Stockcross C.E. (VA) School

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

• Is significantly slower than that of their peers starting from the same baseline
• Fails to match or better the child’s previous rate of progress
• Fails to close the attainment gap between the child and their peers
• Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

In the first instance discuss your concerns with the class teacher who will monitor, assess and review your child’s progress/development over time.

Concerns will be recorded and actions agreed. Outcomes will be reviewed in order to decide whether the child should be placed on the Special Educational Needs Register.

The class teacher will be responsible for planning school-based interventions and writing their Support and Achievement plan, supported by the SENCo. Views from both parents and child will be sought in the development of the plan.

Parents and the child will be involved in the discussions regarding the development of the Support and Achievement Plan and the desired outcomes of the support programme. They will be invited to review progress at termly meetings.

We will have an early discussion with parents when identifying whether their child needs special educational provision. These conversations will make sure that:

• Everyone develops a good understanding of the pupil’s areas of strength and difficulty
• We take into account the parents’ concerns
• Everyone understands the agreed outcomes sought for the child
• Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will inform parents when it is decided that a pupil will receive SEN support and that they have been placed on the SEND register.

Staff support children in class or by withdrawing individuals and small groups. They ensure that support is balanced with fostering independence because there is an expectation that the teacher will see the skills learned in supported sessions applied independently in lessons.

Class teacher’s planning and timetabling takes account of different needs and has the flexibility to respond on a needs basis to an individual’s requirements.

We make the following adaptations to ensure all pupils’ needs are met:

• Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
• Adapting our resources and staffing
• Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
• Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
• The Accessibility Policy can be accessed via the school website

When deemed appropriate we provide Teaching Assistant support or an Emotional Literacy Support Assistant.

With advice from appropriate professionals, we will assess and identify needs and seek resources from a range of sources, including IT.

Every child’s needs are considered and arrangements put in place that will optimise their performance and give them equal opportunity in-line with government guidelines.

We will follow the graduated approach and the four-part cycle of assess, plan, do, review. 

The class teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

• The teacher’s assessment and experience of the pupil
• Their previous progress and attainment or behaviour
• Other teachers’ assessments, where relevant
• The individual’s development in comparison to their peers and national data
• The views and experience of parents
• The pupil’s own views [age-appropriate]
• Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions, and their impact on the pupil’s progress.

Regular parent/teacher consultation meetings are held to ensure co-production of SAP targets. The school may set up multi-professional meetings with input from key professionals.

A draft Support and Achievement Plan (SAP) is written after discussion with parents and their child. It will be finalised, taking into account the views of the parent and child. The plan will be reviewed at a parent/teacher meeting, progress will be discussed and new targets agreed.

The school has an information free-flow approach and teaching staff are available by appointment to discuss progress at any mutually convenient time.

The information free-flow approach ensures that parents have contact with staff on a daily basis at the beginning and end of the school day when required. Messages may be sent to parents by email and parents are welcome to email the school office.

When the Support and Achievement Plan is discussed, teachers may give ideas for activities that parents can undertake to support their child’s learning. External agency reports are shared with parents and may contain specific recommendations for home learning.

Staff may signpost parents/carers to appropriate services from the West Berkshire Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS) and through Social Care Help for Families.

The child will be at the centre of the Support and Achievement Plan. Their views will help shape the plan and their involvement in the reviews will help direct their support in the future.

Not applicable.

Progress of all children is tracked across the school. Children with SEND are monitored carefully to consider how effective provision is and whether they are achieving the outcomes we would wish or expect. Parents and children will contribute their views through regular discussions with the class teacher/SENCo.

All children are known to all staff and the care, guidance and support given is exceptional.

The school has an Emotional Literacy Support Assistant (ELSA) who works with individuals or focus groups on targeted objectives, identified by the class teacher. Parents can request ELSA support for children at times of need.

Family Support worker involvement will be requested as appropriate. The Family Support Worker will work with families to promote emotional well-being.

The school has systems and processes in place, known and supported by all staff, to guide these children. Class teachers all follow the same behaviour management strategies as outlined in the school behaviour policy. Expectations of behaviour are made clear to the children and encouragement given to support them in making the correct choice. Where applicable the school will work with the Therapeutic Thinking Support Team to develop individualised plans.

Staff have been trained in paediatric first aid. We work closely with the school nurse and other medical professionals when appropriate.

Advice would be sought from relevant medical professionals depending on the needs of the child.

Parents/carers need to fill in a consent form held in the school office. The medication will be kept in the office/ fridge or with the child if medically advised.

It will be administered as requested by a member of school staff.

Advice would be sought from the parents, relevant external professionals and the child would be supported as necessary.

The school is proactive in seeking the help and advice from expertise in the wider local educational community as well as specialist services. In addition to the personnel listed above we have referred children to the Cognition and Learning Team (CALT), Educational Psychologist (EP), Child and Adolescent Mental Health services (CAMHs), Therapeutic Thinking Support Team (TTST), Autism Advisory Teacher (AAT) and the Children and Young Persons Integrated Therapies (CYPIT) team.

Each service has its own criteria and route for referral. The school can refer to some of these services but it may be appropriate to ask for a GP referral. Please contact school to discuss with the class teacher and, if appropriate, the SENCo and we will support parents in accessing the necessary services for their child.

Guidance from the Local Authority. School is able to access the Speech and Language service through the CYPIT referral system on a needs basis. A GP referral is needed for Occupational Therapy and Physiotherapy unless the child has an EHCP in place.

• Contact the school for advice
• Also possible to contact health Visitor, School Nurse or GP
• Schools can request involvement by a Speech & Language therapist if they feel it is necessary
• Schools can also request involvement by an Occupational therapist/Physiotherapist if the child has a statement or EHCP, otherwise it has to be done through a GP.

These are all conducted through the local authority.

We provide induction for new teachers and non-teaching staff that reviews the SEND pupils and their needs. There is general whole school training for SEN and specific training for individual needs. Training needs are related to school data, school development plan and Continuing Professional Development of all staff on a bi-annual basis. Provision is regularly made at weekly staff meetings for discussion and review of SEND pupils where required. Any issues are raised at the time so that they are dealt with immediately or as soon as feasibly possible. Adults are trained in the use, delivery and assessment of intervention programmes used within the school by local authority staff and external providers.

Teaching assistants / lunchtime controllers all receive training in specific needs and general SEN provision including positive behaviour management training for all staff.

Teaching assistants and other staff may receive training in specific and general provision as appropriate.

Our SENCO completed the National Award for Special Educational Needs Co-ordination (NASENCo) qualification in June 2021.

Yes. The ELSA (Emotional Literacy Support Assistant) is trained to meet the emotional needs of the children across the school.

The needs of the SEND pupils are carefully considered prior to any off-site activities and adaptations are made to ensure they fully participate. Teachers always make pre-visit inspections wherever possible, and carry out a risk assessment. They carefully review individual needs in the light of their experience and measures are then put in place to support the individual in the most appropriate way.

Parents are welcome to talk to the class teacher about the level of support required and may be able to accompany their own child on a day trip with the school. In order to ensure SEND pupils participate in residential trips, reasonable adjustments may be made, e.g. to the duration, the activities and the level of individual support required.

The school building is single storey with double width doors in most areas enabling ease of access. There multiple ramped entrances for wheelchair access to classrooms, communal teaching and learning areas, the school hall and the school playground.

Not Applicable.

The school has a disabled toilet.

There are disabled toilet/cloak facilities available near the school office and separate toilets and lockers for KS1 and KS2. Access to the outside area is through two sets of double doors, both with ramps for wheelchair access. The outside area is level and has both grass and hard standing.

Communication is the foundation of a successful relationship between home and school for any child whatever their needs. The school has an ‘open door’ policy and parents may have contact with staff on a daily basis at the beginning and end of the school day. Meetings may be arranged at mutually convenient times between staff and parents. Messages may be sent to parents by email through the school office, and parents are welcome to email the school office. In some instances, it may be appropriate for a home/school communication book to be set up with entries made by parents/teachers.

General communication about upcoming events and day to day information is communicated via Parentmail (email and text) and via our newsletter.

The school can access the services of the Ethnic Minority and Traveller Achievment Service (EMTAS) who can offer guidance and advice. Communication from school is sent via email, text and letter and staff may meet with parents to explain the content of messages.

For Reception children joining the school in September there are visits arranged during the latter part of the summer term, prior to entry. These take place over two mornings, one of which includes staying for lunch. In addition, the Reception class teacher visits all pre-school settings and meets the child on familiar territory. Entry into school in September is staggered so that the main body of the school is settled, and in session, as the new entrants join. The class teacher - who may be accompanied by a teaching assistant visit each Reception child in their own homes prior to their entry and parents - can raise any queries or concerns they may have.

The school always welcomes visits by children, joining in other year groups, at any point in the academic year.

The PTFA (parent body) organises a special leavers’ event at the end of the summer term to which all new entrants are invited. The needs of the individual child will be considered in the light of these arrangements and adapted as necessary

The intimate size of this school ensures that the children are known to all staff and the children are very familiar with the adults and the learning environment within the whole school. Transition days are arranged in the summer term when the children temporarily transfer to their new classrooms and experience teaching and learning in their new environment with their new teacher.

Transition programmes are structured to support the individual needs of the child. Workshops are arranged to prepare children for transfer to Secondary Education through discussion and activities. Transition visits are arranged by the primary and secondary SENCos and additional visits are organised on an individual need basis.

Transition records and any official SEND documentation are passed on with parental consent and under strict confidentiality. Meetings between professionals are arranged as required to support the transition process.

We pass on reports from external professionals/agencies, current SAPs and reviews and records of attainment. Any additional information that is considered relevant to the individual’s needs is also provided.

Not Applicable.

The class teacher has the most knowledge of the child so would be the first person to be approached.

Parents are signposted to West Berkshire’s Local Offer and other support services as appropriate.

For the parents of a child with Special Educational Needs the West Berkshire SENDIASS offers free, impartial and confidential support and advice.

SENDIASS are able to signpost parents to local and wider national organisations. We have leaflets and information from these agencies on the school website for parents’ information.

Through our information free-flow approach, we encourage parents to share their concerns at the earliest opportunity so enabling us to discuss and resolve issues immediately.

The complaints policy lays out the formal route for making a complaint.