Falkland Primary School

Last updated: 15/09/2023

Falkland is a large Primary School with 425 pupils on roll.  The SEND cohort currently makes up 21% of the whole school cohort and is evenly spread throughout the year groups.  Falkland is situated on the South of Newbury, approximately 1 mile from the town centre.

At Falkland we are committed to meeting the Special Educational Needs of pupils and ensuring that they make progress, are challenged and encouraged to achieve their full potential in every aspect of school life.  We endeavour to identify and provide support for the wide spectrum of needs that make up an individual’s profile; whether cognitive, social and emotional, sensory or physical.  Pupils with SEN are taught inclusively with their peers through targeted and rigorous differentiation and resources. They access short and precise individual and group intervention from the SEN team or 1:1 support assistants, where appropriate. They access short and precise individual and group intervention, building from a point of confidence.

We believe every child has a right to feel safe, respected and able to progress with their work. Our ethos is underpinned by our core values: HONESTY, KINDNESS, TEAMWORK, RESOURCEFULNESS, REFLECTION and RESILIENCE. 

Who to contact

Contact Name
Laura Dove
Contact Position
Inclusion Lead
01635 44949
Falkland Primary School
Related Service
SCL Holiday Club @ Falkland Primary School
BusyKids (Newbury) After School and Breakfast Club

Where to go

Falkland Primary School
Andover Road
RG14 6NU

Other Details


Age Ranges

Inclusion Information

Dietary Needs

Has Provision
Special diets can be registered with the meals provider

Local Offer


Falkland is a large Primary School with 456 pupils on roll.  The SEND cohort currently makes up 10% of the whole school cohort and is evenly spread throughout the year groups.  Falkland is situated on the South of Newbury, approximately 1 mile from the town centre.

At Falkland we are committed to meeting the Special Educational Needs of pupils and ensuring that they make progress, are challenged and encouraged to achieve their full potential in every aspect of school life.  We endeavour to identify and provide support for the wide spectrum of needs that make up an individual’s profile; whether cognitive, social and emotional, sensory or physical.  Pupils with SEN are taught inclusively with their peers through targeted and rigorous differentiation and resources. They access short and precise individual and group intervention from the SEND team or 1:1 support assistants, where appropriate.

The vast majority of pupils are of White British heritage and the remainder come from a range of backgrounds, and although only a small number of pupils speak English as an additional language, this is a rising. The proportion of pupils known to be eligible for free school meals is below average. The proportion of disabled pupils and those with special educational needs supported at SENS, or with EHC plans, is broadly average. Pupil’s needs mainly relate to cognition and learning difficulties, social, emotional or mental health difficulties, speech and language difficulties and Autistic Spectrum Disorders.

At Falkland we pride ourselves on being 'a caring, learning community for all.' We believe every child has a right to feel safe, respected and able to progress with their work. Our ethos is underpinned by our core values: Honesty, Kindness, Teamwork, Resourcefulness, Reflection and Resilience. Throughout all these 6 values runs Confidence.  

Contact Name
Laura Dove
Contact Telephone
01635 49494
Contact Email
SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
Local Offer Age Bands
5 to 7
7 to 11
Needs Level


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

Pupils with SEND are pupils who have a diagnosis or are significantly below age related expectations.  These pupils are identified through pupil progress meetings each term by teachers and the SEND team.

Pupils are identified in a range of ways:

  • Early identification and intervention.
  • Early Years referral from medical professional
  • Parental Concern
  • Teacher Identification
  • Professional diagnosis
  • Involvement of outside agencies including: Speech and Language Therapy, Educational Psychologist, Hearing Impairment Teacher, CAMHs, CALT.
  • Through data analysis and continued monitoring of progress (Pupil Progress Meetings)
  • Impact of school based interventions.
  • Persistent, complex and severe learning difficulties.
  • Use of interpreters to support pupils with EAL and potential SEND.

In addition to this, the SENDCo is involved in Pupil Progress Meetings with each teacher as part of the Senior Leadership Team to identify and plan for pupils whose progress and/or attainment is a concern.  At Falkland we track the progress and attainment of all pupils with SEND, including non-SEND pupils who are underachieving, in order to prevent them from becoming significantly below age related expectations.

Teachers who have concerns about pupils will complete a Graduated Approach Plan and a SEND alert form for the SEND team, which will then be discussed by teacher, SEND team and parents/carers.  The decision will either be made to monitor progress, provide intervention or request outside professional support. 

Pupils are added to the SEND register in consultation with parents/carers.  Teachers will also use the school's identification criteria and SEND categories to decide where pupils should be placed on the register. 

The government states that all pupils, including those with a special educational need and disability should make expected progress by the end of each academic year.  The SEND team provides governors and the Head Teacher with a data analysis report outlining progress made by the SEND cohort and in comparison with their peers. From this a new whole school SEND foci are established.   The school monitors pupil attainment and progress in relation to vulnerable groups and evaluates results to identify trends and patterns of underachievement and of success. Pupils making little or no progress may be assessed by the SEND team or other relevant professionals in consultation with parents to establish specific need and provide support to accelerate progress. 

We take note of the 6 broad areas of need.

  • Communication
  • Learning and Development
  • Behaviour and Emotions
  • Health
  • Everyday Life
  • Family and Community

The majority of pupils will be assessed with the rest of their peers (see assessment policy) although those pupils working below, working towards or pre-Key Stage statements will be monitored through the school’s 'small step programme' and data system, that has replaced P-scales assessment. 

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

Parents are encouraged to:

  • Contact class teacher
  • Contact the school SEND team
  • Contact their GP 
  • If your child has already been identified with SEND, you will also be provided with opportunities to discuss your child through SEND parent meetings (SAP meetings are 3 times per year) in addition to regular parent evenings and any other meetings that may be arranged to discuss your child's progress.
  • All parent/carer concerns are taken seriously at Falkland. We believe that, as parents, you hold expert knowledge about your children.  Parent partnership is the key to consistent and successful support for all pupils and we will happily discuss any concerns, identify causes and provide advice on how best to support your child.
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?

Every Teacher is a teacher of children with SEND.  High Quality teaching, scaffolding and differentiation will meet the needs of each child on a daily basis. 

Your child's SEND needs will be overseen by the Inclusion Lead and SENDCo (Mrs Dove), who will assess and help plan opportunities for them to access the curriculum and other aspects of school life through high quality teaching and, where necessary, intervention.  The SENDCo has responsibility for monitoring the support of pupils with SEND and this is carried out through; pupil progress meeetings, SAP (Support and Achievement Plans), reviews with teachers and parents/carers, book and planning scrutiny, pupil conferencing and observation of pupils within their class setting.  The SEND team (Sendco and Sendco HLTA) will provide support to teachers  through regular training meetings, monitoring and feedback.

The SEND team will support teachers to co-ordinate the provision for SEND pupils in their class and plan personalised support and, if necessary, intervention that will support pupils.  This will be recorded and evidenced over time on a  'Provision Map' produced for each class by the teacher and SENDCo  The focus of provision will be determined through discussion with teachers, senior leaders and parents/carers.

The SEND team follows an 'Assessment, Plan, Do, Review' cycle that plans careful and precise support for pupils through rigorous assessment and review.  Provision for pupils all feeds into the School Development targets, monitoring, data analysis and training.

The SEND team has a duty to report and share the strategic management of SEND with Senior leaders and the designated SEND governor in the school. The SENDCo meets with the designated governor at other times also.

Class Teachers have a responsibility for day to day provision.

  • Class Teacher in collaboration with School SEND team will discuss a child’s areas of need, agree and plan a SAP (Support and Achievement Plan).
  • Parents are involved in agreeing and setting targets for SAPs.
  • SAPs are reviewed termly or more frequently, if appropriate.  Where appropriate, children are involved in the review process with teachers and SEND team.
  • SEND team and class teachers liaise with outside agencies and professionals to ensure the best provision is in place.
  • Parents are involved in some outside agency meetings and have the opportunity to discuss their child and their needs as a family.
2.2: How will I be informed / consulted about the ways in which my child is being supported?


  • Prior to a child joining Falkland, parents and professionals are invited to speak to the SENCo to plan a joint approach.  Where necessary, additional school visits and meetings with the class teacher and SEND team will be arranged.
  • Termly or more frequent meetings to discuss a child’s progress can be arranged.
  • Informal meetings with teachers are supported at an agreed time to discuss needs.
  • Termly review and planning meetings for SAPs (Support and Achievement Plans).
  • Pupils with an EHCP will have an annual review/transition meeting at key points in the year.
  • Child friendly SAPS are shared with parents/carers and they are asked to contribute to this as well. Parent comments are added to the SAP.
2.3: How will the school balance my child's need for support with developing their independence?

Falkland are committed to providing inclusive practice in a main- stream environment.  Reasonable adjustments are made to include all children.

The school makes independence and learning behaviours, of all pupils, a priority and actively plans for independence within SAPS and high quality teaching.  Teachers and TA's are trained in ways in which to develop independence through mind mapping and effective questioning and this is a focus of our school priorities for SEND, featuring in the monitoring criteria. Pupils from Y2-Y6 have may have access to a ‘Target Review’ intervention (that supports independence) to support pupil’s learning behaviours and achieve their SAP targets.

In addition to child friendly SAP passports, that provide strategies for teachers to plan for pupils to access the curriculum independently, pupils with highly differentiated curriculums may be provided with 'an alternative curriculum which is related to their SAP targets.

An alternative curriculum may provide the pupils with educational activities that they can complete without support but are tailored to their individual learning styles.  Time is provided within their learning to access these.

Teachers are provided with a 'Toolkit' which contains resources and training materials that can be used with pupils to encourage independence, such as; mind maps and effective questioning techniques. Teachers and TAs receive regular training.The SLT monitors the performance of teachers through High Quality Teaching and intervention with a specific focus on good provision in class, good learning behaviours and pupil independence and engagement. 

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

Teachers show how they have scaffolded for individual pupils in their weekly and medium term planning and teachers are expected to incorporate SAP targets into everyday learning.  The SEND team liaises with subject leaders and phase leader to oversee the scrutiny of plans and observe lessons where appropriate to support individuals. 

Child friendly SAP outcomes (that also incorporate professional recommendations) provide strategies for teachers to scaffold the curriculum to match to individual learning styles and these are also used by other staff members who provide intervention or additional support.

For Year 3 and 4, the school runs a small Nurture class where 12-15 have their English and maths everyday. The curriculum is completely personalised to each child at their level with a focus on closing gaps. Learning is very multi-sensory and hands on. The class is run by an experience teacher and three additional TAs to support as well.

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?

At Falkland we focus on using different learning styles and so we are consistently analysing and planning for individuals in this way. The school works closely with outside professionals and where possible these professionals provide  staff with regular holistic training in order to improve outcomes for all pupils through high quality teaching.  

All interventions focus on kinaesthetic (practical) and visual learning and mainly consist of educational games linked to specific individual outcomes and recommendations from reports. 

We are an inclusive school and have a range of resources we can draw from.  However, should we need something we do not have we can seek advice from outside agencies.  For Example:

  • Pupils with ASD could have an individual visual timetable, choosing board, task strip, visual cues and opportunities to develop social communication through the use of social stories.
  • Pupils with Speech and Language difficulties may be visited by an NHS Therapist and recommendations are made.  The school will implement these recommendations but the main focus is with High Quality Teaching strategies that are integrated within the curriculum.
  • Pupils with Sensory impairments and difficulties may be visited by an NHS Therapist and recommendations are made.  The school will implement these recommendations and may provide additional proprioceptive opportunities through whole class or small group exercise breaks, ‘Sensory Circuits’ or a bespoke sensory diet.

We very much focus on using different learning styles and are consistently analysing and planning for individuals in this way to suit personalised learning. The school works closely with outside professionals and, where possible, these professionals provide staff with holistic training in order to improve outcomes for all pupils through high quality teaching.   

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

We encourage children to be independent learners and will make reasonable adjustments to a child’s provision to support this.  Additional staffing could be provided if:

  • Education Health Care Plans (EHCP) outline a need for additional adult support and hours are funded by SEND. Additional support for these pupils is decided by the Head Teacher, SEND team and teachers in consultation with parents. 
  • All TAs and HLTAs are trained in delivering High Quality support in class and interventions across the school and children with Special Educational Needs may take part in these school based interventions.
  • The Inclusion Lead/SENDCo has a full time position within the schools, with an assistant SEND HLTA  supporting
  • In addition to this, we have 3 qualified ELSAs that support vulnerable pupils or those with Social and Emotional difficulties across the schools.
  • The school also has a Family Support Worker that works closely with the school to support children and their families.
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
catch Up Reading - accelerating reading programme One to one
Snap on 2 Maths - accelerating mental maths programme One to one
Precision Teaching - English and Maths One to one
Dyslexia Friendly phonics/spelling Small group
Extra Phonics Small group
Speech and Language - Pre-learning vocabulary/chatterboxes Small group
Talking Partners - Speech and Language Programme Small group
Racing to English Small group
Speech and Language targeted support One to one
PAG - Punctuation and Grammar intervention, teaching specific writing skills Small group
Sensory Circuits - OT intervention to improve gross motor control, balance and regulate energy. Small group
Social skills - including social stories and self esteem One to one
Draw and Talk - Social and Emotional support One to one
ELSA - Emotional Literacy Support programme (short term) One to one
Family Support Worker - emotional support for families and school One to one
Friendship Groups Small group
Speed Up Handwriting programme - kinaesthetic activities to support hand writing (Dyslexia Friendly) Small group
SAP Target Review - independent review of targets through evaluating class work One to one
Emotional Health Academy Support One to one
2.8: What resources and equipment does the school provide for children with SEND?

We are an inclusive school and have a range of resources we can draw from.  We aim to carefully match provision to individual children's needs.  The SENDCo will provide equipment for individuals that is recommended from professional reports and also has invested in a number of 'Closing the Gap' schemes and materials.

The SENDCo manages the budget for SEND resources and links the spend to identified needs for SEND pupils and as recommendations from outside professionals, and related to the School Development Plan, where possible.

We may offer:

  • CALT Team services (school funded)
  • Educational Psychologist Services (school funded)
  • Emotional Health Academy (school funded)
  • Mental Health Support Team
  • ELSA support
  • Proprioceptive equipment and breaks
  • Visual timetables, choosing boards, task strips and visual cues.
  • Interventions if suited to a child’s needs – Catch Up, Talking Partners, SNAP maths etc.
  • Plan, do, review process suited to individual children’s needs.
  • Additional opportunities to target gaps in learning.
  • Social Communication and skills sessions based on recognising feelings and managing feelings.
  • If relevant, a Family School Support Worker (school funded)
  • Writing slopes, cue cards, wobble cushions, specialist seating, concentration tools.
2.9: What special arrangements can be made for my child when taking examinations?

Pupils with SEND have special arrangements for examinations, where appropriate.  This could include adult prompts, small groups or one to one provision  in a quiet area. They are provided with movement breaks, if necessary and examinations may be carried out in stages to aid concentration. The school may apply for 'extra time' also.   All other examination requirements remain the same.

In Year 6, teachers and the SENDCo may apply for extra time (25%) in special cases.  

Teacher Assessment may also be used where examination results do not show a true reflection of the child's ability. Pupils with Profound learning difficulties will be mostly disapplied from examinations if it is felt that this would not be beneficial for them.

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

At Falkland we operate an open door policy.  Parents are informed of progress through parent’s meetings, SAP meetings and pupil school reports.

All pupils are assessed in a number of ways through; formal tests, the schools’ teacher assessment process and through everyday ‘Assessment for Learning’ tools.

Pupils who are working below Working Towards are assessed through pre-Key Stage assessment statements or small step progress targets.  Teachers will record evidence related to their achievement within these small steps.  This could include written observations, photographs and photocopies of work that evidences progress.

Within each long term, teachers meet with Senior Management to discuss pupil's progress (Pupil Progress Meetings - which the SENDCo attends).  During this process, teachers and senior leaders assess the impact of intervention and class support and plan for 'Closing the Gap' for individual pupils and cohorts. 

Where possible, intervention data for pupils with SEND is analysed by the SEND team and pupils who have not made sufficient progress are put on 'alert' and may be part of a focus group for monitoring. This information feeds directly into the monitoring cycle and is used to create SAP outcomes and may trigger a request for support from outside professionals.  Findings also form new school based targets for the School Development Plan.

Pupils without SEND who are making less than expected progress are monitored through a ‘Graduated Approach Plan’ (GAP) and may be placed in short term targeted groups to make accelerated progress, where appropriate.

The school provides 3 opportunities per year to review pupil progress with parents and discuss ways forward.  Parents are informed if their child is not making progress over time. These meetings are a forum for staff and parents to jointly plan precise support for progress to take place. Parents are also offered regular parent evening appointments.

All teachers take part in SEND surgeries every term where barriers and strategies are discussed to be used within the class at High Quality Teaching or during 1:1 or small group interventions.These are a working document that are also used as a transition tool.

Progress from interventions is measured where possible using age related or standardised scores.  This is generally measured as a baseline at the start of the intervention and again at the end.  Salford Reading and Comprehension test, Hodder spelling assessments and White Rose maths assessments are used to measure intervention progress, where appropriate.

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

SEND pupil progress is also monitored by SAP outcomes.  Teachers, Senco and parents meet initially to start the SAP process.  At the end of each long term teachers and Senco meet to review pupil's progress against each target and set new SMART targets for the next term.  Parents recieve a copy of the reviewed and new targets at the beginning of Autumn, Spring and Summer term (with an opportunity to discuss these).  Where possible, measurable progress is included in the review, ie, increased level, age related scores.

General progress will be evidenced on an intervention tracker which builds up a holistic picture of pupils progress and support over time.

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?

In addition to the school's normal reporting arrangements there are opportunities to meet with the Senco 3 times a year to discuss progress of SAP targets and interventions.

Additional appointments can be made with the class teacher, Senco or Senior Management through the school office, either by email,  phone or in person.

In addition to this, there is an  SEND coffee morning 5 times per year where all parents are invited.

Of course, class teachers are also available at the beginning and end of the school day if you wish to discuss progress.  The teacher should be your first point of reference.

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

Falkland School have an open door policy.  This means that we are happy to discuss any concerns and provide details of progress at any time. In addition to this:

  • Pupils have a reading diary that parents and pupils can record their reading and or other learning needs.  Parents can also use this book to inform staff if there has been a difficulty at home e.g. a child has not slept, has not taken medication etc.
  • Some pupils may have a home/school communication book set up if it is part of a plan for more detailed communication between home and school.
  • Teachers sometimes send home brief notes to say how well a child has achieved or contributed in class.
  • Some children may occasionally bring home certificates to reward good choices and achievements.
  • Parents are invited into school to meet with outside agencies and professionals that are involved in their child’s care. This would be by letter, email or phone call.
  • Copies of all reports made by outside agencies and professionals are kept centrally, sent home and passed on to teachers and other professionals to ensure quality of support (this excludes safeguarding records).
3.5: How can I help support my child's learning?
  • Parents/carers can support their children by reading daily, practising spellings and multiplication tables.
  • Parents can support their child to complete homework task.
  • The schools offer an open evening/ morning where parents can come and look at their child's books and discuss any queries with the teacher.
  • At the start of every term, the schools send out a curriculum topic map which is also on the schools’ website.  Parents/ carers can support pupils learning by taking them to historical or cultural places of interest to support their learning.
  • SAPs suggest opportunities and ideas for parents on how to support their child’s individual and on-going needs.
  • Parents can support their children by following homework guidelines and sharing their views on how pupil's progress through the tasks. Homework information can be found on the school website
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?

The Senco provides training for parents through 'Coffee Meetings' and this is driven by an initial parent questionnaire asking for popular topics to discuss.

Within these meetings, outside professionals may be requested to deliver training.

Learning events led by professionals outside school are signposted to parents via the Senco.

Curriculum Evening training sessions led by school ctaff.

SAP documents are a way to discuss how parents can support their child at home - these are agreed and resourced on an individual basis.

3.7: How will my child's views be sought about the help they are getting and the progress they are making?

Pupils are involved with their progress throughout the year.  Pupils are asked to complete a pupil review of how they feel they have achieved their SAP/EHCP outcomes and how they could be supported at the end of each long term.  Each child has a Child Friendly SAP target sheet that they can colour in when they have reached each target.  The pupil review is on the back of this sheet and copied to parents.  Pupils access this with adult support where necessary.

Pupils in Year 5 and 6 are encouraged to review their week's work against their targets in the 'Target Review' intervention.

Within the monitoring of SEND, the Senco actively involves a sample of pupils in 'Pupil conferencing' to find out how engaged they are with the learning in their class and their specific targets.  The outcomes of this are fed back to Senior Management.

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


3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

The overall effectiveness of SEND provision is assessed by the SENDCo through data analysis (including class data and intervention data), reviewing specific SEN School Development Targets, and outcomes of monitoring.  From this, new priorities are identified for the following term/year.

The SENDCo completes and presents a Governors report detailing outcomes of SEND effectiveness.  This is also shared with Senior Leaders within the school (including Maths and Literacy co-ordinators)

Parents are informed about general outcomes and priorities within SEND coffee meetings.

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?

Pupils with social, emotional and behavioural needs access a range of interventions that are short term and measured using the ‘SDQ assessment’, ELSA evaluations or PSHE objectives. The SENDCo and class teachers liaise with parents in order to establish need and refer to outside agencies such as; Behaviour Support Team, Family Support Worker or Daisy's Dream.

We also have a trained ELSA that supports pupils with a specific emotional need through a short term (6 week) measurable programme.  Parents and teachers contribute to the planning of this intervention and progress is reported to parents and shared with relevant staff.

The school buys into the Emotional Health Academy Service and we have an allocated support worker 6 hours per week.

The school buys into the Educational Psychology Service and the psychologist ill see children at the schools request.

The school is part of the Mental Health Support Team and has access to support and advice from them. 

The SEND team supports other pupils with social and emotional needs through 1:1 and small group intervention of social skills, Draw and Talk (a child initiated anxiety programme) or mentoring sessions to equip pupils to overcome difficulties with anxiety and social communication within school and at home.

Our Family Support Worker works with families to set short term goals that enable pupils to overcome social difficulties that may have an impact in school and at home.  Parents can ask for this service or may be signposted by Senior Leaders or the SENDCo.

Our Managing feelings programme is specifically focused on pupils who find it difficult to control emotions and they can learn strategies to control anger and understand theirs and other's emotions more fully.

Year 5 self esteem girls and boys groups allow older children to develop skills in personal, social and health care.

Playground buddies also support pupils with their emotional and social development on the playground.

In addition to this:

  • Pupils with SEND may use social stories to develop their emotional social development.
  • They could also be part of a small social group supported by an adult at break times.
  • A play time plan or Positive Behaviour Plan could be written to agree targets and activities and play mates for break times.
  • Some pupils may take part in a ‘Circle of Friends’. A whole class intervention to support one child with particular difficulties.
  • The Boxhall profile may be used to assess and plan for children with SEND’s individual social, emotional and behavioural 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?

Therapeutic Thinking Behaviour Plans/trained in de-escalation strategies/Therapeutic Thinking Support Tewa team/icollege/playground buddies/school ambassadors are all used across school.  

All pupils are expected to follow the school's Behaviour Policy but we understand that this is difficult for some children and they may need additional support to manage their behaviour.

Pupil's behaviour is monitored through high quality teaching and concerns are raised to the SENDCo if necessary.

Incentives and reward charts offer support to pupils who find it difficult to conform to the school's behaviour policy and children are actively taught about 'Good Learning Skills'.

Some pupils who need additional support with behaviour have a 'Therapeutic Behaviour Plan Behaviour Plan' which highlights their needs and has specific targets and rewards for small steps of progress.  These pupils are given opportunities to reflect on their behaviour daily (through an attached intervention programme) and are involved in setting new targets to help them to access the behaviour policy.  This could mean talking about triggers to poor behaviour or strategies of controlling behaviour.

Some teachers throughout the school and Senior Leaders are trained in 'Team Teach' which adopts de-escalation strategies to extreme behaviours.

The SENDCo or Senior Leaders may also seek advice from outside professionals such as; Behaviour Support Team, Family Support Worker, Camhs, Specialist Inclusion Support Service or The icollege.  Parents are informed and included in each stage of the process.

4.3: What medical support is available in the school for children with SEND?

The school follows the West Berkshire Medical guidelines.  All medicines are locked in the school's medical room and controlled substances are double locked.

Parents must sign a disclaimer form and school completes a form when medicines are administrated (with the date and time/parents must sign this).

The school are unable to administer Ibuprofen based medicines in line with West Berkshire guidelines.

Parents can administer medicines themselves but must sign in and out of school to do this.

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

The school follows the West Berkshire Medical guidelines.  All medicines are locked in the school's medical room and controlled substances are double locked.

Parents must sign a disclaimer form and school completes a form when medicines are administrated (with the date and time/parents must sign this).

The school are unable to administer Ibuprofen based medicines in line with West Berkshire guidelines.

Parents can administer medicines themselves but must sign in and out of school to do this.

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

At Falkland we react to the needs of the individual child with regards to their personal care.

We consider advice provided by GP's, Paediatricians, and other health professionals in line with safeguarding regulations.

It may be necessary for us to carry out toileting, nutritional or functional skills programmes with advice from outside professionals and this will be reflective in pupil's care plans.

We make sure that all staff are aware of specific personal care needs of children by including this in their pupil passport.

Risk assessments will be carried out where necessary.

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?

The school currently uses the following support services;

  • Speech and Language Therapy
  • Occupational Therapy
  • Physiotherapy
  • Sensory Consortium (visual and hearing impairment)
  • ASD advisory teachers
  • Therapeutic Thinking Support
  • Educational Psychologist
  • Family Support Worker
  • Emotional Health academy
  • mental Health support Team
  • ELSAs

At Falkland we endeavour to make lasting relationships with these services to support our pupils.  Many of these services have provided training, trouble shooting and worked closely with the school to make sure that targets are in line with the real experiences of the child at home and at school.

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

If you think your child needs support from one of these services please in the first instance speak to your child's teacher or the Senco as they may be able to help or advise on the most appropriate services.  It would also be wise to make an appointment with your GP who may refer you to one of these services or refer you to a paediatrician.

Parents and school can refer directly to Speech and language through the CYPIT referal service and information and help sheets can also be sought here.

ELSA (Emotional Literacy Support Assistant) and FSW (Family Support Worker) services can be sought through the school.

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

At Falkland we work very closely with outside professionals and particularly with the Speech and Language Service (CYPIT).  If the school has concerns about a pupil's Speech and Language they will use the CYPIT tools and advice on the services' website.  The school or parents can make a referral through the triage system if necessary.

When advice is sought, the school will set up an individual programme that will be delivered by a trained teaching assistant with the SENDCo's involvement.

As a school, we work closely with our therapist, who provides regular staff training and observes our interventions as a specialist.  We write the targets and programmes together so that they are relevant to the child and what they are learning in class.

Occupational Therapy and Physio therapy services are provided also through CYPIT, although parents must get a referral for these services through their GP.  Training courses for these are either bespoke to the child's needs or held centrally.

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 needs to be seen by any of these specialists you must initially speak to your GP and inform the school (SENDCo) that you have done this.  The more information the school has, the better equipped they will be in being pro-active to pupil need.

Some services allow the school to make a referral but others must be referred via your GP.  Please see the guidelines for referrals on the CYPIT website.

  • Make an appointment to see the school SEND team or your GP to discuss you concerns.
  • Together you can complete the referral form
5.5: What arrangements does the school have for liaison with Children's Social Care services?

The school liaises closely with Children's Social Care services.

The SENDCo, Head teacher and/or teacher attends all PEP/LAC/CIN or other meetings with regards to social care.  Some of these meetings also take place in school.

The school (SENDCo responsibility) provide up to date reports for these meetings.

The school complies fully with the Safeguarding Policy and all staff members receive up to date training in this area.

The SLT will make use of the CAAS team and Help for Families to support pupils within their school.

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Teachers access training either on site or at other venues. 
  • It may be delivered by outside agencies and is linked to the needs of the staff and school.
  • The SEND team identifies training needs through data analysis and monitoring of high quality teaching throughout the school.
  • The SEND team delivers appropriate training linked to school SEND targets within staff meetings and Inset days. 
  • Specialist training is offered to teachers who are teaching pupils with hearing or visual impairment and pupils with a specific diagnosis.
  • Training needs are linked directly with performance management for teachers and TAs.
6.2: What SEND training is provided for teaching assistants and other staff in your school?

At Falkland we aim to train all our teaching assistants in as many different areas as possible.  Training is provided by the Senco on a variety of different aspects of SEN and these are linked to the priorities of the school and SEN targets. Training is regular and targeted.  The impact of all training is monitored through intervention provision and TA provision within class.  The SEN Training Log outlines this.

After their induction to the school TA's are provided with a TA toolkit pack containing strategies and resources to aid working with individuals and small groups within all the year groups.  They have initial TA toolkit training and then are trained with the full compliment of TA's on a regular basis.  Training needs are determined through TA appraisal, staff interest and specialism and also through the monitoring cycle.

Through the TA Appraisal process, training needs are identified by staff and Senco and included in the actions for individual staff.  This is linked to the support that they are currently providing and their job role.

The school send teaching assistants on specific training delivered by the local authority and outside professionals and in some cases outside professionals deliver bespoke training to smaller groups of teaching assistants within school.

6.3: Do teachers have any specific qualifications in SEND?

The SENDCo has the SENDCo Accreditation and this was obtained in 2009.

The School has 5 ELSAs that are trained, one is EYFS trained as well. 

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

We have highly trained teaching assistants in Emotional Literacy and ASD and 2 members of staff who have attended the OTTAS training to support pupils with sensory processing and motor skill difficulties.

Some of our teaching assistants have specialisms in the following SEN areas ; OTTAS (OT and sensory processing provision), Dyslexia traits and strategies, speech and language strategies and practices, behaviour management strategies, ASD strategies.

Teaching assistants who have these specialisms are encouraged to share their expertise with other members of staff and provide advice on how to support pupils.  This can be through leading training, observing or being observed for good practise.  They are also invited to join multi-professional meetings where appropriate.

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?

Pupils with SEND have equal opportunities to access trips, visits and school activities.

Teachers and teaching assistants help prepare specific pupils for these events with photos, information about venues and sometimes itinararies.  Parents are consulted about these processes and asked to help children to prepare at home.

Extra adult support may be provided if necessary and access arrangements will be made according to our access policy.

In addition to the compulsary risk assessments for each trip, personal risk assessments are carried out if the Senco (or staff) feel this would be beneficial or essential.

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

Parents and carers are involved in highlighting any anxieties that pupils may have and triggers to this.  The Pen Portrait questionnaire and transition questioning provides parent voice for this and these are considered when planning for activities and trips that are out of the school's every day experiences.

Parents are asked to support their children at home in the preparation of visits and trips and should consult the class teacher or Senco if they have any concerns.

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

Falkland is made up of one main building (office, hall and KS1) and all rooms in this building have outside fire exit doors.  The KS2 buildings and SEN/ICT room are modular buildings and all have ramp access.

Any specific modifications are made according to need (recommended in professional reports or identified in risk assessments carried out by school) and the school sources advice from the Council's Access Officer.

Personal risk assessments are made for pupils with physical disabilities and these include fire access and for curriculum and social accessibility.

(Please see accessibility plan - on the school website).

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

We have trialled some sound field systems in one year group to support a pupils hearing impairment and speech and language difficulties. We would do this according to need.

8.3: Are there accessible changing and toilet facilities?

The school has 2 disabled toilets in the main building and each modular building also has an accessibility toilet.

The school has 2 disabled toilets in the main building and each modular building also has an accessibility toilet.  The new sports hall also has a disabled toilet.

Any specific modifications are made according to need (recommended in professional reports or identified in risk assessments carried out by school) and the school sources advice from the Council's Access Officer.

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

Regular health and safety walks are carried out by the Office Manager, governors and advisors from West Berkshire.  The school updates it's School Accessibility Plan and this is shared with all staff. The office manager and senco have responsibility for this.

Regular updates of risk assessments are done for individual pupils and the Senco has responsibility for this.

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

The school will make access arrangements for parents who have a disability. There is wheelchair access through all the main parts of the school and ramps to all of the outbuildings.

There is a disabled parking space at the entrance of the school, close proximity to the office.

The school will communicate with all parents, regardless of ability, in a variety of ways; letter, phone call, email and text.

Any special requirements will be realised on an individual basis. Please speak to the Office Manager or Senco if you need to discuss this.

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

The school will communicate with all parents, regardless of language, in a variety of ways; letter, phone call, email and text.

Where appropriate, the school will seek advice from EMTAS or provide an interpreter.

9. Preparing my child to join a new school / next stage of education
9.1: What preparation will there be for both the school and my child before he or she joins the school?

The Phase Leader for ‘Reception’ will meet with staff from partner nursery schools and parents (during home visits) prior to pupils starting school.  Concerns about particular needs will be brought to the attention of the SENCo and other relevant teachers during this meeting.  The SENCo will attend or arrange any transition meetings with professionals and parents prior to their start date. 


From this meeting, a transition plan will be put into place and parents will be offered; extra visits and a photo book (parents will receive this in the holiday leading up to the transition date in order to prepare the child at home).  In some cases, the SENDCo, teacher or phase leader will visit the child in their current setting to observe existing good practice.

The SENDCo will receive information for pupils joining from other schools and will contact parents and relevant professionals to discuss transition arrangements and transferral of documentation. 

Where there is a need for the environment to be adapted for the child's needs and accessibility, the Senco will consult the Access Policy and carry out risk assessments, making necessary adaptions with support from the Local Authority.  Resources are purchased by the school when advised by outside professionals.

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

Pupils with SEND at Falkland will receive transition intervention, where appropriate, on their entry to each new year group and at the beginning of the Key Stage, in addition to that of the rest of their peers.

The SENDCo meets with parents to explain the transition process in June and provides a 'Transition Timeline'.  Parents are asked about their child's needs and how they present at home any anxieties, sensory needs, etc. Pupils will also be taken through a questionnaire to gain their views on the transition.

The SENDC also meets to discuss specific pupil transition with TA's and teachers are asked to fill in an SEND transition form about each pupil for their new teacher and other relevant staff.  This lists specific information about the child and their needs and also lists the transition activities delivered.  These activities could include; photo books, visits to new areas (ie, play ground, class, hall), walking new routes around school, sharing good work with new teachers.

Any useful transition resources are passed on to parents for use over the summer holidays. Teachers have 'Handover Meetings' also to discuss the needs of pupils .  SAP, EHC and ISPs reviews are discussed and passed over at this point.

Risk assessments and Access Reviews are carried out, where necessary when the setting has changed for the child.

Towards the end of the Summer term, the SENDCo will provide the parents with a 'Transition Letter' detailing any 1:1 support provided for their child (number of hours or support timetable), the TA's that will be supporting them and their new teacher/class.

This transition process has extremely positive effects on our children's ability to settle quickly into their new class and routines.

In addition to this, the SENDCo ensures that the existing teacher (that knows the child well) makes suggested SAP outcomes for the Autumn term and updates any IBPs or social stories.

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

Pupils with SEND transferring from Falkland to new schools will have a documents which outlines particular needs and strategies used to adapt the curriculum in class.  Pupils with 1:1 support will also have a support timetable which outlines specific intervention provided by the school.  The SENDCo will discuss these pupils with new schools on request.

A rigorous transition programme for transfer to Secondary schools involves meetings with professionals ‘Transition meetings’, extra visits and specialist transition intervention for those pupils who need it.  These are driven by the pupils and the issues they want to focus on.

  • The Senco has very strong links with the  Secondary Sencos and liaises frequently about the transition of past pupils and those coming up for transition to year 7 to ensure a smooth handover takes place.
9.4: How will you support a new school to prepare for my child?

In addition to passing over all SENED records to new schools by hand, the SENDCo will also liaise with the new school's SENDo in order to help provide consistent and progressive support for pupils with SEND. 

This may include transition meetings, signposting to specific outside professionals and sharing professional's opinions.

All new schools will be provided with current SAP targets and the pupil passport and timetable of support or an Intervention Tracker.



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

Information is provided to new schools as follows;

  • professionals' reports
  • details of parent meetings or reviews
  • Reviewed SAPs/EHC Plans
  • Support timetables/individual provision maps (intervention details)
  • Intervention Trackers (where appropriate)
  • Class tracking data and progress
  • school reports and school SEN reports
  • any Annual Review notes and statement details
  • Individual Behaviour Plans (IBP)
9.6: How will the school prepare my child for the transition to further education or employment?


10. Who can I contact to discuss my child?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Your first point of contact will always be your child's class teacher.  Any issues or concerns raised regarding SEND will automatically be raised with the SENDCo who will contact parents to meet and discuss ways forward. If needed, you can go straight to the SENDCo. 


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

The school offers a Family Support Worker who will work with families in order to develop any relevant links with home and school to better support the 'Whole Child'.  The Family Support Worker will visit parents in their home setting or in school (if parents prefer) and set short term goals to help families in a holisitic way. We also have an allocated Social Worker who works with us. 

The school works closely with the family support worker to ensure that pupils emotional needs are met both at home and at school and provides advice for the school and family.

They may work directly with the child at home or at school and provides individual reports to home and termly updates of support to designated school leaders (SENDCo/Head teacher). 

The Family Support Worker also provides training for groups of parents (Incredible Years/ STOP) and will signpost to other relevant professionals where relevant.

Our ELSA works closely with the FSW as does our SENDCo to provide the best wrap around care for each pupil.  The ELSA and FSW deliver a very effective programme for parents called ‘The Incredible Years’ and this is delivered in a number of schools locally including Falkland.

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

The school passes any information, newsletters from external agencies and endeavours to filter these to the appropriate parents. 

We are always learning about new external agencies and are happy to pass information to parents and signpost them.

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

We believe that parents have the expert knowledge about their own children and will always consider parent feedback to be an essential part of the target setting process. Through SAP meetings parent feedback will be collected (through the SAP parent questionnaire) prior to the meeting for discussion at the meeting.

Parents are asked to contribute to school questionnaires and specific SEN questionnaires in order for us to gain feedback and identify particulary needs of parents and pupils. 

The SENDCo will ask parents for feedback about how they feel their child has benefited from specific intervention or on general SEN procedures.

Parents will be involved in setting targets and discussing the progress of their child through; parent meetings, outside professional meetings, SAP and Annual Review meetings.

Parents are invited to join the parent forum meeting 3 times per year to share their views about the priorities of the school and there is a parent representative on the governing body.

If you have a concern about your child's provision at school then the SEND Dept encourage you to discuss this with them promptly so that any issues can be resolved.  However, any serious complaints can be forwarded to Senior Management through the office or by contacting the Head teacher or Deputy directly.  In this instance the School's Complaints Policy will be consulted.

Compliments are greatly received by anyone.

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