Aldermaston C.E. (VC) Primary School

Last updated: 16/11/2021

Who to contact

Contact Name
Barbara Boyden
Contact Position
Office Manager
0118 971 3362
Aldermaston C.E. (VC) Primary School

Where to go

Wasing Lane

Time / Date Details

When is it on
Term Time Only
Time of day

Other Details


Age Ranges

Inclusion Information

Dietary Needs

Has Provision

Childcare Information


Immediate vacancies
Date updated

Funded Places

3 & 4 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
Are you registered to provide 30 Hours?

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8am 4pm
Tuesday 8am 4pm
Wednesday 8am 4pm
Thursday 8am 4pm
Friday 8am 4pm

School Pickups

Offers pickups

Local Offer


This is a smaller than average-sized primary school. The proportion of disabled pupils and those who have special educational needs supported through school action is well below average. A proportion of the pupils are eligible for the pupil premium, which provides additional funding for pupils in local authority care, those known to be eligible for free school meals or those with a parent in the armed services

The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics in Year 6. 

Our school’s principles:

Children with Special Needs may include one or more of the following areas of needs, communication and interaction, cognition and learning, behaviour, emotional and social development and sensory and/or physical

The School’s policy is to support every child’s entitlement to full access to the whole curriculum with appropriate support if and when necessary. The Governing Body recognises the importance of proactive, early screening and identification, and purposeful intervention of Children with Special Needs. We acknowledge and work within the guidance of the Special Needs and Disability Act 2001 and the Disability Discrimination Act 2005. This ensures that we provide the maximum level of inclusion.

Local Offer Age Bands
5 to 7
7 to 11


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

Within our school the Senco holds termly SEN review meetings with teachers to ensure early identification of children with difficulties can be made. In addition, the Senco carries out assessments focussing on a particular area of difficulty, e.g. literacy/ numeracy/ processing.

Senco also attends termly pupil progress meetings with class teachers and head teachers.

Dependant on a child’s needs, the Senco or class teacher can make referrals/ seek advice from the Cognition and Learning Team when required and other outside agencies.

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

Ensure that you speak to your child’s class teacher as soon as possible arrange an appropriate time to discuss your concerns or to raise any issues.

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?

Responsibility lies with the class teacher. Speak with your child’s teacher as soon as possible to air your concerns. After this, if needed, the Senco can then be involved to help support the class teacher and parents. This is the same for children who are not classified as ‘SEN’ but require additional support.

The Senco will work alongside the class teacher and any other professionals involved. Parents are asked to attend any review meetings. These termly review meetings are held to review and evaluate every child’s progress and determine what their next steps will be.

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

Every child who is considered to have SEN will have termly ‘Support and Acheivement' reviews. As mentioned in our SEN Policy, parents are encouraged to be part of these meetings so all information and next steps can be shared. At times, IEP reviews can take place during parent evening sessions. It is essential that children have a chance to share their 'pupil voice' and be involved in their own target setting.

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

It is our schools objective to ensure that independence is nurtured. Although, when necessary appropriate support and provision is planned for every individual. If a child receives 1:1 support, it is vital that this child has frequent opportunities, in every lesson, to develop their own independence skills. Additional instructions/ support may be given but every child is encouraged to work independently unless it is essential that 1:1 assistance is needed. Learning Support Assistants are encouraged to work with small groups rather than one individual child. This is to allow every child the opportunity to apply their own individual skills in a task.

During free play children are monitored but support assistants take a back seat and become the observer. There are occasions where modelling or facilitating is required but this is to further benefit the child’s ability to become more independent and solve their own problems.

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

We aim to provide high level teaching within every class. All class teachers will differentiate to allow every child the opportunity to succeed. They may plan and use different objectives/ success criteria/ types of activities/ group or partner work, and use a range of different teaching styles to ensure every child has the equal opportunity to access the curriculum.

Teachers and Senco may plan for additional interventions to allow children to develop their skills in particular areas of difficulty. This can involve group work/ funding for adults to assist with additional interventions/ extended differentiation in lessons – using morning task time etc.

If appropraite specialised programmes are implemented to target specific areas of difficulty. These programmes may have been devised by an outside professional, or might follow a more intense 1:1 structure. Theseinterventions are usually administered 1:1 but when required can be taught in a focussed small groups.

Every child’s needs are different so to determine the most appropriate provision for each child, assessments must be administered prior to this planning process.

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 employs a variety of strategies to recognise, reward, and give incentives for good behaviour and to reward acheivements. Whilst the school would rather encourage good behaviour using positive means, we recognise that negative behaviour will sometimes need to be addressed through sanctions (consequences). A consistent approach to managing all needs also needs to retain flexibility in taking into account each individual’s needs, particularly when working with children with particular Special Educational Needs. Adaptations to the classroom and teaching strategies are implemented. Differentiation in task, questioning and outcome are planned for.

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

Pupil premium funding is used to target free school meals children and incorporates programmes to target additional SEN needs. In some situations, our school has applied for additional funding to support children who are struggling to access the curriculum due to their SEN need. We have employed qualified members of staff to work 1:1 with these children in class or in small groups. Our school uses its own budget to purchase specialist resources and equipment when needed.

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
Catch up FFT - Literacy programme ELSA 1:1 Tuition Toe By Toe Word Wasp One to one
Rapid Maths Creative Writing Buddy Group intervention - social skills Rapid Writing Alpha and Omega Small group
These interventions which are available have a set criteria which will need to match a child’s needs. Appropriate provision will need to target specific, individual needs. One to one
2.8: What resources and equipment does the school provide for children with SEND?

As an inclusive school we use advice from professionals and guidance from reports to identify what a child requires with supporting their learning and looking into acquiring appropriate resources and equipment.

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

On some occasions additional TA support is offered to children who may struggle in exams. They can assist with reading questions, although cannot support the answering. During SAT’s the class teacher can apply for extra time for children who may require this. Evidence of the child’s difficulties need to be provided and it is not guaranteed that extra time will be granted.

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

Each term Senco, class teachers and head teacher meet for Pupil progress meetings where progress is assessed and evaluated. Termly assessments are made to track the progress of all children.

Termly SEN reviews take place with the school Senco to evaluate the impact of interventions on key individuals. Regular discussions through termly support and acheivement review meetings with parents help to share progress and identify next steps.

In addition, there are two parents evening across the school year where progress is discussed and interventions reviewed with parents.

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

Targets for children are decided in collaboration with both parents and teachers. It is vital that both school and home work in partnership. Outside professionals may offer advice, they may set their own targets which we can implement and monitor. These targets will be evident on a child’s SAP and imbedded in teachers planning for lessons.

Class teacher will assess the children against the NC or P-level criteria, or following an assessment, and then appropriate, short term targets will be set if progress and attainment are a particular area of difficulty.

 SAP reviews take place each term and parents are invited to attend. Parents have the opportunity to set targets and discuss areas of concern that they may have. School and parents work together by allowing the child every opportunity to achieve these targets. This consistent approach means everyone is working towards the same goal.

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?

 If desired, parents can contact the class teacher or Senco to arrange a meeting anytime that is convenient for both parties. In addition, parents can ring the school and speak with staff at a convenient time.

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

To ensure effective communication between home and school is maintained we have used a range of strategies including; reward charts, behaviour books and home contact books. In addition, the parents can view our school website for updates and information.

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

Become very familiar with your child’s SAP targets and plan for opportunities at home to support them.

Follow recommendations from experienced staff and outside professionals. Try to attend all review meetings as often as you can.

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?

Often parents are encouraged to attend network/ parent support groups or training sessions. When received, the Senco forwards this information to designated parents.

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

Pupil questionnaires are given to all children to evaluate their own learning experiences. They are also invited to our termly SAP review meetings and all EHC/ Statement reviews.

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

When appropriate we invite SEN pupils to attend their own review/ annual review meetings. We feel that it is vital to hear pupil voice and encourage children to have every input into their own target setting, learning needs and evaluation of their own progress.

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?

All interventions are closely monitored and progress evaluated termly. All adults involved in each intervention are required to record a learning assessment, on each child, for each session.

Senco meets with class teachers and TA’s/ LSA’s every term to discuss the progress and effectiveness of each intervention.  Every class uploads a provision map onto our school network so all staff are aware of what additional support is being offered in each class. This has proved effective during transition processes.

Termly meetings with parents provide the opportunity to share provisions taking place and to communicate proposed provision.

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?

New programmes are implemented when a new learning need has been identified. Staff have training from a qualified professional to ensure the intervention is delivered suitably. We have a member of staff who is trained in administrating targeted support for those who may have emotional or social difficulties.

In addition, buddy systems and social groups are implemented to address particular areas of difficulty and to promote self-esteem and confidence.

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 keeping with our Christian foundation and the living out of Christian values upon which the school is founded our relationships are characterised by compassion, forgiveness and mutual respect.  Our approach to the management of behaviour reflects these values, and so each individual is given every opportunity to make responsible autonomous choices.

Our aim is that these principles, through education, modelling and promotion, are translated into deeply held values that children take with them into adult life, understanding individuals’ rights and responsibilities and the role of rules to support these. Strategies are implemented in the classroom and all staff are provide with information to ensure the strategies are consistent at all times. To support those individuals that find it difficult to conform can be supported from the Behaviour Support Team. This is not always needed but the BST supports us as a school to implement appropriate programmes.

Behaviour plans can be put in place and reviewed termly to ensure progress is being made. 

Regular communication between school and home is encouraged. Our head teacher is involved in setting up behaviour plans and is involved in reviewing each child’s progress. It is extremely important that parents play a vital role in making decisions.

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

When a child joins our school that requires medication staff are trained with how to administer this.

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

As and when a child arrives in school, staff are provided with training to ensure they are fully aware as to how to administer medication correctly. In addition, staff can be supported by outside agencies to ensure medical needs are addressed appropriately.

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

As and when a child arrives in school staff, are provided with training to ensure the best support is provided. In addition, staff can be supported by outside agencies to ensure all personal needs are addressed appropriately and with care.

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?

If a child arrives at our school and we require additional support or advice from outside professionals, we may contact one of the following;

 - Cognition and Learning Team

 - Behaviour support team

 - West Berkshire speech and language service.

 - Cypit services – occupational therapists, physiotherapists, speech and language therapists and dieticians.

 - Educational Psychologist service

 - Advisory teachers on visual impairments

 - Advisory teachers on physical disabilities.

 - Pre-school teacher counsellors

When involved with these agencies it is essential that parents and school work closely together.

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

Primarily speak to your class teacher as soon as possible. In addition, you can speak to your own GP for advice

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

School can make a referral for speech and language support. Parents must seek advice from their GP if they require any involvement from the other services.

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?

Speak to the class teacher or Senco immediately. In addition, you can speak to your GP for advice.

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

The school works strongly in partnership with our colleagues Children's social care, particularly in areas around safeguarding, where our two agencies cooperate regularly, sharing information, guidance and support.

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

West Berkshire training courses are attended by staff and TA’s once training needs have been identified. In addition to this, the school Senco can provide in house training where appropriate.

Other training opportunities can be run by; Preschool teacher counsellors, Behaviour support team or the Special Needs Support Team.

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

West Berkshire training courses are attended by staff and TA’s once training needs have been identified. In addition to this, the school Senco can provide in house training where appropriate.

Other training opportunities can be run by; Preschool teacher counsellors, Behaviour support team or the Cognition and Learning Team.

6.3: Do teachers have any specific qualifications in SEND?

 The school Senco has an accreditation in SEND.

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



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?

Detailed risk assessments are carried out. Inclusive trips are planned to ensure everyone can attend regardless of disability or need.

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

Parents are involved in this process to ensure they are in agreement with the chosen destinations and associated activities.

Support is provided and if required adjustments are made.

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

The school is all on one level. The doors have been fitted with sensors and locks to ensure easy accessibility.

As mentioned in our our school Equality Scheme we are devoted to addressing specific duties under the Disability Discrimination Act 2010.

In particular, we will comply with relevant legislation and implement school plans in relation to race equality, disability equality and gender equality.

Ensuring we address our specific duties under the Disability Discrimination Act 2005.

It forms part of our general Equality Scheme and also relates to our AccessibilityPlan.

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

A wireless sound reinforcement system has been put in place in our year 5 class to improve the ability of children - those with hearing difficulties and those without alike - to hear and therefore process received information efficiently.

8.3: Are there accessible changing and toilet facilities?

We have a disabled toilet which has adaptations to allow a child with physical disabilities to access this room independently.

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

Detailed risk assessments are carried out by staff to ensure an inclusive environment.

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

The school has an "open door" policy with respect to parents, and is willing to adapt its procedures in order to facilitate effective communication with parents and carers who have a disability.

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

We ensure that we communicate with parents whose first language is not English with patience and respect. When necessary we engage with the local authority resources e.g. translation services to improve the communication.

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?

Transition meetings can be arranged within school.  Collaboration between parents, school, outside agencies and the child themself are essential to ensure a smooth transition can be made.  A transition plan can be put into place, which may include additional visits and/ or occasionally a transition photograph booklet can be given to the child.

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

A transition plan may be put into place, including additional classroom visits. Staff are encouraged to meet with parents prior to the actual transition.

In addition, teachers and support staff meet from each class for a handover meeting whereby all information is passed on, including effective strategies.

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

Depending on the child’s needs, meetings between both schools can be arranged. If beneficial, additional visits to their new setting can be planned for.

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

Initially speak with the class teacher or Senco. Hand over all information as soon as possible so all staff can share this and become familiar with the child’s needs. Encourage parents to meet with new staff or head teacher to share any information.

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

Progress levels, professional reports, all IEP’s, observation notes, intervention reviews, statement paperwork if appropriate, annual review paperwork.

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?

Primarily speak to your class teacher as soon as possible

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

We have access to a family support worker and a pastoral support helper. These professionals are available to work and support parents/ carers when appropriate.

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

All information is sent to the school Senco and this is copied for all appropriate parents. Any information received in training sessions is also given out to parents.

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

As mentioned in our school's  'Complaints Policy'

As mentioned in our school's complaints policy our school's values are concerned with meeting the needs of pupils, parents and other stakeholders. The governing body believes that feedback is an important ingredient in self-eveluation and raising standards. All stakeholders should feel that ther concerns or complaints can be voiced and will be considered seriously.

The school welcomes feedback through letter, phone call, in person or via email. Parents' views are sought via written surveys at least annually.

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