Englefield C.E. (VA) Primary School

Last updated: 13/03/2024

Englefield CE Primary is a small Church of England school for children from ages 4 to 11. We were founded in 1863 and are situated in a stunning rural location. As a Church of England School we have a clear Christian vision and are proud of our strong links with our local church, St. Mark's.

We pride ourselves on providing a happy, safe, secure and supportive learning environment in which our children flourish. We believe that, in partnership with the home and the local community, we can provide an education that will give your child the best possible start in life.

Who to contact

Contact Name
Hilary Latimer
Contact Position
Headteacher
Telephone
0118 930 2337
E-mail
office@englefield.w-berks.sch.uk
Website
Englefield C.E. (VA) Primary School
Related Service
Englefield Breakfast and After School Club

Where to go

Name
Englefield CE Primary
Address
The Street
Englefield
Reading
Berkshire
Postcode
RG7 5ER

Other Details

Availability

Age Ranges
4-11

Inclusion Information

Dietary Needs

Has Provision
Yes
Details
School meals contractor can provide specific guidance

Childcare Information

Vacancies

Immediate vacancies
Details
FS2 has 2 vacancies Year 6 has 5 vacancies
Date updated
12/03/2024
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
7 4 11

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 8.50 am 3.30 pm
Tuesday 8.50 am 3.30 pm
Wednesday 8.50 am 3.30 pm
Thursday 8.50 am 3.30 pm
Friday 8.50 am 3.30 pm

School Pickups

Offers pickups

Local Offer

Description

Englefield CE Primary is a small Church of England school for children from ages 4 to 11. We were founded in 1863 and are situated in a stunning rural location. As a Church of England School we have a clear Christian vision and are proud of our strong links with our local church, St. Mark's.

We pride ourselves on providing a happy, safe, secure and supportive learning environment in which our children flourish. We believe that, in partnership with the home and the local community, we can provide an education that will give your child the best possible start in life.

SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Moderate Learning Difficulties
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?

We refer to the term “Special Educational Needs” if a child:

  1. has a significantly greater difficulty in learning than the majority of others of the same age, or
  2. has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream school.

The difficulty or disability may relate to:

  • communication and interaction
  • cognition and learning
  • behavioural emotional and social development
  • sensory or physical conditions.

Information to support identification is collected in the following ways:

  • Liaison with the child’s pre-school or school from which the child has transferred
  • Pre School Teacher Counsellor
  • Assessment and monitoring arrangements that the school has in place for all children
  • Children performing below age expected levels
  • Concerns raised by parents/carers via discussion with staff
  • Assessment by external bodies
  • Observations and concerns between staff and the Special Educational Needs Coordinator (SENCo) affecting a child’s attainment and/or well being
  • 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, the SENCO or Head teacher.  We pride ourselves on building positive relationships with parents as this is the best way to support the children in our care.

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 for children with SEND in their class to enable all pupils to make progress; they evaluate the impact of provision.
  • There may be a Teaching Assistant (TA) working with your child either individually or as part of a group. The purpose of these sessions will be explained to parents and may be detailed in a Support and Achievement plan (SAP) .
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 at least on a termly basis (this could be as part of Parent’s Evening) to discuss their child’s needs, the support they receive, progress against targets as detailed in the SAP and the impact of any 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?

Support is carefully targeted and may take the form of scaffolded work rather than direct adult intervention. The class teacher will ensure that there are opportunities for children to work independently and to challenge themselves with minimum support.

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

Using assessment and knowledge of individual children, work within class is pitched at an appropriate level so that all children are able to access according to their specific needs. Some pupils may be given scaffolded work, some may receive adult support whilst others may be given the opportunity to show their learning in a different way. Whilst the aim is for children with additional needs to be integrated into classroom learning, on occasion they may learn in a small group out of the classroom as this may enable them to focus more easily and make better progress.

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 support and one to one support.

School promotes inclusion and supports the child’s needs within the classroom.  Every teacher has responsibilities under the  SEN Code of Practice and does their best to make reasonable adjustments to meet individuals’ needs through quality first teaching and adapted classroom arrangements e.g. seating, providing a dyslexia-friendly learning environment.

Specific interventions for pupils with learning difficulties might include STAR (structured approach to reading), phoneme work, Nessy Reading and Spelling, Nessy Fingers, small group maths intervention.

Specific interventions for pupils with autism might include the use of the 5-point scale, sensory circuits, time-outs, training in emotional regulation, heavy muscle work, outdoor learning and 'socially-speaking' groups.

Staff will follow any guidance given by the Speech and Language Therapist to support the child in school.

 

 

 

 

 

 

 

 

 

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

We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.

  • We have TAs who are partly funded from the SEN budget and support children both in class and with specific programmes designed to meet children’s 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. 
2.8: 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 will also use reports and advice from other professionals; recommended resources may include specialist seating and coloured overlays.

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 as provided by the DFE.

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 education works best when it is a partnership between parents and teachers.   We offer an open door policy where you are welcome to make an appointment to meet with either the class teacher or SENCo and 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 (this could be as part of Parent’s Evening) to discuss your child’s needs, support and progress. Draft targets will be discussed and agreed with parents and evaluated with them.Children with an EHCP will have additional 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 SEN register they will have a Support and Achievement Plan which will have individual/group targets; this is discussed on a termly basis and parents are given a copy of the SAP.
  • External professionals eg. Speech & Language, Cognition and Learning Team, Occupational Therapy may contribute to these targets.
  • If your child has complex SEND they may have a EHC Plan, which means that a formal annual meeting will take place to discuss your child’s progress and a report will be written.
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 offer an open door policy where you are welcome to make an appointment to meet with either the class teacher or SENCo and discuss your child’s progress.

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

School operates a variety of strategies to enable effective communication with parents; these may include the school website, newsletters, emails, curriculum information, home/school contact book.

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, Therapeutic Thinking Support Team, to hear their advice in order to support their child’s learning at home and school.

A child with a SAP/EHC will have strategies/targets for parents to support their child at home.

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. 

The school offers a variety of Curriculum Information Meetings for parents to attend.

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. They will be encouraged to talk about their learning and helped to set new targets.

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 the TAs regularly assess each child in Readign, WRiting and Maths to determine areas where progress has been made and where further support is needed.

As a school, we track children’s progress from entry, using a variety of different methods.

Children who are not making expected progress are picked up through meetings with the Class teacher and TAs, SENCO and Head teacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.

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.

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.  Staff believe that high self esteem is crucial to a child’s well being. The class teacher has overall responsibility for the pastoral, medical 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, Emotional Health Triage, Therapeutic Thinking Support Team, CAMHS or Social Services.

Personal achievement both in school and at home is valued and celebrated. Regular celebration assemblies 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 photos and medical information is distributed in appropriate areas around the school so all staff are aware of their needs.

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 therapeutic approach to behaviour management that is followed by all staff and children.

For those children that need more support a Therapeutic Plan is written to identify the specific issues and put relevant support in place and set targets.

Attendance of every child is monitored closely.  Lateness and absence are recorded and reported upon to the Head teacher 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 photos and 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 medical profesionals for advice and training e.g. Diabetes 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.

The Office Staff are 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?

We have an Intimate Care Policy which staff use when assisting with toileting issues and other intimate needs. Every effort is made to ensure the child feels comfortable and parents will be informed if any intimate care has been provided.

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, Cognition and Learning Team, Therapeutic Thinking Support Team, Occupational Therapist, Speech and Language Therapist, Emotional Health Triage, Specialist Teacher Advisors, Sensory Consortium, CAMHS, paediatricians, school nurse, 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 parents discuss their concerns with the SENCo as each of the services has its own criteria to access the support.

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

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

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 parents discuss their concerns with the SENCo as each of the services has its own criteria to access the support. Occupational Health referrals must be made through the GP.

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

The school will be contacted by the relvant service if a family has been referred to the local Children's Centre or Family Support Team. The school will then take part in any multi-agency support meeting or provision.

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.

Recent training has included: Structured Approach to Reading (STAR), using the 5-point scale, emotional regulation, using strategies to support pupils with autism.

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.

Recent training has included: Structured Approach to Reading (STAR), using the 5-point scale, emotional regulation, using strategies to support pupils with autism.

Some members of staff have targeted training to support them meeting the SEND needs of the children.

To deliver accredited programmes, staff will be appropriately trained e.g. ELSA.

6.3: Do teachers have any specific qualifications in SEND?

Our SENCO is currently completing the accredited NASENCO course.

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 e.g. Emotional Literacy Support Teaching Assistant.

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 on offsite activities. As far as we are reasonably able we will provide the necessary support to ensure that this is successful; when it is mutually agreed, this may involve the child's parent accompanying them. A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised.

Some children may have their own individual risk assessments.

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 liaise with parents to discuss any particular or specific adjustments or provision of equipment which may be needed e.g. provision of a wheelchair.

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

The majority of the school site is wheelchair accessible with a disabled toilet.  The school is all on one level.

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 an 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 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 works with parents to ensure they 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 EMAS (Ethnic Minority Achievement Service) who would assist us in supporting our families with English as an additional 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?

We invite all new parents and children to visit the school prior to starting. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. Where possible, we visit new pre-school children in their current 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/to different schools and settings, ensuring all relevant paperwork is passed on and all needs are discussed and understood.

We offer a welcome meeting to all families before they start 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.

Parents are invited to transition meetings at the end of FS2, Year 2 and Year 4.

We have discussions with parents as needed prior to and following on from transition visits.

We write social stories with children if transition is potentially going to be difficult.

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.

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 from/to different schools and settings, ensuring all relevant paperwork is passed on and all needs are discussed and understood.

We send all assessment records, SEND records and current provision information, including SAPs/EHCPs.

 

9.6: How will the school prepare my child for the transition to further education or employment?

Not applicable

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.

You could look at the SEN Policy and Information Report on our website.

Contact SENDIASS (The Special Educational Needs and Disabilities Information Advice and Support Service) - https://www.kids.org.uk/sendiass

Contact IPSEA (Independent Parental Special Education Advice) - www.ipsea.org.uk/

 

 

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 for more specific support and advice, such as SENDIASS.

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 signpost parents to a variety of agencies. They may also be advertised on noticeboards or in flyers sent out to targeted families.

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

Parent views are sought through annual parent questionnaires, 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.

Quality checks

  • DBS check

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