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Englefield C.E. (VA) Primary School

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Englefield CE Primary is a small (approx. 103 chd) Church of England school for children from ages 4 to 11 and we are situated in a stunning rural location. We were founded in 1863 for the children of the village of Englefield and the Englefield Estate. As a Church of England School we have strong links with our local church, St. Mark's.

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

 

Who to contact

Contact Name
Julia Kidd
Contact Position
School Business Manager
Telephone
0118 930 2337
E-mail
office@englefield.w-berks.sch.uk
Website
Englefield C.E. (VA) Primary School

Where to go

Address
The Street
Englefield
Reading
Berkshire
Postcode
RG7 5ER

Time / Date Details

When is it on
Term Time
Time of day
Afternoon
Morning
Lunchtime

Other Details

Availability

Age Ranges
4-11

Inclusion Information

Wheelchair Access

Has Provision
Yes
Details
Main school building is wheelchair accessible, access to school hall is via a ramp

Special Needs

Has Provision
Yes
Experience with
Can admit children with special needs
Can discuss provision dependent on Special Needs
Details
School has an accredited SENCO and works with special needs providers

Dietary Needs

Has Provision
Yes
Details
School meals contractor can provide specific guidance

Cultural Provisions

Has Provision
Yes

Childcare Information

Vacancies

Immediate vacancies
Date updated
13/02/2018

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

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 (approx. 103 chd) Church of England school for children from ages 4 to 11 and we are situated in a stunning rural location. We were founded in 1863 for the children of the village of Englefield and the Englefield Estate. As a Church of England School we have strong links with our local church, St. Mark's.

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

SEN Provision Type
Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
Local Offer Age Bands
5 to 7
7 to 11

Mainstream

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

At Englefield CE Primary School we work  hard to identify children who have a Special Educational Needs as early as possible.

 ‘A child has ‘special educational needs’ if he/she has a significantly greater difficulty in learning than most of their peers, or a disability that hampers them from participating in normal education’.

                                                                                                Education Act 1981

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 or advice given by external agencies e.g Speech and Language Therapy, Educational Psychologist, Sensory Consortium, Special Needs Support Team, Behaviour Support Team, CAMHs
  • 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 or SENCO or Head teacher.  We pride ourselves on building positive relationships with parents. We are open and honest with parents and hope that they are able to do 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 for children with SEND in their class to ensure that progress in every area is made and evaluate impact of provision 
  • There may be a Teaching Assistant (TA) or Learning Support Assisstant (LSA) working with your child either individually or as part of a group. The purpose of these sessions will be explained to parents and 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 your child’s needs, support and progress against targets as detailed in the SAP and the impact of 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.

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. Typically this might mean that in a lesson there would be three different levels of work set for the class, 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.

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 advise 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 new SEN Code of Practice and does their best to make reasonable adjustments to meet individuals’ needs through first quality teaching and classroom arrangements e.g. seating

 

 

 

School will ensure that staff will have high quality training in specific areas.

 

 

 

 Children who need provision that is different from or additional to class provision will have their support outlined in an Individual Education Plan (IEP).

 

 

 

 IEP's for pupils will detail:

 

 

 

        Targets that are set for the pupil. These will be specific, measurable, achievable, realistic and time related (SMART)

 

 

 

        Strategies and programmes to be used and who will deliver these 

 

 

 

        Success criteria

 

 

 

·         Medical and/or pastoral needs

 

 

 

       When the Plan is to be reviewed

 

 

 

        Role of the parent and child

 

 

 

 

 

 

 

 

 

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 and 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 your child’s education should be 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 EHC 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, Special Needs Support 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, Behaviour Support Team, to hear their advice in order to support their child’s learning at home and school.

A child with an 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 Teaching Assistants regularly assess each child in areas where they are improving 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 Teaching assisstants, 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, Primary Behaviour Support 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 positive approach to behaviour management with a structured reward system that is followed by all staff and children.

For those children that need more support an Individual Behaviour Plan (IBP) 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?

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, 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.

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

The family be referred to the local Children's Centre or Family Support Team.

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.

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 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?

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 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, 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.

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 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 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 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 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. 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 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 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.

Discussion with parents prior to and following on 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 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 IEPs/EHCs

Results of statutory tests and assessments

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 on our website

Contact Parent Partnership – www. wbpps.org.uk

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 Parent Partnership.

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

School holds a range of information to sign post 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.

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