Calcot Infant School

Coronavirus status: OPEN

Closed 6th, 7th, 10th and 13th April 2020.

Calcot Infant, Nursery and Junior is a larger-than-average-sized community Primary school, with a morning and afternoon Nursery (three classes in each year group from FS2 – year 6), with approximately 659 Children on roll across the two schools (including Nursery).  The school is run by our Head teacher Mrs Florence Rostron and Deputy Head teacher Mrs Nicola Bate.  The school is located in the heart of Calcot on the outskirts of Reading.  Within the school we have a large number of pupils whom receive Pupil Premium Funding.  In our most recent OFSTED inspection in May 2013, we received a judgement of Good for Pupil Achievement, Quality of Teaching and Leadership & Management, and Outstanding for Behaviour and Safety of pupils.

At Calcot Infant, Nursery and Junior school we aim to create a caring, safe and supportive environment in which children are encouraged to become confident, happy and independent learners. We aim to challenge and motivate every child, arousing curiosity and promoting a positive approach to learning through a broad and balanced curriculum.   We expect our children to develop tolerance, respect for others regardless of class, colour, gender, culture, disability or nationality and learn to become members of both school and the wider community.

Who to contact

Contact Name
Florence Rostron
Contact Position
Headteacher
Telephone
0118 941 8189
E-mail
office@c-inf.w-berks.sch.uk
Outofhours@c-jun.w-berks.sch.uk
Website
Calcot Infant School and Nursery
Notes

Contact details for the Out of hours clubs is Outofhours@c-jun.w-berks.sch.uk

Where to go

Name
Calcot Schools
Address
Curtis Road
Calcot
Reading
Berkshire
Postcode
RG31 4XG
Notes

Calcot Schools provides a Breakfast and a After school Club. They are called Earlybirds and Teabirds respectively. 

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£10 per session
£5 per session
£3.50 per session
Details
£10 - After School full session until 6pm
£5 - After school session until 4.30pm
£3.50 - Early Bird Breakfast Club session

Inclusion Information

Dietary Needs

Has Provision
Yes
Details
Nursery don't provide lunch however all special dietary requirements are discussed in order for the children's needs to be met.

Childcare Information

Vacancies

Immediate vacancies
Details
Nursery has 2 options of morning session or afternoon session. We offer 15 hours nursery education funding
Date updated
04/02/2020
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
0 3 5
5 4 7

Funded Places

3 & 4 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
No
Are you registered to provide 30 Hours?
No

Waiting List

Do you have a waiting list?
No

Opening Times & Facilities

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

School Pickups

Offers pickups
Schools
Calcot Infant & Nursery School
Calcot Infant School And Nursery Class
Calcot Junior School
Details
Collection for after school club

Local Offer

Description

Calcot Infant, Nursery and Junior is a larger-than-average-sized community Primary school, with a morning and afternoon Nursery (three classes in each year group from FS2 – year 6), with approximately 659 Children on roll across the two schools (including Nursery).  The school is run by our Head teacher Mrs Florence Rostron and Deputy Head teacher Mrs Nicola Bate.  The school is located in the heart of Calcot on the outskirts of Reading.  Within the school we have a large number of pupils whom receive Pupil Premium Funding.  In our most recent OFSTED inspection in May 2013, we received a judgement of Good for Pupil Achievement, Quality of Teaching and Leadership & Management, and Outstanding for Behaviour and Safety of pupils.

At Calcot Infant, Nursery and Junior school we aim to create a caring, safe and supportive environment in which children are encouraged to become confident, happy and independent learners. We aim to challenge and motivate every child, arousing curiosity and promoting a positive approach to learning through a broad and balanced curriculum.   We expect our children to develop tolerance, respect for others regardless of class, colour, gender, culture, disability or nationality and learn to become members of both school and the wider community.

Contact Telephone
01189418189
Contact Email
office@c-inf.w-berks.sch.uk
SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
Local Offer Age Bands
1 to 4
5 to 7

Mainstream

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

At the Calcot Schools, children are identified as having SEND through a variety of ways, including:-

  • Communication with previous settings/schools/class teachers and parents.
  • Data tracking, which highlights children that are performing below age expected levels or whom appear not to be making the expected progress for their ability.
  • Concerns raised by the class teacher e.g. behaviour, understanding or self-esteem is having a negative impact upon their performance.
  • Through external agencies e.g. Child and Adolescent Mental Health Service (CAMHS), Speech and Language Therapy (SaLT), Educational Psychology (EP), Children and Young peoples integrated therapies (Cypit), Sensory Consortium (SC), Cognition and Learning Team (CALT),  Autism Advisory Service,  Behaviour Support Team (BIT) etc.
  • Health diagnosis through a paediatrician
1.2: What should I do if I think my child has SEND?

If you have concerns:

  • Talking to us – this can be done by talking to your class teacher, contacting  Miss Kirkby, the school Inclusion manager, speaking to Deputy Head Mrs Bate, or through discussion with the Head teacher Mrs. Rostron.
  • As a school we pride ourselves on building positive relationships with parents and carers.  So if ever there is a problem, no matter how big or small we are here to listen and to help in whatever way we can. By working together we can achieve much more.
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?
  • In our schools it is the class teacher’s responsibility to keep up-to-date information about where every child in their class is throughout the year.  This is uploaded on a 12 weekly basis where SMT(Senior Management Team) and the school Inclusion Manager can monitor the progress of the children whom are currently being supported, as well as identifying those who may need additional support, whether for a short term booster or longer term intervention.
  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that they receive quality first teaching and that they are progressing at an appropriate pace.
  • There may be a Learning Support Assistant (LSA) working with your child either individually, in pairs or as part of a small group; if this is seen as beneficial by the class teacher.  This intervention will be planned for and monitored by the class teacher.  The regularity of these sessions will be explained to the parent when the support starts and in review meetings throughout the year.
  • Interventions are reviewed, their effectiveness assessed and appropriate changes made if required.
  • We also identify staff training needs from these assessments and build them into both the short term and long term school improvement plan. Thereby ensuring that staff are trained in any new or required interventions.
2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Initially, if there is a concern about the progress being made by a child, the class teacher will arrange a meeting with the parents to discuss the concern and suggest a course of action.
  • The class teacher will then meet with the parents on a termly (12 week) basis to discuss the child’s needs, actions and progress.  The school Inclusion manager will be available to discuss support in further detail, either during these meetings or at a mutually convenient time.
  • Parents are of course invited to talk with the teacher more frequently if required, and share discussions about any possible support at home.
2.3: How will the school balance my child's need for support with developing their independence?
  • As much as possible all children are given the opportunity to develop their skills of independence, this may look different for different children.  For a child with SEND it may be that they are challenged to independently do a set task in a given time scale before an adult will come across and see if they need help.  It may also be that the children are provided with a consolidation task in which they know what to do and as a result they would be expected to complete it unaided.
  • Equally a writing task might be shared – with the child writing one sentence and the TA the next.
  • Independence might also cover organisational skills (a child’s checklist, visual timetable), help with dressing etc. Each programme would be individually matched to the child’s differing needs.
2.4: How will the school match / differentiate the curriculum for my child's needs?
  • The class teacher will be assessing your child throughout the year on a daily basis through their formative marking and their KPI (Key Performance Indicators)  assessment, based on the new curriculum.  This information will then feed in to their planning and the tasks will be differentiated according to the child’s ability (just because they may have difficulties in one subject, does not mean they will have difficulties across the board and this is taken into account when planning any lesson). 
  • Additional interventions are planned to support and consolidate learning. These might well take place alongside the morning activities or be undertaken in the afternoon.
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?

As a school we work in close liaison with outside agencies.  We seek help and guidance where required and the advice given is then implemented into our planning and teaching.  If a child is on the Autistic Sepectrum we would provide a very visual approach in which they would have access to a visual timetable, in some cases additional support would be provided in order to break down instructions further so that the child understands what is expected of them.  In regards to visual, hearing and speech and language difficulties, again we would use guidance and put in place whatever support was needed (with guidence from Sensory Consortium) e.g. signer for the deaf, Braille resources or large print  for the visually impaired, together with Colour overlays and coloured exercise books; speech and language programmes for those with speech problems.

We work hard to ensure we incorporate all recommendations from outside agencies, to ensure the best possible support. TAs will then work with children on identified programmes of exercise, speech and language games etc.

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

As a school we provide

  • Every class (21 classes across both schools and 2 Nursery sessions in total) with a class based TA every day; this enables support during Literacy and Numeracy, as well as allowing time for intervention and reading support in the afternoon.  In the Juniors all classes have a TA for Maths and Literacy support.
  • In the Infants and the Juniors, every year group has additional TAs who are employed to give extra support for interventions and to support children in other curriculum areas.  This is a valuable resource as it enables the school to provide support for all of the children who need it.
  • The school Inclusion Manager is available to work in classrooms with specific children who need additional support or assessment. 
  • ELSAs (Emotional Literacy Support Assistant) who provide a variety of support for a number of identified children
  • FSW (Family Support Work) - eight hours a week working with individuals on transition, life skills, etc.  As well as working in the community with parents.

In addition if a child is identified as SEND they will be provided with up to fifteen hours of support. This might purely be on an individual basis but would be a combination of individual or group work, ELSA support, OT interventions, and speech and language exercises etc.

The choice and combination of interventions would depend on meeting the individual’s needs whilst encouraging and promoting independence.

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
Structured Reading Speech and Language intervention SNAP Maths Precision Teaching (Literacy) One to one
Managing Feelings (SEB) Fun Friends Small group
Additional to the above there are interventions planned by class teachers to address specific targets (e.g. small group work focusing on social skills, maths boosters addressing gaps in learning, daily reading). This also includes advice given by outside agencies with programmes of study to follow. Small group
ELSA (Emotional Learning Support Assistant) Letters and Sounds - Phonics Managing Feelings SEB (Social, Emotional and Behavioural Issues) One to one
Accele Read Accele Write Catch Up One to one
2.8: What resources and equipment does the school provide for children with SEND?

Within the schools there are a variety of different resources available for children to support the development of fine motor control. These include triangular grip pencils for writing and colouring, dual grip scissors for the adult and child to hold together, spring based squeeze scissors, slanted writing desks, ergonomic grip pencils, ergonomic tripod grip pencils, etc.

In terms of gross motor skills the school has access to a variety of equipment to enhance core strength, provide stability etc.  These are all dependent on the child’s individual needs. If the appropriate resource is not available within the school and it is deemed vital to the child’s education then we will do everything within our power to ensure that the child has this resource.

As a school we work closely with outside agencies and utilize recommended resources for individual needs.

As a building we are predominately on one level, however there are a small amount of steps to access the year groups, but, if wheelchair access is required there are external doors into all year groups.  There is a Disabled toilet available in the Foundation stage 2 area of the school.

If a child has SEND, special arrangements will be made in order for them to be able to do the best they possibly can.  If it is deemed that they are unable to access the test they will be disapplied and the teacher’s classroom assessment will provide the level.  This is in line with DoE access arrangements.

It may be that the child is provided with a quieter place in which to undertake the task, if allowed they may be provided with a reader in order to be able to access the paper, some papers can be requested in Braille and large font if appropriate.

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

If a child is used to working with a 1:1 this will not be taken away from them during the test they will be there to encourage them and keep them on task.

Children who struggle to concentrate will be given breaks appropriate to the individual classroom learning style and of course a laptop would be provided if required.

3. My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • Ongoing assessment on a day-to-day basis by the class teacher (through the use of KPI), then national curriculum standards are reported to the Head teacher, Deputy Head and Inclusion maanger on a termly basis enabling further monitoring of pupil progress.
  • Target booklets, where children are set targets related to their learning each half term, these are reviewed and shared (sent home ) with parents each term.
  • Parents evenings, enabling the parents the opportunity to have a meeting with the class teacher to discuss how their child is progressing
  • SAP review meetings in which progress towards additional targets personal to the child who has SEND are discussed and reviewed in partnership with the parents and children.
  • Every child has a reading record book to detail frequency of reading opportunities, these books can also be used to record any communication between home and school.
  • At the end of the day all teachers bring their class into the playground ensuring their safe return which provides an ideal opportunity to talk to the class teacher to ask any questions you may have about your child.  Every morning your child will be greeted on the door by a teacher who is able to take messages or contact the class teacher should it be important.
  • Towards the end of the academic year every child will receive a full end of year report outlining the progress and achievements made throughout the year, parents are provided with the opportunity to discuss these with the class teacher if they so desire
  • The schools encourages an open door policy.
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

As above

 

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 SEND child's progress will be reviewed 3x a year through SAP (Support and Achievement Plan) meetings at which time new targets will be discussed and agreed.

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

As above

3.5: How can I help support my child's learning?
  • By attending open evenings or information evenings provided by the schools
  • Hearing your child read on a regular basis at home (at least three times a week)
  • Supporting your child in learning their spellings weekly (practising them for 5 mins daily is ideal)
  • Encouraging and supporting your child in the task of completing their literacy and maths homework each week
  • Working towards any Support and Achievement Plan (SAP) targets set together with the class teacher
  • Sharing any concerns and worries immediately
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?
  • Calcot Schools are fortunate enough to have a Children’s Centre on site.  This is an exceptionally useful resource that offers courses to support parents, or information on where appropriate courses are being run.  We also send out fliers of courses we feel may be of use with our newsletters through e mail and/or text (paper copies are available).
  • We provide curriculum evenings or mornings throughout the year enabling parents to come in and see how their child is learning and find out different ways in which they can help too.
  • Class Teachers, Inclusion Manager (Miss Kirkby), Deputy head (Mrs. Bate) and Mrs. Rostron Head Teacher are always willing to give advice and support to parents who seek it.
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • When reviewing their Support and Achievement Plan the class teacher will talk with your child to see how they feel about school and to gain an understanding of how they view on their own progress.  This discussion will then feed into the targets on the Individual Education Plan.  The targets will be shared with and agreed by the children and then discussed with the parents.
  • Children are invited to comment on their progress regularly through daily marking and feedback. This may involve traffic lights, recording their thoughts (or having them scribed) and simple self-assessment.
3.8: What accredited and non accredited courses do you offer for young people with SEND?

NA

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?

As a school we assess the overall effectiveness of provision for SEN by

  • Ongoing assessment and review
  • Data tracking 3x a year
  • Provision Mapping
  • Moderation meetings in teams and across the school
  • Meetings with the Head teacher to discuss pupil progress
  • SAP review meetings between parent and class teacher (with the SENCos available if required)
  • Termly parent meetings
  • Utilizing an open door policy, so that parents can discuss any concerns, raise any issues or check how their child is progressing.
  • Parental contributions to Ofsted.
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?

In the Calcot Schools, we have 3  fully qualified ELSA in a full time role that provides additional support and guidance to promote the emotional and social development of children across the school.  Children are identified as needing additional support in this area by the class teacher, external advisors, or on request from the parents. This support can be on a 1:1 basis, or within a small group depending on the needs of the individual child.

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?

Calcot School works hard to be inclusive.  Initially if a child found it hard to conform to normal behaviours we would:

  • Work on rewards, consequences and sanctions within the classroom
  • Assess why the child might be finding it hard to conform, this would be through a series of observations and discussions with the class teacher.
  • Enlist the support of the school ELSA to deliver the Managing Feelings programme, to teach the child that it is acceptable to have uncomfortable feelings but also teaching them the strategies to handle these difficult feelings.
  • We would liaise with West Berkshire Behaviour Support team – initially discussing the child and gaining any additional advice to try in school.  If this doesn’t work they would then come into school to observe the child and work alongside class teacher, parents and all involved in order to give the best possible opportunities.
  • In the most severe cases we would work in partnership with the local Pupil Referral Unit (PRU).
4.3: What medical support is available in the school for children with SEND?

As a school we work in partnership with parents to support children with SEND:

  • The school office will store and administer medicines such as penicillin, if a permission form has been completed by the parent.
  • Every Year group has a first aid box for emergency use.
  • Epipens, required by children who have severe allergic reactions, are kept in the school office, together with inhalers, along with the appropriate paperwork and protocol. 
  • There are a large number of staff who have been first aid trained throughout the school.
  • We welcome any training to support children in school with medical conditions
  • Details outlined in the Schools Equality Access Plan.
4.4: How does the school manage the administration of medicines?

The school office will store and administer medicines such as penicillin etc. A permission form must be completed by the parent detailing the exact dosage and timings.

 

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

Depending on the circumstances, if a child required help with personal care it would be catered to the needs of the individual child:

  • If a child required toileting aid they would be given privacy, two members of staff would be on hand at all times
  • If a child requires help with personal care this would be the role of the support staff and the ELSA to support and guide the child in how to look after themselves and how to manage their own personal care e.g. sanitary hygiene, washing, changing into clean clothes, cleaning teeth, 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?

Calcot School works in partnership with the following services (there is an access criteria for each of these)

  • Educational Psychologist
  • Teachers for the hearing impaired  - Sensory consortium
  • Teachers for the Visually impaired - Sensory consortium
  • ASD Advisory teachers
  • Behaviour support team
  • Ethnic Minority Team
  • Speech and Language Team
  • Occupational Therapy
  • Child and Mental Health  (CAMHS)
  • Cognition and Learning Team (CALT)

As a school we liaise with these specialists in order to offer the best possible support for children with SEND.

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

If you feel that your child needs support from one of these services, speak to the class teacher initially.  However, concerns can also be raised directly with the head teacher, Mrs Rostron; deputy head, Mrs Bate or Inclusion Manager, Miss Kirkby.  After this initial discussion the school will contact the service required, discuss the concerns and devise a plan of action.  If the service is agreed, this is the stage where a referral form will be completed, shared and agreed with the parent.

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

A referral for these services is required initially.  Speech and Language therapy can be requested by the school, GP or Health Visitor.

Occupational therapy and Physiotherapy, currently needs to be a direct referral from the GP.  Once a referral has been made the services will come into school and assess the child in order to identify their areas of need.  A report will follow outlining findings from the assessment and giving the school and parents targets and activities in order to address these areas of deficit.

 If ongoing support is required then the services will come into school and review the child’s progress on a regular basis.

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?

If you feel that your child requires the advice and support from one of these services then don’t hesitate to contact your child’s school to discuss your concerns.  Alternatively talk with your GP or Health Visitor as they too can help.

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

As a school we work in close partnership with Children’s Social Care where appropriate.  The designated person for Safeguarding is Mrs. Florence Rostron, Headteacher. The Deputy Designated people are Mrs. Bate Deputy Head and Miss Kirkby, Inclusion Manager . Mrs. Rostron,  Mrs. Bate and Miss Kirkby are available to discuss any concerns.  They will attend meetings with Social Care Services to ensure that the health, wellbeing and education of the child are being met appropriately and to ensure that the appropriate support is being put in place for the child concerned.

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

Training is provided regularly for teachers and teaching assistants within the school and they are kept up-to-date with the current policies and practises. If a member of staff requires a specialist area of training we provide the opportunity to attend courses provided by other agencies.

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

As above

6.3: Do teachers have any specific qualifications in SEND?

The Inclusion Manager of Calcot Schools has many years experience both as a teacher and SENCo.  As part of this role is to keep up to date with specialist areas of training provided by other agencies and the local authority.

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

In Calcot School we have

  • A fully 3 qualified ELSA (2 in the juniors and 1 in the infants).  
  • Two teaching assistants are fully qualified to deliver the Catch Up programme for children who are struggling with their reading within the school.
  • Two TAs trained in approaches to support children with sensory issues.
  • Both Teachers and TAs have undertaken training in Precision Teaching approaches
  • All TAs have undertaken training from Speech and Language with strategies to help SEND children develop their vocabulary and their understanding and response to more complex questioning.
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?

All children at Calcot School  are catered for in our out of school activities and trips.  If a child has a SEND, support will be put in place for the child to access these activities and be part of the group.  On trips we ensure that their LSA (Learning Support Assistant) is available just for them and is counted in addition to the adult to child ratio.

Risk assessments are undertaken prior to the children’s visit to ensure that any areas of difficulty can be overcome. The Educational Visits Advisor will ensure that all appropriate checks have been carried out and recommendations from specialist services have been implemented.

Please refer to our Equality Access Plan

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

Parents are informed and reassured about all activities that take place outside of the classroom environment we share trip agendas and activities with parents’ before the event in order to settle any concerns or worries they may have.

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

Calcot Infant School is accessible by wheelchair, however to move between year one and year two external doors or a ramp is needed to go down a small amount of steps.  Unfortunately Calcot Junior School is not wheelchair accessible. It is a two storey building with copious steps.

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

As of yet there have been no adaptations made to the auditory and visual environment.  All classrooms have closed doors to block out external noise.  Each classroom is equipped with an interactive whiteboard and a surround sound system.

8.3: Are there accessible changing and toilet facilities?

Every year group has its own toilets suitable for the height of the age of the child.  In regards to changing, the toilets are the only places available where a door can be shut offering the privacy required. We will always do our best to provide appropriate care and resources. 

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

When a child enters the school we assess the child’s needs and do our upmost to cater fully to their requirements within the school.  We will work in close liaison with parents and outside agencies in order to ensure that the child is able to access the facilities to the best of their abilities

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

In much the same way that we communicate with all parents, offering all the support and guidance that we possibly can; helping with access to the school; providing taller chairs if required; providing disabled parking permits for those with mobility problems in order for them to be able to get closer to the school entrance without having to walk too far.

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

Where a parent’s first language is not English we do our upmost to liaise with the ethnic minority team in order to be able to either get a translator or to simply get letters given out translated into the parent’s home language.

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?

For the child:-

  • Transition visits arranged
  • Transition book including photos where appropriate

For the school

  • Discussion with the parents
  • Tour of the school for child and parents together
  • Discussion with the previous class teacher or SENCo where appropriate
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

A series of transition visits will be arranged, both with the Infant School, for Year 2 children transferring to Year 3, and within the Junior School for children progressing to the next class.  These visits will allow your child to meet and spend time with their new teacher on several occasions before they start their next stage in September.

·         Children who need additional transition support will receive intervention from the school ELSA who will prepare the child socially and emotionally, giving additional visits (including breaks and lunchtimes) in order to settle any worries and address any teething problems before they arise.

·         A transition book may also be made at this point in order for the child to revisit what they have seen and learnt during the long summer break so as to avoid any unnecessary distress in the new term.

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

As with any transition within the school, preparing your child to move onto secondary school will be managed in a very similar way.  The following will happen once your child reaches the junior school:

Year 5 children are given the opportunity to visit the two feeder secondary schools (Little Heath and Theale Green) for taster days. Parents are also invited to attend parents open evenings at these schools in preparation for applying for places.

The Year 6  will visit their new classes on  two separate occasions throughout the last few weeks of the academic year
The year 6 and 7 teachers will meet together to discuss the children’s levels, personalities, likes and dislikes and where appropriate SENCos  will meet with Educational Psychologist to discuss children’s individual needs.
If your child receives additional transition visits they will also make a transition book which they will be able to refer to over the summer break so as to set their mind at rest over the summer holiday.
The secondary school open evening is available for parents to meet the new teachers face to face.

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

As a school we will be in close communication with your child’s new school.  A transition record will be sent to the school including all of the child’s reports, levels, records of parent’s evenings, a hand written report from the current teacher, Special Needs information including SAPs current and reviewed (including the past ones too).  There is the opportunity for the new teacher and current teacher and or SENCO to have a telephone conversation or face to face meeting with the appropriate staff at the new school.  We are always available to answer any questions and queries that the new school may have.

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

The information that will be included:

  • Current Teacher Assessment levels
  • Special Needs information (including interventions and SAPs and involvement with outside agencies)
  • Copies of school reports
  • Written review from the current teacher
  • Special books
9.6: How will the school prepare my child for the transition to further education or employment?

NA

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 would be your child’s class teacher; they are available to discuss any concerns or worries that you may have about your child.

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

Calcot Schools has the opportunity to work in close partnership with our allocated family support worker where appropriate. We have regular coffee mornings that parents can attend to find out about support in the local area. We also run parenting sessions and have recently started a Toy Club group for children in Reception to play alongside their parents.

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

Calcot Schools draw on the advice and information available through external agencies and send out information via the newsletter.  In addition the Children’s Centre has a variety of leaflets containing useful information. Our family school support workers are also experienced in signposting parents to relevant services in the local area.

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

At Calcot Schools we have a complaints policy which is available to view in full on the school website or a hard copy is available from the school office.

Formal opportunities for positive feedback are through SAP meetings, compliment slips and end of year report questionnaires.

We also have parent forums with the Headteacher on a monthly basis which provide opportunities for parents to discuss their views.

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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