Sulhamstead and Ufton Nervet C.E. (VA) Primary School

Coronavirus status: OPEN

We are a small, rural school in the village of Ufton Nervet. We have a strong inclusive family ethos - we value all those who are part of SUN School and we celebrate everyone's achievements. Our Church status is very important to us and we pride ourselves on the family atmosphere we promote, and our strong links with our local community.

'Its determination to support every pupil to achieve his or her full potential ensures that they make good progress.' (SIAMS Inspection report, January 2018)

Who to contact

Telephone
0118 983 2223
E-mail
office@sun.w-berks.sch.uk
Website
Sulhamstead and Ufton Nervet C.E. (VA) Primary School

Where to go

Address
Church Lane
Ufton Nervet
Reading
Berkshire
Postcode
RG7 4HH

Inclusion Information

Dietary Needs

Has Provision
Yes

Childcare Information

Vacancies

Immediate vacancies
Date updated
06/03/2020
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

Are you registered to provide 30 Hours?
No

Local Offer

Description

We are a small, rural school in the village of Ufton Nervet. We have a strong inclusive family ethos - we value all those who are part of SUN School and we celebrate everyone's achievements. Our Church status is very important to us and we pride ourselves on the family atmosphere we promote, and our strong links with our local community.

'Its determination to support every pupil to achieve his or her full potential ensures that they make good progress.' (SIAMS Inspection report, January 2018)

Contact Name
Mr Daryl Jordan
Contact Telephone
01189832223
Contact Email
office@sun.w-berks.sch.uk
SEN Provision Type
Profound and Multiple Learning Difficulties, Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
Local Offer Age Bands
5 to 7
7 to 11
Needs Level
Low

Mainstream

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

A child with special educational needs is defined as having a learning difficulty which calls for special educational provision to be made. Children have a learning difficulty if they: 

  • have a significantly greater difficulty in learning than the majority of children of the same age; or 

  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority. 

    At SUN School we work hard to identify children who have a Special Educational Need as early as possible. Information to support identification is collected as appropriate in the following ways:

    • Liaison with the child’s pre-school or school from which the child has transferred including their home situation

    • Assessment and monitoring arrangements that the school has in place for all children e.g. termly maths, writing and reading assessments, baseline assessments for EYFS
    • Standardised scores and tests for reading age, spelling age, PUMA maths assessments and tracking systems
    • Pupil progress meetings with the headteacher where children's progress is discussed at length
    • Children performing below age related expected levels as idenitfied by the high quality teaching as well as formal and informal assessments.  These are then recorded on a GAP form which allows us to monitor the provision and impact of the high quality first teaching. The GAP form is then shared with the SENCo.

    • Concerns raised by parents/carers via discussion with staff

    • Assessment or advice provided  by external agencies e.g Speech and Language Therapy, Educational Psychologist, ASD teacher, Occupational Therapists, CAMHS, Behaviour Support Team, CALT team

    • Observations  and discussions between staff and the Special Educational Needs Coordinator (SENCO) about concerns affecting a child’s attainment and/or well being either informally or through a GAP form

    • Medical diagnosis by a paediatrician

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

Talk to us – contact your child’s class teacher or the SENCO or Headteacher.  We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to be the same with us.

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?

Our SENCO oversees all support and progress of any child requiring additional support across the school. 

  • The class teacher will oversee and plan work for children with SEND in their class to ensure that progress is made in every area, and will evaluate impact of provision.

  • In Key Stage 1 there is a full time teaching assistant.  In Key Stage 2 there are teaching assistants allocated to a subject. There is a teaching assistant responsible for Maths and a teaching assistant responsible for English. This ensures consistency across KS2 and offers pastoral support throughout both classes as well as well delivered intervention programs.  There may also be an teaching assistant working with your child either individually or as part of a group. 

  •  The purpose of these interventions will be explained to parents and detailed in a SAP/EHC Plan.

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • The class teacher will meet with parents on at least a termly basis to discuss your child’s needs separately from a parents evening meeting. In this meeting we will discuss support and progress against targets as detailed in the SAP/EHC Plan and the impact of the intervention programmes.
  • For further information the SENCO is available to discuss support in more detail.

2.3: How will the school balance my child's need for support with developing their independence?
  • The class teacher will ensure that there are opportunities for children to work independently and to challenge themselves with minimum support.  Class teachers use quality first teaching through scaffolding tools and differentiated activities.  In Maths, because of our mixed year groups, activities may be differentiated many ways to ensure provision for differing needs and to ensure children are able to access the learning at an appropriate level.
2.4: How will the school match / differentiate the curriculum for my child's needs?

Using assessment and teachers’ knowledge of individual children, learning within class is pitched at an appropriate level so that all children are able to access it according to their specific needs. Typically this might mean that in a lesson there would be three different levels of work set for the class or year group, however on occasions this can be individually differentiated. The benefit of this type of differentiation is that all children can access a lesson and learn at the correct level of challenge. During whole class inputs teaching assistants may support individuals or a small group of children to provide for those children who benefit from help to understand and follow instructiuons.

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?
  • School will use a personalised approach depending on the needs of the individual child and advice from other professionals, and plan accordingly using a range of strategies including small group work and one to one support.
  • School promotes inclusion and supports the child’s needs within the classroom.  Every teacher has responsibilities under the new SEN Code of Practice and does their utmost to make reasonable adjustments to meet individuals’ needs through first quality teaching and classroom management eg. seating arrangements and providing suitable resources such as sloping desks, laptops, coloured overlays, deep pressure activities, visual resources and concrete resources where necessary.

  • School will ensure that staff have high quality training in relevant areas

Children who need provision that is different from or additional to class provision will have their support outlined in a SAP (support and achievement plan) or an EHC plan

SAP/EHC Plan for pupils will detail:

  • Targets that are set for the pupil that are SMART (specific, measurable, attainable, relevant, timely)
  • Strategies and programmes to be used and who will deliver these
  • Success criteria

  • Medical and/or pastoral needs

  • Support to be provided at home

  • When the Plan is to be reviewed

2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • We ensure that children’s Special Educational Needs are met to the best of the school’s ability with the funds available. 
  • We have experienced TAs who support children both in class and with specific programmes designed to meet children’s needs. 
  • In EYFS & KS1 there is a teaching assistant allocated to each class.  In KS2 we have teaching assistants trained to specific subjects e.g. English and Maths.
  • The school has an ELSA who works for one afternoon a week supporting emotional needs.
  • The budget is allocated on a needs basis. The children who have the most complex needs are given the most support, often involving a TA.
  • Children with Education Health and Care Plans (EHC) may be allocated specific funding to meet their individual needs.  How this budget is used to create a package of support will be shared with parents.  

 

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
ELSA support, Catch Up, Snap Maths, Numicon, Precision Teaching One to one
Letters & Sounds, Snap Maths, Numicon, SPAG support Small group
2.8: What resources and equipment does the school provide for children with SEND?

The school will respond to personal needs and provide individualised support within the constraints of the budget. We use support and advice from other professionals and recommended resources may include specialist seating and toilet facilities, sloping writing desks, colour overlays for reading etc

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

Specific arrangements can be made to enable children to access national tests and examinations. We follow the guidelines provided by the DfE

The school provides readers for children in the tests as well as amanuensis when needed.  Children may take their tests in smaller groups in order to provide emotional reassurance when needed.

3. My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • We believe that your child’s education should be a partnership between parents and teachers.   
  • There is always an informal opportunity at the start and end of the day to talk to your child's class teacher
  • We offer an open door policy where you are welcome to make an appointment to meet with either the class teacher, SENCO or headteacher to discuss your child’s progress. 
  • We can offer advice and practical ways that you can help your child at home.
  • The class teacher will meet with parents at least on a termly basis (separate from Parent’s Evening) to discuss your child’s needs, support and progress, relating to the SAP targets.
  • Children with an EHC will have annual review meetings.

 

3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • If your child is on the SEND register they will have a Support and Achievement Plan (SAP) which will have individual targets.
  • Targets will be discussed and agreed with parents and evaluated with them.
  • This is discussed on a termly basis and parents are given a copy of the SAP.
  • External professionals eg. Educational Psychologist, Speech & Language Specialist, Occupational Therapy may contribute to these targets.
  • If your child has complex SEND they may have an EHC Plan, which means that a formal annual meeting will take place to discuss your child’s progress and a report will be written with advice and information from other representatives involved in your child's education (E.g Speech and Language Therapist or Physiotherapist)

 

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?
  • We believe it is imperative that we work with parents for the benefit of the child and so offer an open door policy where you are welcome to make an appointment to meet with either the class teacher or SENCo to discuss your child’s progress.
3.4: What arrangements does the school have for regular home to school contact?

We recognise that parents are the children's first educators and therefore we operate a variety of strategies to enable effective communication with parents; these may include the school website, newsletters, parent learning evenings, emails, curriculum information letters, home/school contact book and informal meetings before and after school.  We want to work in partnership with you to meet the needs of your children.

 

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

Parents are welcome and encouraged to attend meetings with external professionals eg. Educational Psychologist, ASD support teacher, Behaviour Support Team, ELSA, to hear their advice in order to support their child’s learning at home and school.

 A child with a SAP will have strategies/targets for parents to support their child at home. We will willingly support you with this.

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?
  • Child specific needs can be discussed with the Class Teacher.
  • The school may be able to sign post parents to specialist courses if appropriate.
  • The school offers a variety of curriculum information meetings for parents to attend.
  • The West Berkshire Local Offer has details of support that parents can access.
3.7: How will my child's views be sought about the help they are getting and the progress they are making?

The child’s views will be sought in completion of the SAP. If your child has an EHC, as part of the review process the thoughts and feelings of your child will also be sought. They will be encouraged to talk about their learning, helped to set new targets and be part of a discussion to help them identify their progress and achievement.

 

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

None

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 measure children’s progress in learning against age related National expectations. 
  • The class teacher and Teaching Assistants regularly assess each child for areas where they are improving and where further support is needed.
  • As a school, we track children’s progress regularly from entry, using a variety of different methods, both formal and informal. We use assessment tests such as Maths assessments to regularly track the progress of children as well as standardised reading and spelling assessments.  Should your child receive extra support, their progress may be tracked using specific standardised tests and scores.
  • Children who are not making expected progress are identified through meetings with the class teacher, SENCO and Headteacher through pupil progress meetings. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progress.
  • When the child’s SAP is reviewed, comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress. 
  •  During SAP and EHC reviews we try to set the specific targets in the context of a child's wider aspirations in order to help with relevance and motivation.

4. Support for my childs overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?
  • We welcome and celebrate diversity and inclusion.  Staff believe that high self esteem and feeling valued is crucial to a child’s well being. 
  • The class teacher has overall responsibility for the pastoral and social care of every child in their class. If further support is required the class teacher liaises with the SENCO for further advice and support. This may involve working alongside outside agencies such as Health Services, Children's Services, CALT team or CAMHS.
  • Personal achievement both in the school and at home is valued and celebrated in class and in special assemblies. Regular celebrations take place within school to raise the profile of individual personal achievements.
  • The school also has an Emotional Literacy Support Assistant (ELSA) who works with vulnerable children under the direction of the SENCO. 
  • Children with severe allergies or medical conditions have care plans and their medical information is distributed in appropriate areas around the school so that all staff are aware of their needs.
  • As a staff we have regular training and updates of conditions and medication affecting individual children so that relevant staff are able to manage medical situations. We use appropriate professionals for advice and training eg school nurse.
  • Parents need to contact the school office and complete relevant paperwork if medication is recommended by Health Professionals to be taken during the school day.
  • Office staff will be responsible for administrating the medicine and completing the paperwork.

     

 

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?
  • We work closely with parents to address unacceptable behaviour.
  • As a school we have a positive approach to behaviour management with a claer set of values as well as a SUN school code that is followed by all staff and understood by children. 
  • For those children who need more support, an Individual Behaviour Plan (IBP) is written to identify the specific issues and put relevant support in place as well as access advice and support from the Behavioural Support team when necessary.
  • Attendance of every child is monitored closely.  Lateness and absence are recorded and reported to the Headteacher and concerns will be discussed with the Educational Welfare Officer.

 

4.3: What medical support is available in the school for children with SEND?
  • The school has a policy regarding the administration and managing of medicines on the school site.
  • Children with severe allergies or medical conditions have care plans and their medical information is distributed in appropriate areas around the school so all staff are aware of their needs.
  • As a staff we have regular training and updates of conditions and medication affecting individual children so that relevant staff are able to manage medical situations. We use appropriate professionals for advice and training eg school nurse

 

4.4: How does the school manage the administration of medicines?
  • Parents need to contact the school office and complete relevant paperwork if medication is recommended by Health Professionals to be taken during the school day.
  • Office staff will be responsible for administrating the medicine and completing the paperwork.

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

When circumstances arise that require additional personal care for an individual pupil, advice will be sought from external agencies, including medical professionals.

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?

As a school we pride ourselves on the positive working relationship that we have with outside agencies.  Advice and support from outside agencies for individual children will be obtained if there is agreement that there is a need. These may include the Educational Psychologist, Behaviour Support Team, Occupational Therapist, Speech and Language Therapist, ASD Advisory teacher, CALT,  CAMHS, paediatricians, school nurse or Social Services.  Parents are always consulted and encouraged to be involved in any school consultations with outside agencies. 

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

We recommend that parents discuss their concerns with the SENCO as each of the services has its own criteria and pathway to access the support 

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

We recommend that parents discuss their concerns with the SENCO as each of the services has its own criteria and pathway to access the support.  

Referrals can be made through your GP but it is good practice to let the school know and provide us with the information to ensure accurate and uptodate information is given and to ensure we are working closely in partnership.

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?

We recommend that parents discuss their concerns with the SENCO as each of the services has its own criteria and pathway to access the support. We have formed effective working relationships with may outside agencies who support the needs of children at SUN.

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

If a child has social care needs, the family may be referred to the local Children’s Centre, Family Resource Team or Pastoral Support Manager 

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Awareness of SEND needs of the children within the school is part of the staff induction process.
  • School has a continued professional development programme which targets the specific SEND needs of the current school community.
  • Some members of staff have targeted training to support them in meeting the SEND needs of the children in their class. e.g. Catch Up training, Numicon, Dyslexia friendly training, Colourful semantics training, Precicion teaching and Team Teach etc.

 

6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Awareness of SEND needs of the children within the school is part of the staff induction process.
  • School has a continued professional development programme which targets the specific SEND needs of the current school community.
  • Some members of staff have targeted training to support them in meeting the SEND needs of the children in their class.
  • Staff will be appropriately trained to deliver accredited programmes eg ELSA, Catch Up, Precision Teaching.

 

 

6.3: Do teachers have any specific qualifications in SEND?

No

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

School endeavours to ensure that teaching assistants are appropriately trained to support the needs of the children in their class eg. Emotional Literacy Support Assistants, Catch Up, phonics, precision teaching etc.

We also ensure staff are trained to understand a specific diagnosis where possible e.g. Autism awareness training or PDA awareness.

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 are included in all areas of the school curriculum and we aim for all children to be included in off site activities. As far as we are reasonably able we will provide the necessary support to ensure that this is successful. This may involve the child’s parent or family member accompanying the activity.  A teaching assistant may accompany your child and wouldn't be counted in the adult to child ratio.
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety is considered. 
  • Children with their own individual risk assessments will be individually named.
  • In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school. 

 

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

School will work closely  with parents to discuss any particular or specific adjustments needed or provision of specialist equipment eg provision of a wheel chair or the need for adult support

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

The school site is wheelchair accessible, with a disabled toilet.  The school is all on one level with some ramps. 

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

No

8.3: Are there accessible changing and toilet facilities?

The school has a easily accessible and suitably equipped toilet. 

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

The school would work with parents, the Local Authority and other agencies to meet its anticipatory duty and undertake risk assessments 

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

The school would work with parents to ensure that all parents have access to information and can communicate effectively with the school.

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

We would liaise with EMTAS (Ethnic Minority and Traveller Achievement Service) who would assist us in supporting our families with English as an additional language or those from other cultures.

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?
  • We invite all new children to visit the school on many occasions prior to starting. For children with SEND we would encourage further visits to assist with acclimatisation to the new surroundings. 
  • We visit new pre school children in their current setting and their home setting.
  • We write social stories with children if transition is potentially going to be difficult. 
  • We plan additional transitional activities/visits to support identified children. 
  • We liaise closely with staff when receiving and transferring children from and to different schools/settings, ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • We offer a welcome meeting to all families prior to children starting school.

 

9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • All children are offered a range of transitional activities.  We plan additional transitional activities/visits to support identified children with both transition within school and across other schools.
  • We write social stories with children if transition is potentially going to be difficult.
  • Discussion with parents prior to and following transition visits

 

9.3: How will my child be prepared to move on to his or her next school?
  • All children are offered a range of transitional activities.  We plan additional transitional activities/visits to support identified children. 
  • We write social stories with children if transition is potentially going to be difficult.
  • There are meetings held between SUN school and local secondary schools in the summer term for children in year 6 with SEND and parents are invited to attend.  This ensures a smooth transition and any specific needs for transition can be requested and put in place. e.g. extra visits to the school
9.4: How will you support a new school to prepare for my child?

We would share all relevant information and encourage receiving staff to visit the child in our school

9.5: What information will be provided to my child's new school?
  • We liaise closely with staff when receiving and transferring children to different schools/settings ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • SEND records and current provision information, including SAPs, will be transferred
  • Results of statutory tests and assessments will be shared
9.6: How will the school prepare my child for the transition to further education or employment?

N/A

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?
  • First point of contact would be your child’s class teacher to share your concerns. 
  • You could also arrange to meet the school SENCO or headteacher.
  • You could look at the SEND policy on our website.

Support services for parents of pupils with SEN include: Information, Advice and Support Agency Network offers independent advice and support to parents and carers of all children and young people with SEND and will direct visitors to their nearest IAS service: https://www.sendirect.org.uk/providers/information-advice-and-support-services-network/

West Berkshire Parent Carer Forum: A service for parents, run by parents for parents/carers of children with a special need and or disability. We aim to support parent/carers to participate, and have a voice in services for disabled and special needs. https://www.wbpcf.org.uk/about/

 Information for children and young people with SEN and disabilities and their families about services available through West Berkshire can be found on the Local Offer site: www.westberks.gov.uk/localoffer Alternatively, call 01635 503100

 

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

We can signpost parents to other services such as the Information, Advice and Support Agency Network or West Berkshire Parent Carer Forum.

Parents receive the west Berkshire local offer newsletter.

 

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

School holds a range of information to sign post parents to a variety of agencies.  These may be advertised on our notice boards or in flyers sent out to all parents. Information would also be distributed to targeted families where it was relevant 

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Parent views are sought through parent questionnaires and surveys, annual report slips, both formal and informal parental discussions of children’s progress.
  • Should a concern not be satisfactorily resolved, the school’s complaint procedure can be accessed via the school’s website. 

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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