St Nicolas C.E. (VA) Junior School

Last updated: 07/09/2020

The school’s mission statement is laid out below:

St Nicolas C.E. (Aided) Junior School supports, challenges and encourages each person to achieve their full potential, in a safe, caring and Christian environment, where everyone is valued and respected.

 “Love your neighbour as you love yourself.” Matthew 22:39

 St Nicolas School is a two form entry junior school in the centre of Newbury. The catchment area is mixed and includes some pockets of significant deprivation as well as some more affluent parts of the town. Overall deprivation is in the average band nationally (0.14 deprivation indicator)

 As a town centre school, the school is active in the local community and participates in many local activities both involving other local schools and cultural and sporting links across the town.

 The school has achieved Artsmark Gold on 4 consecutive occasions and provision for the arts is very strong. Additionally, the school has significant strengths in sport, in particular competitive sport. The school prides itself in meeting the whole child’s needs, including academic, spiritual, cultural and physical. The school has been a Healthy School for a number of years and has achieved the Basic Skills Quality Mark on 3 consecutive occasions. The school has been Awarded the NACE Challenge Award and West Berkshire Anti-Bullying Accreditation.

 The school is a Church of England Aided School and has close links with St Nicolas Church. In addition there are strong links with the feeder infant school: St John the Evangelist and St Bartholomew’s Secondary School.

Who to contact

01635 41282
St Nicolas C.E. (VA) Junior School

Breakfast Club


  • Turn up at front entrance, no need to book
  • Breakfast provided
  • Varied activities
  • £3 per session, pay on the day
  • Run by school staff

After School Club


Booking required

  • Snack and drink provided
  • Reduction for siblings
  • Short session until 4.30pm £5.50
  • Whole session until 6pm £11.00
  • A range of exciting activities, including cooking
  • Run by school staff


Where to go

Link Road
RG14 7LU

Time / Date Details

Time of day

Childcare Information


Immediate vacancies
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
0 4 11

Funded Places

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00

School Pickups

Offers pickups
St Nicolas C of E Junior School

Local Offer

Contact Name
Nicola Pankhurst
Contact Telephone
01635 41282
Contact Email
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
7 to 11
Needs Level


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

We are made aware of children with SEND by the feeder infant school in transition meetings. The SEN register is shared and discussed. Class teachers discuss any concerns with the Special Educational Needs Co-ordinator (SENCO) who would then carry out assessments and/or inform outside agencies. As the school years progress, parents can make the school aware of concerns which are followed up by the class teacher. Also, school will contact parents if there are specific concerns. Pupil Progress meetings may highlight a need for further assessment. Certain children that we are concerned about may be placed on an Alert Register for monitoring purposes. Additionally parents can alert us at any stage regarding concerns they may have regarding their child. 

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

Read the school Information report which is on the website or through the school office. The definition of SEND in the SEND Code of Practice is,

‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.’

Arrange an appointment with your child’s class-teacher or SENCO  to discuss your concern. Decisions on ways forward will be discussed and if necessary further actions will be taken. Referrals may be made to outside agencies if assessments need to be carried out. Other, in school, assessments which will highlight initial areas of need, will be carried out by the SENCO or class teacher`. The outcomes of these will be shared with parents and further action planned. Every concern is taken seriously and explored thoroughly and as quickly as possible.


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 do this in consultation with the parents and school SENCO. Advice from Outside Agencies may also be used. Outside agencies, such as the EP, CALT, SALT, LAL, OT can have an input in the planning of programmes which the SENCO will then put together as appropriate. These programmes are usually delivered by a LSA/TA. 


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

The class-teacher will initiate communication which will be on-going. You will be notified of any change in support as it occurs. Support and Achievement Plans (replaces IEPs) are reviewed and updated each term and these will be sent home with your child or delivered and discussed during a meeting with the CT or SENCO. The format of this will be agreed with you and could be through telephone, e-mail, meeting or correspondence.


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

We fully understand the need to develop a child’s independence, so lessons are planned to ensure an appropriate level of support for each individual child. There will be an element of independent work included in each lesson. This is sign-posted in their books.


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

The curriculum is adapted as teachers plan their weekly lessons. SEN provision is indicated on this plan. Each child will be challenged to make progress in each lesson.

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?

Outside agencies provide guidance and suggest support materials for class-teachers. The school’s SENCO will advise class teachers on strategies including adapting lessons to meet different learning styles and needs. We invite parents in to discuss any reports that come from outside agencies so that we can work together for the benefit of the child.

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

Each year group has designated LSAs who have responsibility for delivering intervention programmes and supporting children with SEND.  The SENDCO (0.4)  has no teaching commitment , she works with groups of children, to help inform provision for SEND children and advise on specific interventions/in class support.

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

Learning mentoring

Catch-up Reading and Maths

Precision teaching


OT programmes

Individual literacy & maths programmes (Overcoming barriers/Springboard/diagnostic gap filling)

Speech and language programmes       


SNAP 2 Maths

1-1 tuition

SPRINT Reading recovery

One to one

Guided Reading

SPAG support

Small group
Small group
2.8: What resources and equipment does the school provide for children with SEND?

 Physical resources such as visual timetables, sloping desks and triangular handwriting pens are available to meet individual needs. We have OT equipment to support proprioception difficulties. The SEN Department is well resourced with a variety of support materials which relate to all areas of need.

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

Schools receive annual information from the DfE on special arrangements.  Pupils with an EHC automatically receive extra time for tests, if it is needed. Pupils are entitled to the same equipment they would normally use in class during tests e.g. scribe/transcribe/prompt. Separate spaces can be provided for pupils who will benefit. Readers can be provided for all tests except a reading paper.

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

The school will monitor progress of a child in reading, writing and maths every term. Spelling age and reading age will also be collected termly, where appropriate and reported on the current SAP. Qualitative measures will also be reported by Class Teachers on a half termly basis to the SENDCo. Structured conversations will be held termly with parents and class teachers where information on progress will be shared and input from parents is welcomed. New targets will be proposed within this meeting. Progress meetings will then be held termly with class teacher and SENDCO to evaluate progress against targets and inform future provision, this is discussed with parents at SAP meetings.


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

New learning targets will be set using statements from year group level descriptors. There will have a literacy and/or maths target. Targets could also be be set for; communication and interaction, sensory and/or physical difficulties, cognition and learning and social, emotional, mental health difficulties. If your child follows a programme/ recommendations from an outside agency, these will be set as additional targets.  You will be present during this structured conversation. If a child has an EHC (Education Health and Care Plan)  this will form the focus of targets.

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?

A termly structured conversation meeting is offered to every child on our SEN register. The school would encourage contact and discussion at any point of concern.

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

This will be agreed between the school and home according to the needs of the individual child. There may be a home/school diary or agreed weekly e-mail contact, where it is deemed to be necessary.

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

You can support your child to meet their targets at home. You can talk to your child about their learning experience and promote the importance of education. Reading with and to your child is vital. Homework is set for English and maths weekly, alongside reading journal activities for year 5 and 6. The school subscribes to ‘Mathletics’ and TT Rock Stars and your child has a home login to access this. Communication between school and parents is key to ensuring effective differentiated homework, if your child has difficulty accessing homework it is essential to speak to the class teacher so the correct support can be provided for you.

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?

 We run parents’ coffee mornings which provide informal discussion/advice/ relationship building/communication. In addition, our SENCO willingly meets with parents to advise parents on ways to support their child. Parents are also invited to join their child during one of their sessions. Parents’ workshops are held to inform parents about areas of their child’s learning.

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

  The SENDCO meets with each child on the register to discuss their individual targets, and to work through a learning mentoring programme. The outcomes of these sessions are shared with class teachers.  Learning conversations also take place between class teachers and pupils to discuss their views and learning experience.



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


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?

Termly assessment data is collected for each child. This is then collated and analysed so that effectiveness of provision can be measured. SLT can then assess the effectiveness of current provision according to the progress of the SEND group. Individual targets are reviewed and RAG rated each term. The effectiveness of provision will be reflected upon and  provision is sought to be improved in order to meet the child’s needs. Parents and children will take part in this evaluation process during a structured conversation.

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?

We ensure a holistic approach to the emotional and social development of children with SEND by eliciting the support of a full-time Emotional Literacy Support Assistant (ELSA) who works with individuals and groups of children.. This provision will be evaluated half termly with the Intervention Manager. Support will continue if it is felt necessary by child/parent/class-teacher/ELSA. The ELSA runs a ‘Nurture Group’ 4 afternoons a week. Children are referred by the class teacher and a Boxall profile is used to determine primary needs and measure the efficacy of the intervention. We have a Family and Schools Support Worker who will meet with families at home and school. The following agencies are available to work with to promote this development:

  • Educational Psychologist
  • Behaviour Support Team
  • School nurse
  • Emotional Health Academy

Referrals are made to these agencies through school.


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?

A behaviour contract is agreed between the Head teacher, class teacher, Learning Support Assistant (LSA), child and parent if there is a persistent difficulty to conform to normal behaviour expectations. We support children to avoid exclusion by ensuring directed use of adult support in class. ELSA sessions to support the child and expectations of the child in the classroom would be differentiated to support individual needs. Outside professionals advise and support the school on provision for individuals.


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

 Medication is stored centrally in school – there is a medical board in the staffroom and Assistant Head’s Office which identifies children with medical needs. Staff are trained in first aid, asthma and the administration of epi-pen (annual). Our School Business Manager and the office staff manage day to day administration of medication. We are a nut-free school to support our children with allergies. Our aim is to keep children in school and support is given as necessary. Advice is gained from the School Nurse Team and training provided on a case-by-case needs driven basis. Individual care plans are followed and distributed to staff.

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

The office staff manage day to day administration of medication which is stored and given to a child once an agreed form has been completed and signed by the parent. Each class has an asthma tray with details of all class medical needs in it. It is the parent’s responsibility to ensure medication is in date.

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

Individual needs are met by support staff as needs emerge. We have disabled toilet facilities. Children are allowed to use staff toilets if there is a specific need e.g. sanitary/anxiety. All staff would be made aware of this so that they know not to question a child.

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?

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?

  • Cognition and Learning  Team (CALT)
  • Educational Psychologist (EP)
  • Occupational Therapy (OT)
  • Speech & Language Therapists
  • Language and Literacy Service (LAL)
  • Behaviour Intervention Team (BIT)
  • Autistic Spectrum Disorder (ASD)advisory teachers
  • Specialist Integrated Support Service(SISS)
  • Ethnic Minority and Traveller Achievement Team
  • School Nurse
  • Parent to Parent (impartial advice and support for parents)
  • Sensory Consortium
5.2: What should I do if I think my child needs support from one of these services?

Contact the class teacher or SENCO for further discussion and potential referral.

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

Speech and Language referrals can be made directly to the service. The school would do this. OT referrals are made through the child’s GP. However, if a child has a Statement or the new Health, Education and Care Plan, the school would refer through CYPIT

(Integrated Therapies Service) This would apply also to Physiotherapy. CYPIT also provide online advice related to these therapies.


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 class teacher or SENCO for further discussion and potential referral and guidance.

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 on an individual basis, as appropriate for each child.

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?

The West Berkshire Special Needs Support Team training programme is available for staff to select Continuing Professional Development opportunities. Outside agencies provide training for staff. The SENCO provides training and feedback from network meetings at staff meetings. The SENCO raises awareness of outside events/opportunities in these areas by posting them in the staff room. The SENCO attends the Senco Conference annually.


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

The West Berkshire Special Needs Support Team training programme is available for staff to select Continuing Professional Development opportunities. Outside agencies provide training for staff. The SENCO provides training and feedback from network meetings at staff meetings. The SENCO raises awareness of outside events/opportunities in these areas by posting them in the staff room.

6.3: Do teachers have any specific qualifications in SEND?

SENCO: Post Graduate Certificate in Professional Studies in Education (Co-Ordination of Special Educational Needs- OU)

We have several class teachers with qualifications which include: Manual Handling by Team Teach, Gastronomy Training and Foundation Certificate in Gestalt Counselling.

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

Several LSA s hold the following qualifications: Certificate of Literacy and Numeracy Support Assistant (TA) Level 3 Diploma in Child Psychology (Elsa) Manual Handling Training, Behaviour Management for pupils with Down’s Syndrome, Makaton Signing level 1, Eklan Level 3 Speech and Language Support

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?

We have an inclusive approach as a school to every area of the curriculum. When an activity or trip is planned, class-teachers meet with parents to discuss the needs of their child. Staff support is then put in place as necessary. A separate risk assessment would be carried out for a specific child. Parents are an integral part of decision making and may be asked to accompany their child if this is deemed necessary. This is taken to governors and where necessary the local authority for ultimate approval.

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

A series of meetings are arranged with all parties concerned to ensure an inclusive and successful trip.

8. Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

Our buildings comply with regulations. All areas of the school are accessible by wheelchair. A disabled toilet is available.

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

We have no children with auditory/visual at the moment. When we have had, we have sought advice and adapted our environment accordingly to meet needs.


8.3: Are there accessible changing and toilet facilities?



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

Termly health and safety checks are carried out following West Berkshire procedures. There is a Health and Safety governor in place to oversee this.

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

The school communicates through meetings, telephone, e-mail and correspondence. The method is by mutual agreement. Whatever the need, arrangements are put in place.


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

We follow advice from Ethnic Minority and Traveller Achievement Team who come into school promptly to assess needs of children .We are keen to communicate clearly to our parents of our EAL children and use translators if needed and if possible. Care is taken to ensure correspondence is explained to parents, usually by the class-teacher or support staff so that no communication is missed.

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?

A structured transition programme is discussed and agreed with feeder schools. Parents and the child will have visits to the school to become familiar; a parents’ information morning with tour of the school is held for all parents. We organise extra visits for SEND and we have a buddy system. The buddies meet with each other in both environments, there is an opportunity to meet new teachers and in addition to this the St Nicolas teachers will teach lessons in the feeder school as appropriate. For all children joining St Nicolas in Year 3, there is a changeover day to meet their new class teacher.


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

On changeover day all children will spend a day in July with their next teacher. Structured transition arrangements are in place for all children, with extra visits organised by the SENCO for SEND pupils.

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

There is a structured transition programme – visits and visitors and an opportunity to meet with teachers.

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

The SENCO meets with SENCOs from feeder secondary schools to discuss pupils.

A transition booklet – ‘Arfur Mo’ is used; all children participate in ‘It’s your move!’; which is a transition workshop provided by Christian Opportunities in Newbury Schools. The final unit of each school year is a Personal Social Health Education unit on ‘changes’. If a child moves to another school the SENCO will discuss that child with the new school (probably the SENCO) Reports and files will be passed on. The Educational Psychologist also runs a 3 week programme specifically to target anxiety and fear of change when moving up.


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

There is a specific, designated meeting with KS3 teachers to discuss each child. This meeting includes discussions on: friendships, behaviour, attainment and strengths.

Records, progress and attainment information are also shared.


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


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?

The child’s class- teacher would be the first point of contact.

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

Yes – the school has a Family Support Worker, who is available to provide support as appropriate.

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

 The school will signpost through the Family Support Worker; SENCO and Parents coffee mornings.

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

Annual parental questionnaires are carried out and the school has a complaints procedure which can be found on the school’s website:

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