Transforming Lives for Good (TLG)
Last updated: 02/10/2019
We are an independent school rated 'Good' by Ofsted located in Calcot, Reading providing a full, alternative and tailored curriculum for young people struggling in mainstream education.
We have a group size of up to 9 students at a time with 3 staff helping them succeed in nationally recognised Functional Skills exams and accredited SEFL projects.
Who to contact
- Contact Name
- Rachel Owen
- Contact Position
- Centre Manager / Headteacher
- 0118 943 2978
Where to go
- RG31 4XR
Time / Date Details
- When is it on
- Monday and Tuesday, Thursday and Friday from 8:30 until 14:30 during term time.
- SEN Provision Type
- Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Moderate Learning Difficulties
- Local Offer Age Bands
12 to 14
15 to 16
- 1.1: Who will oversee and plan my child's education programme?
We work together with the referrer (often a Senco), TAC groups to put together an IEP for each student. This is then used to inform our teaching and curriculum for both individual students and the group.
- 1.2: How will I be informed / consulted about the ways in which my child is being helped?
We will be in touch on a weekly basis to jeep you informed regarding behavioural and academic progress. We will also invite you in for review meetings and/or send reports home by post on a termly basis. We also endeavour to attend any other meetings to represent/support your child where appropriate.
- 1.3: How will the school balance my child's need for support with developing their independence?
We teach using a mixture of group lessons and individual learning sessions. The aim is to move each student towards being able to work independently at a pace that will be appropriately challenging but not off-putting.
- 1.4: How will the school personalise the curriculum to meet my child's needs?
As well as taking into account previous reports, we support all of our students through initial assessments to ensure that we are teaching at the right level to enable the whole group to make progress
- 1.8: What special arrangements can be made for my child when taking examinations?
We can apply for reasonable adjustments for each of our students based on SEN statements and observations made in class.
1. Support for children with special educational needs
- 2.1: How will the school monitor my child's progress and how will I be involved in this?
Our online system (Forskills) tracks each student's progress in English, Maths and ICT which we will feedback to you each term. We will also keep you updated on their behavioural progress on a weekly basis.
- 2.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
We will hold termly review meetings in order to assess the progress made and set new targets. Parental/carer attendance is encouraged and we feel essential to ensure that the student is growing holistically.
- 2.3: 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?
Our contact details are readily available to all parents/carers. You can contact us by email/phone/text whenever you need to.
- 2.4: What arrangements does the school have for regular home to school contact?
You can call us on our landline, staff mobile numbers or even text whenever you have a question or concern.
- 2.5: How can I help support my child's learning?
The best results we have seen occur when parents/carers and staff work together to tackle issues quickly. The leaning will come naturally when they are receiving consistent messages whether that's dealing with behaviour or giving encouragement in success.
- 2.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
We don't have anything currently on offer but are exploring opportunities within the local and wider community to do so.
- 2.7: How will my child's views be sought about the help they are getting and the progress they are making?
We talk openly and earnestly with all of our students on a regular basis as well as ensuring that they have a voice at any review meetings.
- 2.8: What accredited and non accredited courses do you offer?
Our students all have the opportunity to sit Functional Skills exams with NOCN and gain accredited qualifications with Aim Awards through ourn SEFL (Skills for Employment and Further Learning).
- 2.9: How does the school assess the overall effectiveness of its provision and how can parents / carers and young people take part in this evaluation?
We are ask our students and their parents/carers to complete termly surveys which are then kept on file to inform the following Ofsted report. We also analyse the statistics available to inform our 1, 3 and 5 year plans.
2. My child's progress
- 3.1: What support is available to promote the emotional, behavioural and social development of children?
As well as the functional skills initial assessments we perform a 'Tell Me' assessment which is an aid to help us better understand the student's view of themselves. We use this to set targets and refer back to with the student and supporting agencies.
- 3.2: 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 many ways we are the support in place to avoid students from being excluded. Only in extreme cases are students placements with us closed.
- 3.3: What medical support is available in the school?
All staff are first-aid trained and we have a first-room.
- 3.4: How does the school manage the administration of medicines?
If a child requires medication then we need to see proof and have parental permission to administer it. Staff will receive training in the correct procedures.
- 3.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc ?
This will be discussed as part of the referral process. Staff will receive training as appropriate.
3. Support for my child's overall well being
- 4.1: What external SEN support services does the school use, e.g. educational psychologists, teachers for hearing impairment, visual impairment and multi sensory impairment etc?
We use all of those made available by the referring school/agency. If it becomes clear that there may be possible undiagnosed needs we will discuss this with the relevant organisation.
- 4.3: What should I do if I think my child needs support from one of these services?
You can inform either the referring school/agency or us directly and we will support you in exploring the options.
- 4.4: How are speech and language therapy, occupational therapy and physiotherapy services provided?
Through the referring school/agency.
- 4.5: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
You can inform the referrer or us directly and we will explore the options with you.
- 4.6: What arrangements does the school have for liaison with Children's Social Care services?
Due to the nature of our students we are in regular contact with the Childrens and Social Care services. This is by phone, email and meetings.
4. Specialist services available / accessed by the school
- 5.1: What SEND training is provided for teachers in your school?
This is one area in which we are not currently trained but will seek it as/when necessary.
5. Training of school staff
- 6.1: How do you ensure that all children can be included in out of school activities and trips?
We discuss this with both the parents/carers and students.
- 6.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
At the beginning of each term we will make our diary available to parents/carers who are encouraged to provide their input to make the activities and trips as successful as possible.
6. Activities outside the classroom including school trips
- 7.1: How accessible is the building for children with mobility difficulties / wheelchair users?
We have mobility ramp to access the building from Empress Road and the path leads directly to the door from Langley Hill.
- 7.3: Are there disabled changing and toilet facilities?
There are disabled toilet facilities available.
- 7.5: How does the school communicate with parents / carers who have a disability?
An appropriate form of communication will be agreed during the referral process.
- 7.6: How does the school communicate with parents / carers whose first language is not English?
7. Accessibility of the school environment
- 8.1: What preparation will there be for both the school and my child before he or she joins the school?
We welcome visits and require students to attend 'interviews' so that any preparation needed to be done in advance can be arranged.
- 8.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
We work alongside referring agencies and with the students to ensure that a transfer back into mainstream education/onto college is managed correctly and at a pace appropriate to the student.
- 8.3: How will my young person be prepared to move on to his or her next placement, eg. FE college or Adult Services?
- 8.4: How will you support a new placement to prepare for my young person?
We offer supported visits and endeavour to provide thorough information to ensure that the new placement is absolutely ready to receive the student.
- 8.5: What information will be provided to my young person's new placement?
Everything that is appropriate.
- 8.6: How will the school prepare my child for the transition to employment?
As with previous answers re:transfers.
8. Preparing my child to join a new school / next stage of education
- 9.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
Rachel Owen - Headteacher/Centre Manager
- 9.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
We often work in collaboration with the referring school/organisation but we are also in partnership with a local church who can offer further support in this area.
- 9.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
These arrangements can be discussed as and when they need to be made. To ensure that there is no confusion/crossover we often take these to review/TAC meetings.
- 9.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
Compliments and complaints can be fed back directly, to the referring agency or online through our website. Parents/carers can also contact Ofsted directly if necessary.
9. Who can I contact to discuss my child?
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