St Finian's Catholic (VA) Primary School

Last updated: 10/01/2023

St. Finian’s Catholic Primary is a single form entry school set in the countryside on The Ridge in Cold Ash, West Berkshire. Our ethos is summed up by our School Mission Statement ‘With Christ at the centre, we journey together, to achieve our potential, and live life to the full.’ Our aim is that all children should achieve their potential, irrespective of ability, beliefs, special educational needs or disability. We strive to provide an education which enables children to become the best that God wants them to be, in a holistic manner which develops them as citizens of the world. For full details about Special Educational Needs and Disability (SEND), please see the school’s SEND policy.

Who to contact

Contact Position
School Administrator
01635 865925
St Finian's Catholic (VA) Primary School
Related Service
Energy Kidz at St Finians

Where to go

The Ridge
Cold Ash
RG18 9HU

The school also runs a breakfast club from 8.00am until 8.45am Monday to Friday and there is an external after school club provision from 3.30pm to 6pm Monday to Friday.

Other Details


Table of costs
Table of costs
AmountCost Type
£4.75 per session
£7 / £8.50 / £13.50 per session

Inclusion Information

Dietary Needs

Has Provision
Experience with

Childcare Information


Immediate vacancies
As at September 2022 we have places in the following year groups: Year R, 2, 3, 5 and 6
Date updated
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
3 7 8
0 8 9
6 9 10
2 10 11
2 6 7
2 4 5

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you registered to provide 30 Hours?

Waiting List

Do you have a waiting list?

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 15:20
Tuesday 08:00 15:20
Wednesday 08:00 15:20
Thursday 08:00 15:20
Friday 08:00 15:20

School Pickups

Offers pickups
St Finian's Catholic Vol Aided Primary School
For Breakfast Club

Local Offer


St. Finian’s Catholic Primary is a single form entry school set in the countryside on The Ridge in Cold Ash, West Berkshire. Our ethos is summed up by our School Mission Statement ‘With Christ at the centre, we journey together, to achieve our potential, and live life to the full.’ Our aim is that all children should achieve their potential, irrespective of ability, beliefs, special educational needs or disability. We strive to provide an education which enables children to become the best that God wants them to be, in a holistic manner which develops them as citizens of the world. For full details about Special Educational Needs and Disability (SEND), please see the school’s SEND policy.

Contact Name
Heather Ohanian
Contact Telephone
01635 865925
Contact Email
SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
Local Offer Age Bands
5 to 7
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?

Some children already have identified /diagnosed conditions and on transfer to the school, these are made clear so that staff are fully informed. The School’s SEND policy clearly states the procedure for identification of children with SEND. All colleagues within the school work closely together to monitor the progress and attainment of the children in all areas of school life, using formative and summative assessment methods. Should there be concerns regarding a child, in terms of lack of academic progress, having social, emotional or physical difficulties, then discussions are held between the class teacher and SENCO as to which assessment tools may be required to provide a better view of a child’s abilities / difficulties. Following this and implementation of a short term intervention programme, should there still be a cause for concern then outside agencies may be referred to for advice, support and further assessments. At all points in the process, parents are involved in the discussions and their input and feedback valued.

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

Parents’ concerns are taken seriously and the school aims to meet with them as soon as possible. The first step for parents would be to talk to the class teacher and / or SENCo to share their concerns. Class records for progress and attainment can be referred to, as can incident logs and behaviour records, to inform these discussions. Records of meetings with parents are kept and copies shared with parents for their own records. A ‘Record of Action’ file is also kept for a child with each meeting and action recorded as a cumulative record and for reference within 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 primary responsibility lies with the class teacher as they are responsible for a child’s education and provision. They are the first ‘port of call’ and are aware of the range of intervention programmes and resources within the school. They work in collaboration with the school’s SENCo to oversee provision and any targets which are set to promote a child’s progress.

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

In addition to the usual parents’ evenings and curriculum evenings, additional meetings are held with parents to discuss the provision for their child. Progress against targets is discussed and new targets set, including how parents can support this at home. Parental input on these discussions is vital, as targets may be set which relate to particular areas of concern to themselves. Should a child’s needs be such that they need support above and beyond that which is provided with the class, they have a SAP (support and achievement plan), and it is used to record targets and progress towards them, These are also shared, as appropriate, with the child themselves. Parents are given a copy of the SAP for their records.

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

It is important that all children are included and can access the curriculum with a balance of support and independent learning strategies. This is achieved by providing scaffolding for children with tasks, such that children can then continue themselves with minimal or no support. Resources are available and training in how to use them is given so that children can begin to provide their own support, for example learning to write a checklist on a whiteboard and tick of when they have completed each step. Teachers and teaching assistants work together and discuss a child’s progress and development, to ensure a consistent approach in the classroom and prevent a child becoming over dependent on adult support.

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

Following the legal requirements of the National Curriculum for the content of the school curriculum, all teachers use the ‘assess, plan, do, review’ cycle to first assess what a child knows; then plan appropriate lessons to provide opportunities for them to move on to the next step in their learning; finally assessing again as to whether they have moved on or may need further consolidation to secure that skill. Where a child has a more personalised need due to SEND, additional differentiation may be used as appropriate to ensure that any activities/tasks are fully accessible and promote that child’s learning. Home Learning is also included within this remit and additional differentiation may be provided as appropriate.


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?

We have a ‘whole school’ approach to supporting children at St. Finian’s. Our prime aim is to ensure that the appropriate teaching strategies are used to enable children to learn best, such that they can access the curriculum and achieve their potential. The first step is to always ensure that all staff have received the appropriate training to best support a particular learning difficulty. (This may be provided by outside agencies or be ‘in house’ training). This whole school ethos provides a consistent approach towards a child and supporting their particular needs. Our school behaviour policy also states how children are to be generally supported by all staff and visitors to the school. As stated before, personalised provision is provided by the class teacher within the classroom and additional resources are procured as appropriate. Advice and recommendations from outside agencies is also referred to and used.


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

The school provides additional support from teaching assistants both within the classroom and through intervention programmes. These programmes are designed to support children in a group or individual situation, chosen as appropriate to best support that child/children with SEND. Programmes are in place which support children in all areas of school life: academic (reading, spelling, writing, Maths), physical, social skills, communication, behavioural and emotional needs.

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
Emotional Literacy Support One to one
Emotional Literacy Support Small group
2.8: What resources and equipment does the school provide for children with SEND?

The resources and equipment provided by the school reflect the needs of the pupils within the school to date and are used to ensure that the school provides an inclusive education for children, including those with SEND. Should additional needs be identified, then advice from outside agencies is used to identify what is needed and items procured as necessary.

Resources currently include:

  • equipment to support gross motor skill development;
  • resources for developing fine motor skills
  • class visual timetables
  • organisational prompts
  • additional table top whiteboards
  • coloured overlays
  • alternative recording methods such as voice recorders
  • adapted environments
  • sensory equipment e.g. wobble cushions, ear defenders
2.9: What special arrangements can be made for my child when taking examinations?

Reference is made to the Government’s ‘Assessment and Reporting Arrangements’ as to the additional time allowed for children with SEND and strategies which can be used to support children taking KS2 SATs. These include:

  • movement breaks, 4
  • working in a separate space to maintain focus,
  • large print text,
  • coloured overlays
  • use of an amanuensis (scribe)
  • use of a ‘reader’ to read the test to the child


Many of these strategies are also used for the KS1 SATs and optional tests carried out in school.





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

As mentioned previously, class teachers are continuously assessing children’s progress within the classroom, using a range of assessment strategies, including feedback from support staff and the children themselves. Records are kept of progress and used to plan further support or next steps as appropriate. When working in small groups or in a one to one situation, adults work towards specific targets and records are kept about progress towards these. Regular liaison occurs between the class teacher and staff leading these groups, to ensure good communication and understanding of how a child is progressing. Our aim is that there is a dialogue between the school and parents regarding progress, often discussed at termly reviews, but additional meetings can be held as appropriate. Parents’ feedback about progress seen at home is also welcomed. As with all children, progress is monitored against National Curriculum requirements, as appropriate, and noted on a child’s records for their NC levels. Across the whole school, class teachers create a summative view of a child’s progress at various times during the year, looking at attainment and amount of progress seen. These figures are used when reporting termly to the Head Teacher in Pupil Progress Meetings. In this, children’s progress is discussed and compared to expected progress and to their personalised targets. The school’s SENCo also looks at the progress of children with SEND during the year and over a year by year basis.

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

In the termly SAP reviews, new targets are discussed with parents and set at the meeting. If these are academic targets, it is usually expected that the class teacher leads these discussions using their knowledge of NC levels and the areas that child needs to address. Targets can be generated by specialised assessments, such as Speech and Language, or Occupational Therapy, and the steps needed to follow are within these and parents can feed back as to which they feel would be the most beneficial for progress at home as well as in school. Children are involved, as appropriate, in discussions of their progress and setting of new targets. Copies of the notes of the meeting with parents’ in addition to the SAP itself are sent home for parents’ records.

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?

The class teacher is responsible for discussions about progress with parents, having liaised with additional adults supporting the child and, if necessary, having consulted the SENCo. SAPs are reviewed termly; teachers may wish to discuss progress earlier than that, should they feel the need and parents are always welcome to make an appointment to speak to the class teacher at other times if they wish to. Email contact is also available via the school office, or a teacher can make a phone call to address a question, teaching responsibilities notwithstanding. If a child has an Education Health Care Plan, there is an Annual Review whereby all agencies involved with the child’s needs meet with the parents and school. Before the meeting, reports are collated from all stakeholders, including the child, and this is used to discuss progress against the targets set in the plan. New targets are then set for the following year and will be used on further SAPs.

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

Should a child have SEND, the aim is to have personalised contact with parents as this best supports the whole family. In addition to the meetings mentioned, there may be informal chats ‘at the door’ to share good news about progress (as with other children in the class) or a Home School Diary used to about school and home. This diary is used by school and parents and goes with the child each day, for recording aspects of a child’s day and imparting important information. It can be particularly helpful for liaison when events occur which can influence a child’s ability to focus or cope with change, for example one parent having to go away on business. The weekly Home Learning schedules also have a parent feedback section for parents to record their comments about that week’s tasks and how they felt their child succeeded. Teachers respond, providing feedback in turn.

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

At the start of the school year, there is a Curriculum Evening where parents are given an overview of the whole year and are given guidance about how they can generally support their children. There is also time for them to meet with their child’s class teacher. Each term a curriculum leaflet explains what will be covered in each area of learning and what the children will be doing with various additional activities. These both provide opportunities for parents to prepare a child for what they will be doing over the year, providing a ‘structure’ to the school year. It also allows for ‘pre-learning’ where learning can be discussed in advance of what is learnt in school. Home Learning schedules provide information about what is being learned and skills based tasks are set to support children with their learning. Should additional differentiation be needed for a child with SEND, this can be given by teachers or parents in terms of altering the parameters of the task. Should there be any particular issues; parents are welcome to contact the class teacher to discuss it. These aspects are in addition to the SAP reviews where suggestions can be made for supporting children at home with addressing their targets. Often supporting a child’s learning doesn’t involve spending money on resources or workbooks, but using everyday household resources to set the context for learning. An example would be to do cookery to develop reading skills (finding the recipe in the book, reading it together); maths skills (weighing); science (changes invoked, which are liquids which melt); DT (design a box to hold the cupcake); fine motor skills (holding the bowl and stirring).

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?

During the year, the school holds general workshops for all parents in supporting their children, for example reading, maths, learning skills. In addition to this, advice from assessments and reports is used by the class teacher to suggest ways to support a child at home. The SENCo is also consulted for additional support, as appropriate. Parents may also be sent SEND newsletters for parents or be signposted to local training events or organisations which can offer support and advice, for example the Children’s Centre in Thatcham.

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

As part of the school’s learning culture, all children are daily asked to reflect on their learning and progress against targets in lessons. This is facilitated by adults in the classroom and is undertaken at an age/stage appropriate level for the children. For a child with SEND, additional discussions are held regarding their progress against any additional targets set on the SAP. This can often be verbal feedback, but for Annual Reviews children will record their views about progress and what they would like to learn next. They also include examples of their work to show the progress they have made.

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?

In addition to strategies mentioned previously for assessing progress of children, and hence the effectiveness of provision, the SENCo meets regularly with the senior leadership team to review SEN provision within the school. Information from progress reports, observations by the SENCo, meetings with teachers, and feedback from any review meetings is used to inform these discussions. In addition, the SENCo reports annually to the Governing body.



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 school ethos and Catholic dimension actively promote the holistic approach to a child’s development, no matter what their age/stage/ability/status. Additionally, all staff work within the school’s Behaviour Policy and Anti-Bullying Policy to support children appropriately. Should additional measures or adjustments be needed to support a child with SEND then these are used as appropriate. Staff also undergo training in behaviour management strategies to support them in their roles. The class teachers also teach children about ‘emotional literacy’ and differentiation within these lessons supports children with SEND. Recommendations from outside agencies are also used to inform teaching in class, in a group or one to one basis. Should a child need further additional support, there are programmes in school to address these needs, delivered either in group or one to one situations, by the school’s trained Emotional Literacy Support Assistant (ELSA). Parents are involved in discussions about these interventions and their feedback is welcomed about successes at home as well.


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?

Reasonable adjustments are made in the application of the Behaviour Discipline and Exclusion policy or children finding it difficult to conform to normal behavioural expectations. Special educational provision is made for children with behaviour related difficulties. The school identifies children at risk and monitors all aspects of their school experience modifying plans accordingly. Essential information relating to the consistent management of pupil information is recorded in the teachers planning files and available to those involved in working with the individual. The SENCo ensures that all vulnerable pupils have a key person in school that knows them well and can act as a reference point for staff when they are unsure about how to apply the disciplinary framework. Following discussions with parents, children and class teachers, ‘Behaviour charts’ are used in the first instance to support a child to address a particular behavioural expectation. These motivate children to succeed as they earn a reward for managing their behaviour appropriately. The School’s Emotional Literacy Support Assistant (ELSA) is utilised to work in a one to one situation to help the child understand the expectations and what they can be doing to help themselves. Should further support or assessment be needed, then this is sought from outside agencies such as the Behaviour Intervention Team. Parents are involved at every stage and steps taken at home and school to ensure a consistent approach for the child. Strategies such as ‘time out’ can be used whereby a child can withdraw to a ‘safe space’ to calm down and consider how to manage their behaviour, with adult support as appropriate.

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

Pupils at school with medical conditions are supported so that they have full access to education, including school trips and physical education. Supporting a child with a medical condition during school hours is not the sole responsibility of one person. Partnership working between school staff, healthcare professionals, and parents and pupils will be critical. There are six first aid qualified staff on site with the main medical support managed from the school office. Pupils with serious medical conditions, such as severe allergies, are included on a list which is displayed in the Staff Room, Medical Room and the kitchen (in-line with new GDPR regulations). This list is maintained by the school secretary.

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

Following the school’s procedures for administration of medicines, medication is kept in one of two places depending on the type. Asthma inhalers are kept in the classroom, or taken with the child when leaving the school grounds, and children administer these themselves. A record is kept of this in an individual log book for that child and the parent informed at the end of the day. Epipens and other medications which need to be given to a child are kept in the medical room, refrigerated if necessary. Administration is carried out by the Office Staff who log any medication given. Parents are required to sign a form stating permission for administration and the dose required. They are also responsible for ensuring that the school has in date medicines for their child. Ibuprofen is not administered by school staff.

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

Should the need arise, staff would follow the Local Authority guidance and provide training and support for the child as appropriate, in full consultation with the parents.

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?

The school accesses support from:

  • Cognition and Learning Team (CALT)
  • Specialist Inclusion Support Service (SISS) – provided by our special schools
  • Occupational Therapy
  • Autistic Spectrum Disorder Service
  • Children and Adolescent Mental Health Services (CAMHS)
  • Behaviour Intervention Team (BIT)
  • Emotional Health Academy
  • Sensory Consortium
  • Looked After Child Team
  • Family Support Worker
  • Speech and Language Service
  • Ethnic Minorities and Traveller Achievement Service (EMTAS)


Should a child arrive at school with needs that require access to additional services, then action would be taken as appropriate.

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

Parents should contact the class teacher and discuss their concerns. The SENCo is also consulted and may be involved in meetings with parents at this stage. Should further in-school assessments be needed, these can be carried out and used to inform decisions regarding a child reaching criteria for assessment. Parents are involved at all stages of this process.

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

Occupational Therapy

All children in the West of Berkshire who have an EHCP can be referred to the BHFT Occupational Therapy service via the SPE. They do not need a GP referral. We will also usually see children who are going through the statutory process or are very likely to have OT recommendations as part of their statutory plan. We will ask the GP and Paediatrician for information before they are offered an appointment. If in doubt, contact the SPE for advice before you make the referral. Children who DO NOT have an EHCP should be referred to the Occupational Therapy service that is part of the RBH service and based at The Dingley Child Development Centre in Reading. They currently require a GP/medical referral. This is not a BHFT service.


Children in the West Berkshire LA area, with neurodevelopmental difficulties ( for example cerebral palsy) can be referred to physiotherapy via the Single Point of Access. A GP referral is not required, but we will ask the GP and /or paediatrician for any relevant medical information prior to an appointment being offered. This ensures that any medical issues that may be having an effect on the child’s development can be investigated prior to Physiotherapy involvement. We do not accept referrals for children with musculoskeletal issues/joint pain/fractures/following acute injury. Again if in doubt, please contact the SPE before making a referral.

Speech and Language

Children who are of pre-school age (birth to end of nursery) will be able to access the Speech and Language Therapy Service by either calling the Berkshire Healthcare Health Hub on 0844 406 0979 or by attending a local drop in clinic. Drop in clinics will be advertised widely and run frequently at local Children’s Centres. They will provide an opportunity for family and carers to discuss their hopes and concerns for their child and for a brief assessment of the child’s speech, language and communication skills by a speech and language therapist. If it is agreed that speech and language intervention is needed then they will be offered the appropriate support. This will vary according to the child and families’ individual needs and may include parent workshops, group and/or one-to-one intervention, nursery visits and sessions to demonstrate strategies to carers. Children who are of school age (reception class or above) will be able to access speech and language therapy within their school. They will no longer need to attend appointments at community clinics. Each school will have a named speech and language therapist, who will be able to provide a flexible, integrated and holistic service to the school. The therapist will take in to account the learning environments of the children and provide targeted advice and strategies to teaching staff to support the development of speech, language and communication within the school. The speech and language therapist will work alongside school staff to use a range of approaches within the school, which may involve discussion with school and family, assessment, training and demonstration, advice, direct therapy and/or joint target setting. All of these changes support the SEND Reforms in that they enable the wider workforce to support children with special educational needs at every level; resulting in an equitable, accessible and empowering service which allows every child to achieve their full potential. All referrals, to any of the services, require parental consent. The CYPIT Toolkit information (which is available online) is open to everyone.

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?

Parents should contact the class teacher and discuss their concerns. The SENCo is also consulted and may be involved in meetings with parents at this stage. Referrals to particular agencies can be facilitated, see above. Parents are also able to speak with their GP about concerns and referrals made by the GP.

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

In line with local procedures, the school is able to access local Social care services and discuss concerns / needs that may arise and advice sought.

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

When joining the school, all staff undergo an induction process which includes accessing the staff handbook and briefing from the outgoing teacher/SENCo regarding needs specific to their class at that time. Staff read the relevant policies and ensure they are aware of the need to take positive action and make reasonable adjustments for a child with SEND. Further training is offered in house during the year in staff meetings; teachers are also encouraged to look at emerging needs of children in their class and identify further training needs. Local Authority staff and external trainers are used to deliver training, which can be aimed at the whole school to enable consistency of approach, if appropriate. Following training, staff are encouraged to disseminate their skills to others within the school to share expertise, as well as evaluating the impact of their training.

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

As with teachers, teaching assistants are offered the opportunity for further training to best equip them to fulfil their roles in school. Refresher training is provided by Local Authority staff or the SENCo to ensure that skills are maintained and children with SEND are supported appropriately.


6.3: Do teachers have any specific qualifications in SEND?

The SENCo holds the mandatory National SENCO Award.

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?

Positive action is taken to ensure children with SEND are included in out of school activities and trips. Initially, Risk Assessments and pre visits (as appropriate) are used to identify any possible issues and steps taken to address these. These may take the form of additional adult support to assist a child, adjusting a route on a trip, providing opportunities for rest breaks, or ensuring that all medicines are with that particular child to make sure they are readily available should they be needed. All adults on a trip or providing an after school club are briefed as to the needs of particular children and how best to support them, remembering the school Behaviour Policy. Liaison with parents is also important to identify any issues which may arise and to provide best support for that child. It is not obligatory for the parent to attend the trip or club for their child to attend.


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

Parents are informed about school trips and activities through the usual school channels, such as parent mail, newsletters or specific trip letters. Should a parent feel there may be an issue then they are encouraged to talk to the class teacher about this as their input is valued. Should specific medication be needed for a trip, then parents are expected to supply this, for example dual Epipens, so that the school supplies are still available for that child.

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

The building is a new build which was completed in 2011. The whole site is fully accessible with a disability bay also included in the car park. The building is on one level and all doors are the recommended width to accommodate wheelchair users.

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

As explained above, the building is a new build and as such is fully compliant in all areas. There is a loop aid system installed also. All classrooms have large interactive whiteboards used for day-to-day teaching. Headphones are provided for children who require them when using the ICT equipment. Ear defenders are also provided for children who have heightened sensitivity to sound.

8.3: Are there accessible changing and toilet facilities?

There are readily accessible toilet facilities next to each of the classrooms in Years 1-6 and within the classroom environment for Reception class. In addition there are 3 ‘disabled’ toilets, one at each end of the school (one next to the community room, one adjacent to the school hall and one next to the Year 6 classroom). Both of these toilets have larger space available for changing and there is a shower facility in the toilet next to the community room. All of these are reached along the ‘flat’ and no ramps or steps are needed.


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

The school was designed and built with access in mind. There are ramps to the playground areas as well as steps; all classrooms and other rooms are on the same level; room labels are larger sized and include braille for children with visual impairment; there is a hearing loop in the school hall; classrooms have acoustic softening panels to reduce noise; corridors are sufficiently wide to allow free movement around the school and are kept clear; teachers are expected to maintain classrooms with free access in and out; seating arrangements are considered such that children are best placed in the classroom for their learning, for example if a child has a hearing impairment, they would sit to one side so the teacher is always seen without the child having to move their head.

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

Positive action would be taken. Opportunities would be offered for parent meetings at a convenient time, with the appropriate facilities/surroundings to best support good communication. Parents would be consulted as to which would be best for them.

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

As before, opportunities would be offered for parent meetings in addition to the usual meetings, to allow discussion of any issues and clarification as needed. Translators may be used to assist dialogue.

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?

Typical transition arrangements include discussions with parents in advance such that the school is aware of the needs of the child and can ensure that the appropriate support/resources are available. If a child is transferring from another school/placement, then information is sought about the child before they arrive, wherever possible. Additional staff deployment and /or training will be sought, as appropriate. Visits to the school and classroom in particular allow parents and the child to learn about the school and meet the staff and children in their new class. The school’s SENCo is also involved in the dialogue about support. Arrangements are personalised to meet the specific needs of a child with SEND, for example creating a ‘transition book’ with information about their new school/class to read before they join.

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

Generally, the school has been designed to promote smooth transition to the next class, the décor and classroom layouts are very similar which provides a sense of familiarity. In addition, the positioning of the classrooms is designed to provide transition up the school, without highlighting the changes in key stage. For example, Reception and Year 1 share an outside learning environment and resources. During the school year, there are opportunities for children to access other classrooms and facilities to ensure they are familiar with the whole school and not just their own classroom. Whole school activities such as ‘Carnival’ before Lent allow children free access across the whole school and promote familiarity and confidence. More specifically, prior to the end of the Summer Term the class move up for a session with their new teacher, in their new classroom. This is an opportunity for children to meet the teacher, spend time getting to know the teacher and learn together. Support is given as appropriate on that occasion and a transition book can be produced with information about the new class/environment. Should additional opportunities be needed to visit the classroom/teacher, then this can be done. Parents are encouraged to speak to the new class teacher and discuss their child’s needs.

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

In a similar way to strategies used for transition to a new class/stage in school, children are prepared with pre visits and a transition book, if appropriate. A positive view is taken of the move and children encouraged to look at their strengths and what they are looking forward to in their new school.

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

Parents are encouraged to visit the new school and discuss their child’s needs with the Head teacher and SENCo. The current class teacher will contact the new teacher or SENCo, as appropriate, and discuss the child’s needs. On transfer to the new school, all appropriate information regarding any SEND needs is passed over to the new school, as with other school data about that child. In particular, any strategies which are successful in supporting that child are shared. Any learning support assistant working specifically with that child does not transfer to the new school, as they are employed by St. Finian’s. The next school would be expected to deploy the support themselves.

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

Details of a child’s status on the SEND register and the reasons for this are provided as are the agencies involved with supporting the child. In addition a child’s school data folder will also include all records of SEND kept in school, for example copies of reports and recommendations and SAPs detailing targets and progress towards them.

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 class teacher is always the first point of contact. Should they need to consult the SENCo or other colleagues then they will do so. If the class teacher is unavailable and the parent feels it is highly urgent that they need to speak to someone, then they are encouraged to contact the school office who will ensure the class teacher calls as soon as possible.

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’s aim is to point parents in the right direction to get help which is appropriate for their needs. In liaison with the SENCo, the class teacher can suggest how to seek help at a local level via Children’s Centres and organisations such as branches of MENCAP or the Berkshire Autistic Society. The West Berkshire Parent Partnership Service is also signposted as an organisation which can provide parents and carers free, confidential and impartial information and advice about their child’s SEND.

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

In addition to the opportunities for feedback at any meetings between parents and teachers or use of the Home School diary for recording comments, the school has an ‘open door’ policy whereby parents can contact the class teacher to discuss provision for their child. This assists with evaluating SEND provision within the school and ensuring best support for a child. In line with the Complaints Policy, the school takes seriously any concerns and complaints from a parent. It is essential that discussion with the school takes place at the earliest possible opportunity so that issues can be dealt with before they become too difficult.

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