • 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?

    The school uses data tracking and parental views from Ofsted to assess its overall effectiveness. SEND provision and policy are monitored by the inclusion team, SEND governor. The school values parental support and warmly invites parents/carers and pupils to share in any evaluations and reviews. 

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

    The school has a dedicated ELSA assistant who supports vulnerable children in the school. In consultation with parents/carers and class teachers they can support pupils who need emotional and social support.

  • 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?

    BCF have a clear behaviour system that all children are aware of.  We are an inclusive school where reasonable adjustments are made so that no child is excluded from any activity. BCF recognises that there will be children who need a personalised approach to their specific behavioural needs, individual behaviour plans will be implemented in these circumstances. 

    All children have regular PSHE lessons which involve thinking about and discussing emotional and social well-being. Special care is taken at break times and lunch times to ensure that children are given opportunities to apply the skills they have learned. When there are behavioural incidents, these are resolved using restorative practice techniques. 

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

    BCF has an accessibility plan. All staff receive regular first aid training including annual EpiPen training. As part of the schools Health and Safety policy, the management of medicines policy supports individual children with medical needs. In consultation with parents/carers, a written health care plan will be drawn up for children with ongoing medical needs.  We take advice from parents/carers and liaise with the GP on other medical issues. We have a register of medical needs which is regularly updated. BCF seek relevant additional training when required.

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

    Both the school office and classroom hold medication such as inhalers, EpiPens. Other prescribed medicine is kept in a secure area. Parents/carers are required to fill out a form detailing dosage and storage instructions for medication. All medication is administered by an adult. 

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

    The school has an intimate care policy to ensure that children’s toileting needs are met effectively and sensitively. Parents/carers are encouraged to liaise with their class teacher to ensure individual concerns are taken into account. Staff are available at lunchtimes to support and help children where appropriate. Further support will be sought if appropriate. 

  • 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?

    Each service has their own criteria to access support which we refer to when considering whether a child needs specialist support. Currently we have input from most of the above services together with, Cognition and Learning Team (CALT), Speech Therapists, Specialist Inclusion Support Service (SISS) provided by Brookfield School, Child and Adolescent mental health Service (CAMHS). We can also apply for support for children and families through the Emotional Health Triage.  

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

    In the first instance you should contact the class teacher. In liaison with the inclusion team, external agencies will be contacted for advice and support where appropriate.  In some cases, you may be advised to speak to your GP. Some referrals are completed in collaboration with the child’s parents/carers. 

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

    Each child’s needs are assessed by the class teacher and inclusion team. Each external agency has their own criteria for accessing their services and if appropriate this can be discussed with the school. 

     

  • 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?

    The inclusion team will discuss any concerns you may have and if appropriate seek advice and support from external agencies. 

    Speech and Language Therapy 

    The Speech and Language Therapy team have put together an advice toolkit which school staff must refer to and show they have implemented suggested strategies before making a referral to a therapist.  If further support or advice is required, our inclusion team can liaise with the school’s named speech and language therapist to determine whether a referral to this service would be appropriate. 

     

    Occupational Therapy/ Physiotherapy r

    equires a GP referral.  

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

    The school will liaise with Children’s Social Care services when appropriate. 

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

    • All staff are entitled to further professional training. If any specific needs are identified then appropriate training will be arranged, either through in-service training or in liaison with external agencies. The inclusion team keep up to date with current legislation and strategies for specific needs through conferences and training.  

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

    Teaching assistants are also entitled to further professional training. Individuals attend training courses in specific areas of support that are expected to deliver, they are also invited to whole school SEND training sessions to increase understanding of a particular need such as Autism awareness courses. 

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

    Our SENCO and Inclusion Lead hold the NASENCO accreditation. 

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

    Teaching assistants have attended accredited SEN training in literacy and numeracy interventions and emotional support. 

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

    • BCF promotes that all children are included in all areas of learning.  

      A full risk assessment is undertaken for each off-site activity and any adjustments are made accordingly. The federation will work with the parents/carers to ensure that individuals are supported, and any concerns are addressed appropriately. 

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

    • Where necessary, particularly for residential visits, a meeting will be held with the parents/carers to discuss needs, and they can be accommodated. Extra staffing can be implemented if required or parents/carers have, on some occasions, joined the visits. This has resulted in most children with SEND being able to attend all our offsite activities. 

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

    The federation is split over two sites, infant and junior schools. Both buildings are on one level with some ramps. There are heavy double doors through to the hall and outside areas.  

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

    • The school will liaise and take advice from the Sensory Consortium to ensure the environment supports any visual or auditory need.  

     

  • Maintained 8.3 Are there accessible changing and toilet facilities?

    There are disabled toilets on both sites. 

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

    The federation and its governing body will assess and consider each need on an individual basis will ensure that necessary and reasonable provision is made for any pupil with SEND.   

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

    We would ask the parents/carers if there is any specific support that they require when communicating with school and seek advice from the appropriate agency as necessary. 

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

    BCF will seek support to have a translator available and to have documents translated into the appropriate language.  

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

    • The inclusion team will gather information from both parents/carers and previous settings, usually prior to arrival. This information will be shared with all staff working with your child. Your child will have opportunities to visit the school, and these can be at various times throughout the day. We may offer to create a social story with pictures of the school and the staff, which can be read at home, to further support transition. We may also hold a team information and strategy meeting between both settings. 

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

    • BCF arranges for children to meet their new teacher in the summer term and if appropriate will arrange further support in liaison with parents/carers and extra support such photographic books. We also promote whole federation events, throughout the year, that are held at the junior school to support familiarisation of the school for our infant children. Our inclusion team works across both settings so there is continuity of support.  

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

    • BCF ensures that transition is supported for all our children. Liaison between parents/carers, school and feeder school is encouraged and visits and interviews are organised. The pupils are supported in their visits to the school and in class work to prepare them for the next stage. If children require further individual support, then this can be arranged with the class teacher, inclusion team and parents/carers. 

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

    We will pass on all information that we have about your child, including good practice strategies. If required, a hand-over can take place between support staff. We meet with the secondary school and discuss any adaptations that we may have made and pass on any useful contacts. Meetings may also take place between our Inclusion team and the receiving SENCOs/Inclusion team. 

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

    The full file of information kept by the Inclusion Team is passed on to the next school. 

  • 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 

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

    The federations’ inclusion team including the pastoral lead, will support parents/carers and families with any matter, and will seek further support and advice from relevant agencies when needed. 

  • 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 inclusion team has a range of specific leaflets. They will email anything of interest to parents/carers. They may also direct parents/carers to specific groups who can help. From time to time the weekly federation newsletter may also include information on external workshops, support groups etc. 

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

    • We have an open-door policy and all teaching staff are available to speak to parents/carers at the end of a school day. The normal school complaints procedure would apply if a parent/carer had a specific complaint about SEND provision. 
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Contact details

  • Name: Garland Junior School
  • Address: Clayhill Road, Burghfield Common, Reading, Berkshire, RG7 3HG

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