Theale Green School
We are immensely proud to be part of the Activate Learning Education Trust (ALET) group of schools and colleges, and on our journey to achieve the ALET Mission of “transforming lives through learning”.
We are passionate about the power of education to open doors for young people, and in this age of results-driven outcomes often being seen as the primary measure of success for schools, Theale Green School has a rich and impressive heritage of the Creative Arts and Sport. Talent comes in all shapes and sizes, and we passionately believe that whilst high grades are an important aspiration for all of our students, each individual student has much to offer Theale Green School in addition.
We are committed to providing the best integrated, rounded and dynamic education we can for all our students, leading to high aspirations and bright futures. We aim to ensure a personal experience where individuals can grow in a safe and supportive environment, be faced with realistically demanding challenges that match their current progress and potential and take responsibility for their actions.
We believe in the effectiveness of the combination of a praise culture, realistically high expectations and a firm set of rules and boundaries as part of a clear and fairly implemented disciplinary framework. We expect all of our students to aspire to the values we collectively own around Respect, Hard Work and Progress
Who to contact
Where to go
- RG7 5DA
Time / Date Details
- Time of day
- SEN Provision Type
- Profound and Multiple Learning Difficulties, Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
- Local Offer Age Bands
12 to 14
15 to 16
16 to 18
- 1.1: How does the school identify children/young people with special educational needs and disabilities?
Upon entry to the school all students are tested for reading accuracy, reading comprehension and spelling. Any students who are considerably below their appropriate age for either reading accuracy, comprehension or spelling will receive further testing to determine their areas of difficulty. Where applicable additional areas of need: communication and interaction; cognition and learning; social, emotional and mental health difficulties and sensory/physical will be assessed using further relevant testing procedures.
- 1.2: What should I do if I think my child has SEND?
If you are concerned you should contact the school SENCo, who will be able to monitor your child’s progress and offer additional testing that may be required to pinpoint particular areas for development and support.
1. Identification of SEND
- 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
Each subject teacher is responsible for the progress of each student in their class. The SENCo will oversee the planning and delivery of the education programme for all SEND students via the creation of Support and Achievement Plans, which are shared with the pupil, parents/carers and all relevant staff.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
You will be kept informed by the SENCo and the Achievement Centre team. At least 3 times a year you will be invited to meet with the Achievement CentreTeam and discuss your child’s progress and the level of support which is being put in place. You will receive copies up to 3 times a year of the student’s individual Support and Achievement Plan which will outline the students’ areas for development and the support which is being put in place.
- 2.3: How will the school balance my child's need for support with developing their independence?
Each student with an EHC Plan will be allocated a Teaching Assistant where appropriate for a number of hours based on the individual child’s needs. The Teaching Assistant will work closely with the class teacher to support the student in class, whilst allowing them to work in partnership with non-SEND students. The teaching assistants will support the students to achieve their potential whilst encouraging them to work as independently as possible and become resilient learners. All SEND students are invited to join lunch time club, homework club and to attend all school clubs and groups.
- 2.4: How will the school match / differentiate the curriculum for my child's needs?
Each subject area has a number of differentiated schemes of work and each subject teacher will adapt the existing schemes of work and lesson plans to suit the students’ individual needs, as outlined on the student’s Support & Achievement Plan All homework will also be differentiated accordingly by the subject teacher
- 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?
The students will be supported using a range of personalised strategies such as: seating plans, hearing loops, large print handouts, coloured overlays, Dictaphones, large calculators. All staff receive training on supporting students with SEND, through their continuing professional development.
- 2.6: What additional staffing does the school provide from its own budget for children with SEND?
The school has a dedicated team of staff in the Achievement Centre, who will be able to support the SEND students. There is also a Head of Year and Pastoral Mentor for each year group who will support all students both academically and pastorally.
- 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 / Title Intervention Type Catch up Literacy Toe by Toe Accelerread/Accelerwrite Art Therapy SULP Social Skills One to one ELKLAN speech & language SULP Small group
- 2.8: What resources and equipment does the school provide for children with SEND?
The resources and equipment are allocated to each student as directed by their learning needs and/or EHC. These can include Teaching Assistant support, stress balls, fiddle toys etc. or a combination of tailored intervention sessions. All interventions and specific resources are allocated to each student using a costed provision map, which may include the provision of a wordpad.
- 2.9: What special arrangements can be made for my child when taking examinations?
Students are tested (during the summer term) in year 9 to determine if they are eligible for exam concessions. The concessions agreed by the exam boards will be put in place for all Key Stage 4 examinations and will become part of the students learning experience leading up to their examinations. During key stage 3, bespoke support for internal examinations will be provided for SEND students as outlined in the Support and Achievement Plans.
2. Support for children with special educational needs
- 3.1: How will the school monitor my child's progress and how will I be involved in this?
Each subject area carries out internal assessments on a regular basis to review the students’ academic progress. Subject teachers or the SENCo will contact parents/carers to discuss any areas of concern. These results will also be reported to parents/carers via the formal reporting system.
If a student is attending specific interventions their literacy levels and progress towards any other personal targets will be reported a minimum of three times a year and through informal meetings with parents as required.
Parents/carers will also be invited to attend information evenings to discuss their child’s progress. All students with an EHC Plan will have one formal Person Centred Review review and will be invited to meet to discuss any concerns throughout the year.
All parents/carers are encouraged to contact their child’s tutor, subject teacher, Head of Year, Pastoral Mentor or SENCo if they have any concerns at all.
- 3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
Students’ target levels are set using data received from their primary school. Subject teachers may also set individualised student targets if required.
Targets for behaviour and social skills will be set based on each individual student's requirement.
- 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?
All parents/carers are encouraged to contact their child’s Tutor, subject teacher, Head or Year, Pastoral Mentor or SENCo if they have any concerns at all, either via staff e mail or telephone.
- 3.4: What arrangements does the school have for regular home to school contact?
The school has a variety of methods for home to school contact. These are personalised to each student but include: tutor emails, parent/carer mail, (both SEND and non-SEND) teachers/departments newsletters, Head of Year and Pastoral Mentor emails and telephone calls and information evenings throughout the year.
- 3.5: How can I help support my child's learning?
There are a number of ways in which parents/carers can support their children, these include: reading with your child; ensuring they complete homework on time and by providing a quiet working environment in which your son/daughter can study. Students need to arrive at school ready to learn, with the correct equipment. Most importantly parents/carers should inform either the Tutor, the Head of Year, Pastoral Mentor or SENCo if they have concerns or need to share any news or successes.
- 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?
Heads of Department and class teachers are always available to offer any additional support that parents/carers may require to enable them to support their child’s learning.
- 3.7: How will my child's views be sought about the help they are getting and the progress they are making?
All SEND students will be invited to stand for election to The Student Council All students are also invited to comment on their progress and support throughout the year.
- 3.8: What accredited and non accredited courses do you offer for young people with SEND?
Theale Green offers a combination of GCSE, BTEC & ASDAN examinations.
- 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 progress of all SEND students is monitored reguarly for both subject areas and literacy intervention. If any students are not making the appropriate progress, their support will be reviewed, with the student, parent or carers and amended accordingly.
Each SEND student will have a personalised Support and Achievemnt plan which will be shared with all parties up to three times a year.
All assessments and comments from parents/carers and students will be shared with the SEND Governor.
3. My child's progress
- 4.1: What support is available to promote the emotional and social development of children with SEND?
All SEND students are supported by the SENCo, the Achievement Centre team and the Tutor, Head of Year and Pastoral Mentor for their year group. We also offer a bespoke inclusion package for a small number of students in each year group.
Students may also be invited to attend tailored interventions to support their social and emotional 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?
The school offers a number of support routes for students who are struggling to conform to normal expectations. All teachers will be provided with the students’ individualised Support & Achievement Plan to enable them to use the agreed strategies to support the student’s behaviour. The SENCo, Heads of Year and Pastoral Mentors will also provide pastoral support as appropriate. If required the school offers an Inclusion service, which is personalised to suit each student’s needs. The school also uses an internal isolation unit if required.
Positive behaviour is encouraged by the use of the school rewards system. Reward postcards are also sent home for positive behaviour and progress.
- 4.3: What medical support is available in the school for children with SEND?
The school has a dedicated medical asistant.
- 4.4: How does the school manage the administration of medicines?
The school medical assistant administers medication to students with parental/carer permission.
- 4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
Students attending Theale Green are expected to be independent with their personal care. Individualised support will be arranged as required.
Students are able to join a staff monitored section of the student canteen to address any issues with eating.
4. Support for my childs overall well being
- 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 has access to Occupational Therapy, Art Therapy, Speech & Language Therapy, Emotional Support Therapy on a regular basis. Any further support can be accessed via The Special Needs Support Team, ASD Service, Sensory Consortium Service, Specialist Inclusion Support Team and the Behaviour Support Team.
The school has an ASD resource unit within its grounds. This enables us to seek advice and support as required.
The school has a qualified specialist SEND teacher and a qualified SENCo.
The school has access to ASD Advisory Teachers and the Educational Psychologist as required.
- 5.2: What should I do if I think my child needs support from one of these services?
If you are concerned regarding any issues concerning school please contact the SENCo.
For external service providers, such as Occupational Therapy please contact the named point of contact for that service.
- 5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
Once a student has been accepted by the external services the practioner will initially meet with the student to determine the level of need. Once this has been established either one to one sessions will be arranged with the therapist or key members of staff within Theale Green will be trained in how to deliver the appropriate support.
This will be reviewed on a regular basis by both the school and the therapist.
- 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 are concerned regarding any issues concerning speech & language, or physical issues please contact the SENCo.
Where appropriate referrals to the appropriate external agencies will be made with parental/carer permission.
- 5.5: What arrangements does the school have for liaison with Children's Social Care services?
The school has a dedicated member of the pastoral team in each year group who has child protection training. The school also has two safeguarding officers. All concerns are documented and where appropriate are directed to Help for Families/CSC and the school is signposted accordingly.
- 6.1: What SEND training is provided for teachers in your school?
All staff attend CPD sessions to support their SEND knowledge. The SENCO is available to all staff to provide support and guidance. All staff are invited to attend external courses as appropriate for a variety of SEND issues and the SENCo provides regular updates to staff. Staff also attend courses run by external agencies and the Local Authority as applicable.
- 6.2: What SEND training is provided for teaching assistants and other staff in your school?
Teaching Assistants attend a number of training days over each academic year to address issues such as ADHD, ASD, S&L, Attachment Disorder, emotional literacy, resilience and other issues as required.
- 6.3: Do teachers have any specific qualifications in SEND?
The school has a qualified Specialist Teacher (Level 7 Teaching Learners with Specific Learning Difficulties) and a qualified SENCo. (National SENCo Award)
- 6.4: Do teaching assistants have any specific qualifications in SEND?
The teaching assistants attend a number of training days over the course of each academic year to increase their SEND knowledge.
- 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
Students with SEND are able to attend school trips. Additional members of staff will support these students if appropriate.
- 7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
Parents/carers will be contacted personally to discuss any concerns regarding school trips.
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
Theale Green is a large school set over two floors. Students with mobility difficulties may find it difficult to move between lessons. There is a lift in the 6th Form area of the school. The school would make reasonable adaptations to accommodate students with mobility difficulties as per the Equalities Act 2010.
- 8.2: Have adaptations / improvements been made to the auditory and visual environment?
Adaptations have been made to stairs and corridors to support visually impaired students. A number of staff are trained in using hearing loop equipment to support students with hearing impairment.
- 8.3: Are there accessible changing and toilet facilities?
The school has a number of disabled changing/toilet facilities.
- 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
Heads of Year, Pastoral Mentors and the SENCo actively encourage all SEND students to participate in extra curricula activities.
The school complies with the Government's Accesibilty Plan for public buildings.
- 8.5: How does the school communicate with parents / carers who have a disability?
The school will use the appropriate method of communication, email, telephone, letter or face to face to suit each particular parents/carers needs.
- 8.6: How does the school communicate with parents / carers whose first language is not English?
If required a person with the appropriate dual language skills will be nominated as the Key Contact to establish lines of communication.
- 9.1: What preparation will there be for both the school and my child before he or she joins the school?
Each student will be invited to attend a whole school transition day and then further transition days if required. During these days they will be able to make new friends, learn the lay out of the school and meet the teaching assistants they will be working with in the future.
- 9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
Each Head of Department and Key Stage Co-ordinator ensures that all students are prepared for the next stage in their academic life. The SENCo will support the subject areas to ensure all SEND students are fully prepared.
From Year 8 onwards the The Tutor, the Head of Year, Pastoral Mentor and SENCo will work closely with students to help support them in selecting the correct options, matched to their aspirations and ability.
- 9.3: How will my child be prepared to move on to his or her next school?
During Year 11 Adviza will meet with all SEND students to discuss their next steps. The Head of Year, Pastoral Mentor and SENCo will work closely with Adviza, to ensure that the students select the appropriate college/apprenticeship work placements.
- 9.4: How will you support a new school to prepare for my child?
All relevant information regarding each student will be forwarded to the new school. If appropriate, meetings between Theale Green and the new school will be arranged.
- 9.5: What information will be provided to my child's new school?
All relevant information will be supplied to the new school to ensure that they are able to support the student as fully as possible. This will include academic levels, intervention levels, support plans, behavioural support and pastoral care.
- 9.6: How will the school prepare my child for the transition to further education or employment?
The Tutor, the Head of Year, Pastoral Mentor and SENCo will work closely with all students to ensure that the students select the correct options and college/apprenticeship work placements.
- 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
If you are concerned about any aspect of your child’s education or welfare pleased contact the SENCo.
- 10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
The school has four main points of contact; the SENCo, the Tutor, the Head of Year and the Pastoral Mentor.
- 10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
Parents/carers would be directed to talk to the Tutor, the Head of Year, the Pastoral Mentor or SENCo, or to use the Local Offer to source external agencies and voluntary groups.
- 10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
The school has a variety of methods for parents/carers to give feedback. These include information evenings email or telephone conversations to staff. Parents’/carers' Evenings and Annual Reviews provide formal opportunities for parents to provide feedback.
Parentscarers are encouraged at all times to contact staff with compliments or concerns.
5. Specialist services available / accessed by the school
6. Training of school staff in SEND
7. Activities outside the classroom including school trips
8. Accessibility of the school environment
9. Preparing my child to join a new school / next stage of education
10. Who can I contact to discuss my child?
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