Kennet School (Academy)

Last updated: 11/10/2023

Kennet School is a dynamic and ambitious 11-18 co-educational comprehensive school which serves the population of Thatcham and the surrounding villages. Kennet is a determined school where all pupils will be given every assistance, to achieve their absolute potential. Kennet School is a vibrant place of learning and community activity, and our motto is Excellence through Endeavour. 

The School holds a number of awards, including Schools Status, Artsmark Platinum, Music Mark and The Sandwell Well-being Charter Mark. 

Kennet School has over 1800 pupils, with 350 in the Sixth Form.  We offer a range of A Levels across the arts, social sciences and STEM, as well as T Level courses in Health and Business.  This large school is broken down into four Houses, to ensure good pastoral care and a supportive, challenging and competitive atmosphere.  Our aim is to enable our pupils to turn into independent, confident and successful young  adults. 

Who to contact

Contact Name
Lucy Parker
Contact Position
SENCo
Telephone
01635 862121
E-mail
office@kennetschool.co.uk
Website
Kennet School

Where to go

Name
Kennet School
Address
Stoney Lane
Thatcham
Berkshire
Postcode
RG19 4LL

Time / Date Details

When is it on
Monday to Friday from 8.55am until 3.30pm
Time of day
Afternoon
Morning

Inclusion Information

Dietary Needs

Has Provision
Yes

Local Offer

SEN Provision Type
Profound and Multiple Learning Difficulties, Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
Local Offer Age Bands
12 to 14
15 to 16
16 to 18
Needs Level
High
Medium
Low

Mainstream

1. Identification of SEND
1.1: How does the school identify children/young people with special educational needs and disabilities?

On transition to Kennet School, primary feeder schools provide additional SEND Information. Identification of SEND is a whole school responsibility and assessment and tracking of pupils a whole school processes. The class teacher is responsible for checking on the progress of all pupils and alerting the SEND staff when targeted teaching has not met the child’s needs.  Indicators could be that progress is significantly slower than that of their peers starting from the same baseline or fails to close the attainment gap between the child and peers. Kennet School takes parental concerns seriously.

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

If you think your child has SEND contact their tutor, Head of House and/or the SENCo directly to make an appointment to speak to them. Make an appointment to speak to the SENCo. Contact can be made via email or telephoning Kennet School.

2. Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

The class teacher will oversee and plan for the education of a child with SEND. Lesson planning will take into account the needs of all children. The SEND team support class teachers in planning for pupils with SEND through writing of pupil advice notes which include pupils’ needs and recommended strategies

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

There are regular parents evening and school reporting systems which will inform how a pupil with SEND will be supported. A letter will be sent home informing of any specialist intervention outside the classroom and meetings can be arranged to discuss interventions further. If the child is continuing to have significant difficulties, further external expertise may be requested. For children who have an EHCP there is an annual review held where parents and relevant staff are invited to attend.

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

The school will balance support and pupil independence with TAs in the classroom. They are there to facilitate the learning and foster as much independence as possible focusing on the learning rather than task completion. Monitoring takes place to avoid pupils becoming over reliant and dependent on adult support.

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

The school will differentiate the curriculum for the child’s need by ongoing assessments in subject areas and knowledge of the individuals. The school will also monitor and track the progress of the pupil with SEND in the normal reporting procedures. Class teachers plan lessons according to the specific needs of pupils in their class and will ensure the child’s needs are met. Specific resources and strategies can be used to support the SEND child individually and in groups.

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?

The school takes a personalised approach to teaching pupils with SEND. The school will look at the child’s individual needs and offer the class teacher support to plan lessons according to individual needs. Planning and teaching will be adapted regularly if needed to support learning needs and to promote the best possible learning.

2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • TAs are provided by the school from its own budget for children with SEND.
  • Supported homework club
  • SEND lunchtime supported areas
  • General/ department TAs to provide in class support across the curriculum
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?
Type / TitleIntervention Type
ELSA Emotional awareness One to one
Literacy Social skills Handwriting Touch typing Accelerated reader Phonics - Fresh Start Small group
2.8: What resources and equipment does the school provide for children with SEND?

The school will respond to the pupil’s individual needs. Laptops, notebooks and iPads are available for borrowing from the SEND Department for use in class.

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

There are a range of special arrangements that can be made for a child with SEND that are set out by the JCQ regulations. These are updated every year  along with the criteria with which the individual candidate must meet. The SENCO will inform parents about the eligibility and application of these arrangements. Only tests and assessors authorised by Kennet School are recognised by JCQ can be accepted for access arrangements for public examinations. The exams officer oversees all special consideration requests.

3. My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?

Pupil progress will be monitored and tracked through the normal reporting procedures. The school communicates pupil progress through effort checks, parent consultation evenings and reports. Pupils receiving a Support and Achievement plan (SAP) will have this reviewed when required, according to the needs of the pupil.

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

Parents will be invited to discuss and review targets as part of the ‘Support and Achievement Plan’ process

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?

Parents of pupils with SEND are encouraged to contact Kennet School to discuss their child’s progress. Parents may wish to discuss this with either the class teacher, tutor, Head of House of SENCo, as appropriate.

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

 The school website and through ‘pupil post’.  Arrangements may differ/ be adapted according to the individual’s need

3.5: How can I help support my child's learning?
  • Check your child’s timetable via FROG on a daily basis to support with organisation.
  • Encourage all forms of reading on a daily basis.
  • Keep the school informed of any outside agencies involved with the child which may affect their learning.
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 will look at the child’s individual needs and where additional training for parents is available the school will inform parents. The SENCO or Head of House may meet with parents before transition to discuss concerns. Parents evenings, including options evening and study skills.

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

Via the ‘Support, Achievement Plans’ (SAPs).  Additionally, all pupils are encouraged to review and reflect upon their progress through the pastoral system.

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

All pupils are given the same opportunities to follow a range of accredited and non-accredited courses and training, as appropriate for their needs. The year 9 option pathways, available on FROG, states which subjects are available at KS4 and discussions can be had with tutors, Head of House and SENCO to have the right courses in place for years 10-11.

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?

Department review process

4. Support for my childs overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?

The PSHE tutor programme, assemblies and extra-curricular opportunities help to promote the emotional and social development of children. The House system is key here, in addition to the Family Support Worker and specialist counselling service which the school offers.  Where a need is identified Social Skills groups are available for pupils to attend and bespoke packages are developed, to meet individual's needs, through consultation with an Educational Psychologist. Pupils can be referred to Mental Health Support Team (MHST) 

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?

In consultation with key Pastoral Staff and parents, short term targets are agreed which prioritise key areas of behaviour to address and how this progress can be measured. The school sanctions and reward systems are set out in the School Behaviour Policy.  The school has a team of behaviour support workers who work with targeted pupils and groups to help them develop.  Internal exclusion is used, where necessary, but external exclusion will be used when the individual pupil’s behaviour merits it.  All pupils must be seen to be treated equally and fairly.

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

There is a matron who supports the medical needs of all pupils including those with SEND. In addition a number of staff undergo first aid training.

4.4: How does the school manage the administration of medicines?

The school has a statement on managing medicines which follows the guidelines published by the DFE – Managing Medicines in Schools and Supporting pupils at school with medical conditions.

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

Appropriate provision for individual pupils is provided; this is normally, but not always, for pupils attached to the PDR rather than the mainstream school

5. Specialist services available / accessed by the school
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?

Kennet School can have access to the following services:

  • Sensory Consortium Services (SCS) – Teachers for hearing impairment and visual impairment
  • Mental Health Support Team (MHST)
  • ASD advisory teacher
  • Child and Young Persons Integrated Therapies (CYPIT) (including Speech and language Therapy)
  • Child and Mental Health Services (CAMHS)
  • Educational Psychologist (EP)
  • Ethnic Minority and Traveller Achievement Service (EMTAS)
  • Counsellors
  • Occupational Therapist
  • Berkshire Youth 

other professionals as required by the individual.

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

Contact Kennet School’s SENCO to establish if your child meets the criteria to access support from the above mentioned services

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

We have a named speech and language therapist who provides a flexible, integrated and holistic service to the school.  Therapists work alongside school staff to use a range of approaches within the school.  Discussions will involve pupils, parents/carers and school staff and may involve assessment, direct therapy and advice. A referral needs to be submitted and accepted before support is provided by this service. 

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?

Contact the SENCo to discuss a referral.

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

The school fully engages with a range of social care professionals to support young people and their families to achieve the best possible educational outcomes.

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Whole School training from visiting professionals, such as Speech and Language or ASD advisory teachers
  • In house training from SEN teachers/ SENCo
  • Staff induction programmes
  • Key staff training as appropriate for their role

Our SENCO actively engages with the LA opportunities to share best practice and keep abreast of current local and national initiatives and support

6.2: What SEND training is provided for teaching assistants and other staff in your school?
  •  ELSA
  • Online training, e.g. visual impairment training
  • ASD training
  • Apprenticeships 

LA training in specific areas of literacy and behaviour

6.3: Do teachers have any specific qualifications in SEND?
  • SENCo – National Award for Special Educational Needs Co-ordinator, Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A)
  • Deputy SENCO - National Award for Special Educational Needs Co-ordinator

 

6.4: Do teaching assistants have any specific qualifications in SEND?

TAs receive training relevant to their role. 

Teaching Assistant Level 3 Apprenticeship.

7. Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?

Appropriate planning and risk assessments are carried out prior to trips and all pupils are invited to participate.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Trip meetings
  • Parents are welcome to discuss forthcoming trips with the most relevant staff
  • Parents are encouraged to share with the school details of what ‘works at home’
8. Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

Kennet School has a Physically Disabled Resource (PDR) attached to it. Kennet school is physically adapted to allow access for pupils with mobility difficulties/ wheelchair users and the timetable adapted to ensure all pupils can access mainstream lessons

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

Kennet School has a Hearing Resource Base (HRB) attached to it. Kennet school is physically adapted to allow for the support of pupils with hearing impairments and the timetable adapted to ensure all pupils can access mainstream lessons. Appropriate support is provided to those with visual impairments to ensure they can assess all mainstream lessons.

8.3: Are there accessible changing and toilet facilities?

Yes

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

The school has an access policy to ensure all pupils have full access to the school’s facilities

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

Parents/ carers would be consulted on their preference

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

Parents/ carers would be consulted on their preference

9. Preparing my child to join a new school / next stage of education
9.1: What preparation will there be for both the school and my child before he or she joins the school?
  • Sharing of transition details from primary feeder school to Kennet School
  • Primary school visits by Senior staff and SEND staff to meet with pupils and receive initial pupil information
  • Additional transition visits for small number of identified pupils
  • ASD transition meetings
  • Rising yr7 Transition days for all pupils due to start yr7 in September
  • Parents of rising yr7 meetings
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • This is a whole school responsibility. Teaching staff take time and care over recommending future classes/ groups for individuals
  • SEND information is shared with staff via pupil advice notes
9.3: How will my child be prepared to move on to his or her next school?

Through the Careers service interviews and the Kennet School tutor programme.

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

Schools, Colleges and Universities may contact the school requesting SEND information which is passed to the child’s future place of study

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

Any relevant information will be passed to a new school, including support and achievement plans, any assessment information and any interventions.

9.6: How will the school prepare my child for the transition to further education or employment?

Through the Careers Service meetings and through the whole school tutor programme. Some individuals may require additional visits to college in readiness for transition. Some may attend taster sessions held at the local college with school staff.

10. Who can I contact to discuss my child?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

If you have any concerns you should speak to your child’s class teacher, tutor or Head of House,  depending on the seriousness of the concern.  Emails to the school office are welcomed.  This is because staff are often not in offices during the school day as they are teaching. The class teacher is responsible for adapting the curriculum to respond to strengths and needs of all pupils, checking on progress and identifying and planning the delivery of additional support. You may be directed to the SENCO.

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

Pastoral system 

Kennet School can recommend West Berkshire Parent Partnership Services

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • Information from external agencies is sent out to appropriate families. The Parent Partnership Service is available and Help For Families Service
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Full School Report
  • School complaints procedure
  • Parent View

Quality checks

  • DBS check

West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.

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