Kennet Valley Primary School

Coronavirus status: OPEN

We are a one form entry Primary School on the outskirts of Reading, smaller than average.

Who to contact

0118 941 4410
Kennet Valley Primary School

Where to go

Kennet Valley Primary School
Carters Rise
RG31 7YT

Inclusion Information

Dietary Needs

Has Provision

Childcare Information


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

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

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Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8:45 15:20
Tuesday 8:45 15:20
Wednesday 8:45 15:20
Thursday 8:45 15:20
Friday 8:45 15:20

School Pickups

Offers pickups

Local Offer


Special Educational Needs and Disability Policy, SEND Information Report and Local Offer

At Kennet Valley Primary School we endeavour to achieve maximum inclusion of all our pupils whilst meeting their individual requirements, including those with special educational needs. Special educational needs may be an explanation for delayed or slower progress and we make every effort to narrow the gap in attainment between these vulnerable learners and their peers.  Therefore, we require teachers to deliver differentiated learning opportunities for all pupils within the school and to provide materials and activities appropriate to their interests and abilities.

Across the school, we focus on individual progress as the main indicator of success. We seek to distinguish between underachievement and special educational needs.  Some pupils may be underachieving but will not necessarily have a special educational need and it is our responsibility to identify this quickly and ensure that appropriate interventions are put in place to help these pupils ‘catch up’. Other pupils will genuinely have special educational needs and this may lead to lower attainment.  Again, it is our responsibility to ensure that these pupils have the best opportunity to achieve well and make progress in line with their peers. In the best case, these children will make accelerated progress so that the gap in learning between them and their peers lessens or closes. The accurate assessment of need and carefully planned programmes, which address the root causes of any learning difficulty, are essential ingredients of success for these pupils.

Aims and Objectives of the Policy

The aims of our SEND policy and practices are:

  • To maintain high expectations and secure high levels of achievement for all pupils.
  • To ensure that all pupils have access to a broad and balanced curriculum, delivered, in the first instance, through Quality First Teaching.
  • To ensure the identification of all pupils with special educational needs at the earliest opportunity.
  • To meet the needs of individual pupils through appropriately differentiated activities and a wide range of provision, including appropriate intervention and support.
  • To ensure that parents of pupils with special educational needs are involved and kept informed of their child’s attainment and progress.
  • To carefully map provision for all vulnerable learners to ensure that staffing deployment, resource allocation and the choice of intervention leads to good learning outcomes.
  • To ensure sound levels of staff expertise to meet pupil need, through targeted continuing professional development.
  • To work in cooperative and productive partnership with the Local Authority and other agencies and provide a multi-professional approach to meeting the needs of vulnerable learners.
  • To ‘promote pupils’ self-esteem and emotional well-being and help them to form and maintain worthwhile relationships based on respect for themselves and others’. (National Curriculum, 2014).
  • To attain high levels of satisfaction and participation from pupils, parents and carers and ensure all our pupils take as full a part in school life as possible.

The Head teacher and the governing body have overall responsibility for the ongoing implementation of the SEND Policy. The SENDCo (Special Educational Needs and Disabilities Co-ordinator) is responsible for reporting regularly to the Head teacher and the governor with responsibility for Special Educational Needs and Disabilities on the ongoing effectiveness of the policy.

All staff in school have a responsibility for maximising the achievement and opportunities for all our vulnerable learners – specifically, all teachers are teachers of pupils with special educational needs or disabilities. Staff are aware of their responsibilities towards all vulnerable learners and a positive and sensitive attitude is shown towards all pupils at all times.

Types of Special Educational Needs 

As an inclusive school we do not seek to closely define the special educational needs for which we will make provision.  Where funding, resources and availability of expertise has allowed we provide for a wide range of different needs. These may include pupils with:

  • Learning Difficulties
  • Speech, Language and Communication Difficulties
  • Autistic Spectrum Conditions
  • Hearing or Visual Impairment
  • Social (Behavioural) and Emotional Needs.

In admitting pupils with special educational needs we would expect to have informative discussions with the pupil’s family and the local authority to ascertain the suitability of our provision.  We recognise that, initially, it is the responsibility of the school to make provision for a pupil with special educational needs through the school’s devolved SEND budget.  Thereafter, we are aware of the process of applying for High Needs Funding if the pupil’s and the school’s needs make that a necessity. As a mainstream school, it would clearly be difficult for us to make provision for pupils whose needs are significant, severe or profound – to the extent that it could be argued that they would be most appropriately taught elsewhere.  However, we do not rule this out and make a careful assessment of the needs of each pupil in constructive conversation with parents, carers and other agencies.

Roles and Responsibilities

Head Teacher, Senior Leadership Team and SENDCo

  • Provide strategic direction and development of Special Educational Needs provision in school.
  • Support the continuing professional development (CPD) of staff.
  • Ensure Quality First Teaching is delivered with appropriate differentiation.
  • Ensure interventions are evidenced-based, appropriate and effective.
  • Maintain strong partnership with parents and carers.
  • Provide support for the SENDCo in monitoring and evaluating the impact of special educational needs provision


In line with the recommendations in the SEND Code of Practice 2014, the SENDCo will oversee the day- to-day operation of this policy in the following ways:

  • Identifying on the whole school provision map for vulnerable learners  a register of pupils with special educational needs, those in receipt of additional SEND support from the schools devolved budget, those in receipt of High-Needs funding and those with Education Health Care Plans.
  • Co-ordinating provision for children with special educational needs.
  • Working closely with and advising teachers.
  • Overseeing the records on all children with Special Educational Needs and Disabilities.
  • Contributing to the in-service training of staff.
  • Implementing a programme of Annual Reviews for all pupils with an EHCP of special educational need and complying with requests from an Education Health and Care Plan Coordinator to participate in a review.
  • In conjunction with the Head teacher carrying out referral procedures to the Local Authority to request High Needs funding and/or an Education Health and Care Plan when it is suspected, on strong evidence arising from previous intervention (additional SEND support from devolved budget), that a pupil may have a special educational need which will require significant additional support.
  • Overseeing the smooth running of transition arrangements and transfer of information for Year 6 pupils with special educational needs.
  • Monitoring the school’s system for ensuring that Support and Achievement Plans are written, implemented, monitored and evaluated for impact.
  • Evaluating regularly the impact and effectiveness of all additional interventions pupils with special educational needs.
  • Liaising with each teacher to review and revise learning objectives for SEND pupils in their classes.
  • In conjunction with class teachers, liaising and consulting sensitively with parents and families of pupils on the SEND register, keeping them informed of progress and listening to their views.
  • Attending area SENDCO network meetings and training as appropriate.
  • Liaising with the school’s SEND Governor, keeping him/her informed of current issues regarding provision for vulnerable learners, including those with Special Educational Needs (nationally, locally and within school).
  • Liaising closely with a range of outside agencies to support vulnerable learners.


  • Liaising with the SENDCo and Head teacher to agree:

-        which pupils in the class are vulnerable learners

-        which pupils are underachieving and need to have interventions put in place

-        which pupils require additional support programmes because of a special educational need

  • Securing good provision and good outcomes for all groups of vulnerable learners by:

-        planning, teaching and monitoring the attainment and progress of all pupils.

-        providing differentiated teaching and learning opportunities and scaffolding work

-        ensuring there is adequate opportunity for pupils with special educational needs to work on agreed targets which are genuinely “additional to” or “different from” those normally provided as part of the differentiated curriculum

-        ensuring effective deployment of resources – including teaching assistant support - to maximise outcomes for all groups of vulnerable learners.

  • Closely monitor the progress of all pupils with identified special educational needs.
  • Evaluate the impact of class teaching, differentiated work and other provision, including targeted interventions.
  • Have a commitment to continuing professional development in SEND.
  • Liaise with other staff, including Learning Support Assistants and outside agencies.

Learning Support Assistants

  • Be appropriately trained with a good knowledge of special educational needs.
  • Have a commitment to continuing professional development in SEND.
  • Focus support for pupils with special educational needs.
  • Provide planned and targeted support for learning and development in class.
  • Deliver evidence-based interventions.
  • Liaise with other staff to maximize support for SEND pupils.

SEND Governor

  • Meet regularly with the SENDCo.
  • Raise awareness of SEND within the Governing Body.
  • Contribute to the review of SEND Information Report.
  • Have knowledge of the SEND processes within school regarding funding, identification of pupils with special educational needs, monitoring the progress and attainment of pupils with special educational needs.
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?

At Kennet Valley Primary School, pupils with special educational needs are identified in a holistic way. Firstly, all documentation and information from receiving schools and Early Years Providers is scrutinised for evidence of any pre-existing special educational needs, for example, SLCN (Speech, Language and Communication Needs). This information is shared with the SENDCo, Karen Malcolm and the class teacher to ensure that appropriate provision is put in place when the child is admitted. Once pupils are attending the school the identification of their needs and provision can be considered as falling under four broad areas, stated below. However, we are constantly mindful that children’s needs can be complex and cover more than one of the four areas of need identified in the Code of Practice:

  1. 1.     Cognition and Learning
  • Characterised by difficulties in learning, meaning that some children learn at a slower rate than their peers, even with appropriate differentiation.
  • Finding learning significantly more difficult than other children of their age
  • Specific difficulties such as Dyslexia.
  1. 2.     Communication and Interaction
  • Characterised by difficulties in understanding the language that other people have used when speaking to them (receptive language)
  • Difficulties in using appropriate language to communication with others (expressive language).
  • Autistic Spectrum Conditions.
  1. 3.     Social, Emotional and Mental Health Difficulties
  • Characterised by children whose special educational needs may have had an impact on their behaviour and/or well-being in school.
  • Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
  1. 4.     Sensory and/or Physical Needs
  • Includes pupils who are visually impaired (VI), hearing impaired (HI) or with multi-sensory impairment (MSI).
  • Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. 

We place great importance on identifying SEND early so that we can help children as soon as possible. The identification of children who are having difficulty with their learning is done in the first instance by class teachers. Teachers are responsible for providing Quality First Teaching which is differentiated to meet the needs of all learners. The SENDCo may strategically support colleagues, but the fundamental responsibility (including the effective deployment of support staff) rests with class teachers.  As the revised Qualified Teacher Standards implies: ‘Every teacher is a teacher of SEND’.

Children’s needs should be identified and met as early as possible through:

  • Liaison with parents and carers.
  • Information from previous schools.
  • Liaison with feeder nurseries on transfer.
  • Classroom-based assessment and monitoring arrangements.
  • Tracking individual children’s progress over time.
  • The analysis of data, including the use of the school’s electronic progress tracking system.
  • Undertaking, when necessary, a more in depth individual assessment - this may include a range of commercially available assessments, carefully chosen to deliver appropriate, useful information on a pupil’s needs.

If a child’s learning needs cannot be met through quality-first-teaching they may require an intervention. Children are usually identified for an intervention as a result of discussions between the class teacher and a member of school’s Senior Leadership Team at the termly Pupils’ Progress Meetings. Once identified the choice of an appropriate intervention may include further discussion with the SENDCo. Children receiving an intervention (for example a Catch-Up programme) are not necessarily SEND and will not appear on the SEND register. However, there is a degree of overlap and sometimes a pupil with special needs will also benefit from an intervention. Progress with the intervention is monitored by the class teacher and overseen a member of the Senior Leadership Team. If after an agreed period of time, a pupil has not made expected progress, then further specialised interventions will be considered and may include advice from external professionals sought by the school.

Under-achieving pupils will not be placed on the register of pupils being offered additional SEND support (but their progress will be closely monitored). Interventions for pupils on the SEND register will be identified and tracked by the SENDCo, in conjunction with the Head teacher.

It may be decided that a very small number (but not all) of the pupils on the SEND register will require additional High Needs funding, for which an application needs to be made to the Local Authority, to ensure their underlying special educational need is being addressed.

At Kennet Valley a child on the SEN register, in receipt of an intervention will have a Support and Achievement Plan. These plans will be agreed with the pupil and parents and reviewed termly. The Support and Achievement Plan details the whole package of SEND support that is available for any pupil on the SEND register.

Support and Achievement Plans will be time limited. They are designed to record, track and monitor the effectiveness of SEND provisions for individual children. They are intended to work as a tool for staff to assess the impact of the interventions that have been put in place and give regular (termly) opportunities to change, increase or otherwise alter the provision to ensure that children have the right level of support to make the expected levels of progress.

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

At Kennet Valley Primary School we work hard to develop a strong partnership with parents and carers. The school recognises that parents and carers have a unique insight to and overview of their child’s abilities, strengths and needs and how best to support them. The sharing of this information is critical to success in supporting the child’s learning and development at school.

If parents or carers are concerned that their child may have special educational needs they should first discuss their concerns with the class teacher. If the concern persists, the class teacher will arrange a meeting with the school’s Special Educational Needs Coordinator (SENDCo).

In the event that your child has confirmed special educational needs, the SENDCo will devise a plan of action, including the involvement of outside agencies where this is required.


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?

If my child is identified as having SEND, who will oversee and plan their education programme?

Class teachers hold the responsibility for overseeing and planning the learning and development programme for all the pupils in their class. In this they are supported by the SENDCo, who may deem it appropriate to liaise with other agencies where required.

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

At Kennet Valley Primary School we believe it is very important for parents and carers to be involved in all areas of their child’s learning and we actively encourage discussions. We believe, where appropriate, that it is essential to understand your child’s views on any difficulties they may experience with their learning.

You will be able to share your views and discuss your child’s progress at regular meetings with the class teacher and others.

If your child has an identified special educational need you will be invited to a termly meeting with the class teacher to review the support plan, current progress, strategies being used and expected outcomes. The first meeting in the academic year will be early in the autumn term to jointly plan a Support and Achievement Plan for your child.

If your child has an Education, Health and Care plan (EHCP) you and your child will be able to share your views at the Annual Review.

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

At Kennet Valley Primary School we are spending a great deal of assembly and classroom time helping pupils develop good Behaviours for Learning.

A key element of this strategy is encouraging them through frequent opportunities to develop independent learning skills.

For most pupils these skills are acquired as a matter of course and with increasing confidence and competence as they move through the school. For some pupils, it takes much longer, so we adopt a flexible and sensitive approach, adapting support according to the way in which their individual needs evolve.

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

At Kennet Valley Primary School we believe that your child’s learning needs will first be met through the quality first teaching delivered by his or her class teacher.

We carefully plan our curriculum to match the age, ability and needs of all pupils.

The class teacher will adapt lesson planning and teaching to match your child’s special educational needs and/or disability.

It may be appropriate to adopt different strategies or resources and adapt outcomes to meet your child’s learning needs.

Additional specialist advice is sought when appropriate and, when necessary, accessibility aids and technology may be used to support your child’s learning.

The school receives external support to plan for individual pupils’ needs to enable them to access the curriculum.

Kennet Valley Primary School regularly reviews its Accessibility Plan to ensure that all pupils have the fullest access to the curriculum and the school site as possible.

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?

This really depends upon the nature of your child’s needs and difficulties with learning. But our education provisions will match the needs of the four broad areas of need as defined in the SEND Code of Practice 2014;

  • Communication and interaction
  • Cognition and Learning
  • Social, emotional and mental health
  • Sensory and/or physical needs.

At Kennet Valley Primary School we follow a graduated approach to supporting a child’s learning-

This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes.

Specific targeted one to one or small group interventions may be run outside the classroom. These will be limited to a specified number of weeks (e.g. six weeks) to minimise disruption to the regular curriculum. You will be kept informed of your child’s progress towards learning outcomes.

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

Kennet Valley Primary School receives funding from the Education Funding Agency and/or the local authority. These funds include money to support the learning of pupils with SEND and/or disabilities.

The Head teacher, in consultation with the school Governors, decides the budget for SEND provision on the basis of the needs of the pupils in the school.

The Head teacher and the SENDCo discuss the effectiveness of the school’s current interventions and provisions and prioritise an action plan, which may include additional or alternative interventions, staff training and equipment needs.

As result of these discussions, the school provides a range of interventions, some as one to one support and some in small groups. This is flexible and planned according to identified needs.

This process is reviewed regularly to ensure the best possible intervention is provided to those pupils who require additional support to learn.

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

Precision Teaching; ELSA, Fischer Family Trust Reading Programme, STAR Reading intervention programme,5Minute Box, SaLT (Speech and Language therapy programmes), Sensory/Occupational therapy programmes.

One to one

Booster Groups, ELSA, SaLT, Rapid Maths, Transition Support Groups, Nurture groups.

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

We provide visual timetables, visual mats, visual prompts, sloping desks, fidget tools, wobble cushions, ICT programmes, such as word shark, number shark, key board for dyslexic or visually impaired children, and stationery resources such as pencil grips and wishbone pencils to support handwriting skills. We also have several safe space areas for pupils who need a calm, quiet area when they are anxious, sensory overloaded or need time away.



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

Pupils’ needs are assessed and support is provided in accordance with the current given Access Arrangements and may include things such as, scribes, readers, separate quiet room, extra time, large print and rest breaks.

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

At Kennet Valley Primary School all pupils are subject to a rigorous assessment schedule. Progress is carefully tracked and monitored. Data arising out of testing and assessment are analysed in detail and discussed with class teachers at termly Pupils Progress Meetings.

Parent Consultation meetings are held in the autumn and spring terms with an optional meeting at the end of the summer, before which parents and carers receive their child’s formal annual school report. Additionally, all pupils with special educational needs have a Support and Achievement Plan (SAP). Parents and carers are invited to contribute to the creation and evaluation of the impact of the SAP termly and are encouraged to support their child’s learning at home.

Monitoring the impact of interventions in the classroom through learning walks, observations and book scrutinies.

Setting and monitoring of short-term learning targets.

Informal discussions with pupils/parents.

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

Your child’s progress will be assessed both in terms of his/her regular learning within the class and with regard to specific intervention programmes.

The impact of the support given is carefully measured to ensure that the learning outcomes have been achieved and if not, what adaptations are necessary. It may be decided that a further period of support would be beneficial for your child.

Targets are set in the light of these measures and according to your child’s individual needs.

You and your child will be kept informed and encouraged to be actively involved at all stages of this support.

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?

Parents and carers of pupils with special educational needs will be invited into school to discuss progress on support and achievement plans termly with the class teacher or SENDCo.

However, the school operates an open door policy and, outside these arrangements, parents and carers should make contact with the class teacher whenever a concern arises.

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

Parents and carers should take the opportunity to contact their child’s class teacher at the beginning and end of the school day, taking the need of the teacher to supervise the class into account

The school also makes use of Home School Communication books and its Website documentation.


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

There may be suggested strategies or activities for you to do at home to support your child’s learning.

We sometimes run parent/carer workshops in school to help you understand the strategies used in school. In addition, we may be able to offer you individual training in specific support strategies relevant to your child’s needs.

The SENDCo may also support you with strategies, resources and ideas for supporting your child’s learning at home.

You may have an opportunity to meet with other professionals involved in supporting your child.

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?

Workshops for parents are offered on curriculum learning and there are also opportunities to attend visiting professional workshops on specific needs. These are selected according to needs within the school.

Parenting classes are sometimes offered by external support agencies that the school works closely with.

We can also sign post to other services that you can contact independently.


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 Support and Achievement Plan review, pupils are asked to contribute their own ideas about what they think they are good at and what they need to improve, including the areas of learning or school life they find difficult.

In addition to this we canvas the views of pupils through:

  • Pupil voice (surveys) for specific topics.
  • Active discussion with pupils during group work in classrooms.
  • Self-assessment in class.
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?

The attainment and progress of all pupils is tracked closely across the school.

Through pupil progress data analyses, teachers evaluate the effectiveness of SEND provision in relation to how well pupils make expected or predicted progress over a given period of time.

Using outcomes from audits to set specific objectives to develop SEND provision, outlined in the school's SEND Action Plan and School Development Plan, with actions evaluated against stated success criteria.

Involving parents and carers in the SEND audit.

Providing reports on SEND provision and its impact on outcomes for pupils 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?

To learn successfully, pupils need to be relaxed, alert and motivated. In addition to this they need to feel safe, secure and cared for. It is important then that pupils who struggle academically, for whatever reason, access experiences and opportunities that enable them to succeed in other areas of school life, such as sport, art, drama and music. These activities, in addition to interventions specifically aimed at developing pupils’ social and emotional wellbeing, such as the involvement of a Family Support Worker or an Emotional Literacy Support Assistant, do much to raise their self-esteem and sense of self-worth.

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?

The school Behaviour, Anti-Bullying and Cyber-Bullying policy outlines the expectations for all children and includes information regarding pupils who are supported in accordance with their needs. Lunchtime Supervisors, many of whom are Learning Support Assistants in school, access training in managing pupils with behavioural difficulties and promote social inclusion. Also, the school works closely with the Therapeutic Thinking Support Team who provide guidance, training and support to staff throughout the year.

In addition to this we employ a range of strategies including:

  • Putting Individual Therapeutic Plans in place.
  • Use of Emotional Literacy Support Assistant and dedicated programmes to address issues such as anger management.
  • Lunchtime provision with structured games.
  • Building social responsibility by allocating jobs to children.
  • Provide achievable tasks that allow for success and praise.
4.3: What medical support is available in the school for children with SEND?

The school works with families to ensure that medical conditions are supported, where possible, in accordance with our Supporting Children with Medical Needs Policy. Families should discuss with staff at the point of admission to the school any medical conditions to ensure that the needs of the child can be met. Advice and support from the School Nursing Service will be sought in order to obtain health care plans where needed.

We have a number of First-Aid trained staff on the school site.


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

Details of this are in our Supporting Children with Medical Needs Policy which includes information regarding parent consent forms.

School staff administer medicines to pupils where a parent or carer completes and signs the required forms and documentation.

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

Personal Care needs should be discussed with the class teacher and SENDCo. The school has an Intimate Care Policy and where appropriate, and to ensure pupils are properly supported and the appropriate resources are in place, the School Nursing Service may also be involved in discussions, for instance, in cases of toileting, swallowing difficulties, epilepsy, diabetes, etc.


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?

Kennet Valley accesses the full range of SEND support offered by West Berkshire Local Authority including:

  • Specialist support teachers
  • Educational psychologists,
  • Teachers for hearing impairment and visual impairment,
  • Autistic Spectrum Conditions advisory teachers,
  • Therapeutic support staff
  • Speech and language services
  • Occupational Therapy services
  • Cognition and Learning Team (CALT)
  • Specialist Inclusion Support Service (SISS)
  • Emotional Health Academy services
  • Family Support Worker
  • Special Needs Advisory Teachers,
  • Emotional Literacy Support Assistants
  • Preschool counsellors.
  • Sensory Consortium
5.2: What should I do if I think my child needs support from one of these services?

See your child’s class teacher and SENDCo who will be happy to discuss your concerns and make the necessary arrangements to talk with the appropriate specialist.

Also, there may be occasions where you are able to make a referral to a specialist agency through your family GP, for instance, to the Children and Adult Mental Health Service (CAMHS).

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

Where parents, carers or the school staff feel that a pupil requires therapy, a referral is made in the first instance through the Children and Young People’s Integrated Services (CYPIT); Schools may refer pupils for Speech and Language Therapy or to the Occupational Therapy if they have an EHC plan. All other pupils must be referred via the family GP. School can only make a referral to physiotherapy where the child has a neuro-development condition, such as cerebral palsy. All other referrals must be via the family GP.

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?

Please make an appointment to see our SENDCo who will discuss your concerns. The CYPIT website holds many downloadable resources which may be supportive in the first instance. If a referral is appropriate, the SENDCo can support parents or carers to complete the relevant documentation or direct you to other appropriate agencies.

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

The school works closely with Children’s Social Care Services.  Parental permission will always be sought before the school makes contact with Children’s Services unless there is a concern around safeguarding.

The Family Support Worker attached to the school can signpost parents and carers to the appropriate body for support.

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

At Kennet Valley Primary School we believe that your child’s learning needs will first be met through Quality First Teaching (QFT) delivered by her or his class teacher. This is supported in school by the SENDCo.

We regularly review the school training schedule and professional development for all teaching and support staff to ensure there is the appropriate expertise to support children with special educational needs.

The school is able to access training programmes from different organisations including the local education authority. These may include:

  • LA provided training, such as for Autism, Speech and Language.
  • SENDCo network meetings and conferences.
  • Therapeutic Thinking training.

Individual training can also be arranged when and where necessary.

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

All staff have access to internal curriculum and SEND training as well as training programmes from different organisations including the local education authority. These may include:

  • LA provided training, such as for Autism, Speech and Language.
  • SENDCo network meetings and conferences.
  • Emotional Health Academy training
  • Therapeutic Thinking training.

Individual training can also be arranged when and where necessary.

6.3: Do teachers have any specific qualifications in SEND?

Our qualified SENDCo holds the National Award in Special Needs Education. She is also a qualified teacher and has a Master’s Degree in Special Education. She has 21 years teaching experience with 12 years specialist SEN leadership experience.

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

All Learning Support Assistants receive regular training on SEND matters but do not hold specific SEND qualifications.

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?

Kennet Valley Primary School is an inclusive school and committed to providing equal opportunities for all children.

School clubs, educational visits and residential trips are available to all children.

When necessary the school will make reasonable adjustments to ensure that children with SEND and/or disabilities are included in all activities.

You should also feel free to contact your child’s class teacher if you have any concerns.

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

Parents are invited to be involved in the planning stage, risk assessments and by attending parent information meetings. Social stories are also written if needed to support a child with the change in routine.

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

Our school is totally accessible for all learners including those with mobility difficulties. The school is all on one level with ramps to get inside and outside of the building.

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

No recent adaptations have been made to the school.

8.3: Are there accessible changing and toilet facilities?

All toilet facilities are accessible; however there are currently no changing facilities within the school.

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

All staff will consider the needs of all pupils with SEND when planning activities and events to ensure that the activities offered are as inclusive as they can be. The School risk assesses all off site activities through the Local Authority advised systems.


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

Parents and carers are encouraged to inform the school of any difficulties they experience in accessing or communicating with school. Where needed, written communication is augmented with a phone call or face to face conversation. Also, parents and carers are encouraged to bring friends or family members to meetings and events.


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

For parents whose first language is not English, communication may be facilitated through a friend or family member. Where this is not possible, the school has access to EMTAS (Ethnic Minority and Travellers Advisory Service) to secure the help of an interpreter

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?

The SENDCo will meet with parents and current teachers, plus any advisory teacher involved in order to plan a smooth transition. A series of visits may be arranged, possibly at different times of the day to give your child a wider sense of how the school functions. The transition arrangements should be flexible and tailored to the needs of your child so that they enter Kennet Valley confidently and successfully.

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

We liaise closely with the Nursery or school from which your child transfers to us and obtain relevant records. We are able to discuss with the relevant teachers any individual needs and how best to support your child in school.

While at Kennet Valley Primary School we take care to ensure that during transition points (between classes each year and at the end of Key Stages) all staff are aware of individual pupils needs, learning progress and best support strategies.

Your child may have visits to meet their new teacher and explore the school and new classroom.

All children have at least one transition day in the summer term when they get to meet their teacher for the following academic year.

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

Kennet Valley Primary School makes arrangements to ensure there is a smooth transition when your child transfers to his/her secondary school of choice. This may involve the creation of a Transition Plan tailored to the needs of your child, generally outlining a series of planned visits, meetings with relevant teachers and support staff and travel-practice where appropriate.

If your child has an EHC Plan, we will participate and/or facilitate its review in sufficient time prior to him/her moving between key phases of education. You will be kept informed of these arrangements and asked to attend the reviews.

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

Transition visits.

Annual Review involvement, where appropriate.

Visits from new staff to Kennet Valley to share information and gain an understanding of the child and support their needs.

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

Staff at the receiving school will be encouraged to visit Kennet Valley so that they might gain an understanding of your child and their support needs. The SENDCo, teacher will meet with the new school staff to share important transition information, providing them also with historical documentation and records as allowed, such as the child’s Annual School reports, progress data, etc.

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?

Your first point of contact for any concerns regarding your child should be with the class teacher. However, where the matter relates directly to their special educational needs, it may be more appropriate to make contact with the school’s SENDCo, via the school office.

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

Kennet Valley offers support to parents and carers through the Family Support Worker or Parent Partnership.

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

The SENDCo can help parents or carers make contact with or direct them to appropriate outside agencies.

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

At Kennet Valley we encourage parents and carers to communicate openly with staff involved. We like to hear and celebrate those things we are doing well. Comments in a written form, either through note, card, letter, email or our Facebook page are all welcome.

We also engage parents in regular surveys throughout the year and Parent View provides a public electronic platform for parents to express their views on the school.

All our school policies and procedures are available in paper format by request from the school office.

Where you wish to make a complaint, we ask that you initially speak with your child’s teacher and/or the SENDCo, if this is appropriate.  They may be able to address your concerns.

If this is not a course of action open to you, then you should talk with the Head teacher or consult the school’s Complaints Policy on our school’s website. A paper copy can be obtained from the office if you do not have access to the Internet.

West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.

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