Thatcham Park C.E. (VC) Primary School

Last updated: 08/03/2022

Thatcham Park Church of England Primary School is a larger than average school. The school is set in North Thatcham, mainly drawing pupils from a variety of private and social housing.  Most families are of white, British heritage but there are also a range of ethnic groups within the school.

We aim to provide the highest standard of education in a caring, safe and supportive environment for learning, seeking to promote the success of pupils of all abilities and needs. Within the Christian ethos of our school, we are committed to developing academic excellence, physical well-being, social and emotional growth and spiritual awareness of all the children. With children, staff, Governors and parents and carers working together, our school is at the heart of the community it serves. 

There are currently 12.89% of children on the Special Educational Needs register. This is below average within West Berkshire and also nationally. Children on the register have a range of needs : Communication and Interaction, Cognition and Learning, Social,Emotional and Mental Health Difficulties, Sensory or Physical Needs.

The majority of children move to the adjacent secondary school, Kennet with only a few children joining other schools for reasons of home catchment area, family links or to access specialist units etc. 

Who to contact

01635 870950
Thatcham Park C.E. (VC) Primary School

Where to go

Park Avenue
RG18 4NP

Childcare Information


Immediate vacancies
Vacancy numbers change, so please contact the School Office to confirm.
Date updated
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
20 2 2
52 3 5

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

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30 Hour Partner Summary
Thatcham Park School Nursery.

Waiting List

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Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:00
Tuesday 08:30 15:00
Wednesday 08:30 15:00
Thursday 08:30 15:00
Friday 08:30 15:00

School Pickups

Offers pickups

Local Offer

Contact Name
Mrs Simone Jardine
Contact Telephone
01635 870950
Contact Email
SEN Provision Type
Profound and Multiple Learning Difficulties, Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
Local Offer Age Bands
5 to 7
7 to 11
Needs Level


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 of a Special Educational Need or who are significantly below age related expectations.  


Pupils are identified in a range of different ways:

  • Some pupils are identified through scrutiny of data, progress and attainment at pupils progress meetings with senior leaders, termly
  • SEND surgeries with the SENCo, termly
  • Early Years Intervention and identification
  • Staff concern (teacher and support staff)
  • Parental concern
  • Professional diagnosis such as Speech and Language, Education Psychologist, CAMHs, CALT
  • Data analysis and monitoring over a period of time
  • Impact of school based interventions
  • Advice from services such as the Ethnic Minority Traveler Achievement Service for pupils with an additional language


In line with the Local Authority CENSUS of pupils the school conducts termly reviews of the Special Educational Needs register. This also coincides with the review of  Support and Achievement Plans by class teachers . These plans reflect the identified need and targeted support that is planned for the child  to support their next steps. They draw closely upon the recommendations of visiting professionals such as Educational Psychologists, speech therapist and occupational therapist. The school uses a Graduated Approach to support the identification of special needs as outlined in the SEND Code of Practice involving the 'Assess, Plan, Do, Review' model.

The school has a system of regular assessment that tracks reading, writing, spelling and mathematical development to identify and formulate next steps for individuals and support planned provision.


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

Parents are encouraged to:

  • Contact the class teacher
  • Contact the SENCo or Pastoral team
  • Contact their GP

All parent/ carer concerns are taken seriously at Thatcham Park Church of England Primary School.  Working in partnership with parents/ carers is important to us and is the key to consistent and successful support for all pupils.  



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 SENCo (Mrs Simone Jardine).  The SENCo has responsible for monitoring the support of pupils with SEND and this carried out through; SEND surgeries, SAP (Support and Achievement Plans), review meetings with teachers and parents/ carers, book and planning scrutiny, pupil conferencing and observations of pupils in their class settings.

When a child is identified as requiring intervention this will be discussed with parents/carers and a Graduated Approach Plan (GAP) is taken to implement and monitor a child's progress with targeted intervention.  Following a period of time, usually 6 weeks, if little or not progress is made, in discussion with parents/carers, teachers and SENCo a pupil may be placed on the SEND register and a Support and Achievement Plan (SAP) drawn up. Progress against the plan is assessed on a termly basis and outcomes and future provision shared with parents and pupils.  SAP meetings are 3 times a year, coinciding with parents evenings. Targets for GAPs and SAPs are agreed in collaboration with parents/carers and pupls. This process follows an 'Assessment, Plan, Do, Review' cycle. 

Children's attainment and progress at school is tracked carefully using a variety of standardised and formative assessments. These assessments are analysed carefully to identify individuals and groups who may require revised provision. Underachievement is not on its own a reason for identification of SEND.

2.2: How will I be informed / consulted about the ways in which my child is being supported?

When pupils with SEND join Thatcham Park Church of England Primary School parents/ carers are invited to join a transition meeting with the class teacher, team leader and SENCo.  Where necessary additional visits can be agreed and scheduled.

Termly parents meetings are held to share and agree the provision that has been identified for individual pupils. Parent are encouraged to discuss the progress and share their views of their child's development and provision  at any time by appointment with the class teacher or SENCo.

Parents/carers may have informal meetings at an agreed time to discuss any concerns they have about their child's progress with the class teacher and SENCo. 

Pupils with an EHC will have an annual review at an agreed point in the year where parents, pupils, teachers and outside agencies review provision and outcomes.  Outside agencies contribute and sometimes join these meetings. 

Where a pupil has been assessed by an outside agency parents/ carers are invited to meet the class teacher/SENCo to discuss the recommendations and provision the school will make following the report. 

GAPs and SAPs are shared with both parents and pupils and they are invited to contribute to them.  


2.3: How will the school balance my child's need for support with developing their independence?

Becoming lifelong independent learners is the basis of all provision. Our role is to identify barriers, promote the development of new skills and provide children will the tools to support successful access to learning. Children with a higher level of need may by the nature of the need require a high level of adult intervention. This may be due to concentration difficulties, personal care needs or the child's understanding around their own safety.  



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

Every teacher writes detailed termly and weekly plans taking into consideration all the needs of the children in the class, data and previous learning. Teachers use SAP outcomes and knowledge of pupils to carefully plan for individual needs and record differentiation of the curriculum in weekly plans.    




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?

Thatcham Park Church of England Primary School is an inclusive school; we have a good understanding of a wide range of resources that will support the needs of all pupils with additional needs.  For example pupils with ASD could have an individual timetable, a task strip, visual cues, an emotional thermometer and opportunities to develop their social emotional language with peers.  Pupils with Diabetes Type 1 are supported by the specialist nurse who trains the team working with the child.  

The school seeks support and advice for some pupils from outside agencies such as the ASD advisory teacher, the Cognition and Learning Team, the Speech and Language Therapist and the Education Psychologist.  Their advice is usually recorded in a report with recommendations for staff and parents/carers to follow.  Outside agencies can also deliver training for parents/carers and staff. 

All support and intervention, be it individual or a group is identified on a pupil's personal GAP or SAP. These interventions may be delivered by class teachers during first quality teaching sessions or as additions to core provision delivered by Teaching Assistants or the SENCo.

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

At Thatcham Park Church of England Primary School we encourage pupils to be independent learners, making reasonable adjustments to a child's provision to support this.  


The school employs:

  • SENCo working part time, x2 days a week - working closely with the Pastoral Team
  • Assistant Headteacher who manages the Pastoral Team
  • 2 Family School Support workers, working part time as part of the Pastoral Team
  • 2 Emotional Literacy Support Assistant (ELSA) working part time as part of the Pastoral Team
  • Teaching Assistants working daily across the school in a range of classes to deliver intervention and support where need is identified 

Pupils with an Education Health and Care Plan (EHCP) may need support from an additional adult and hours are funded but the Local Authority SEN team. 


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
Phonic Interventions [Read ,Write, Inc] One to one
SNAP Maths One to one
Structured Reading One to one
Social and Emotional Groups Small group
Accelerwrite Acceleread Small group
Precision Teaching for spelling, reading and maths One to one
Speech and Language One to one
Talking Partners Small group
Fine and Gross Motor skills Small group
Art/Lego Therapy One to one
2.8: What resources and equipment does the school provide for children with SEND?

The school has a wide range of materials to support the access and provision for children with SEND. These resources may support children's sensory or physical development or aid the practice of skills requiring over learning such as those offered by computer programmes.  Also literacy and  numeracy games  are used to promote access through engagement for those requiring a more visual or Kinaesthetic approach to learning.

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

During Standardised Assessments some children with SEND are entitled to the  provision of extra time, reading support and movement breaks. Materials may also be modified to support access for children who have needs relating to visual, hearing impairment or specific literacy difficulties. Children may also access the provision of small group delivery or prompters to aid engagement and support emotional security and some children may have a scribe.  All exam arrangements are part of the usual practice for a child and the advantages of having them have been proven in previous years.  Some arrangements such as additional time is stipulated in outside agency recommendations in reports and identified in advice on a pupils SAP.


In Year 6, the teachers and the SENCo apply for special arrangements such as additional time (25%) for pupils.  The provision is authorised by the Local Authority.  

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

The school uses information from termly and annual assessments to track pupils progress; individual targets are set for all children based on progress and attainment.  Achievement and progress towards targets are shared with parents on a termly and yearly basis.  Parents are given opportunities to share in their child's attainment and progress at termly parents meetings and may also request discussions with the SENCo or class teacher at any time during the year.

During the academic year the school holds termly internal Pupil Progress Meetings and SEND surgeries where progress & achievement against targets for groups and individuals is discussed with teachers. The effectiveness of interventions is monitored and next steps agreed.  This revision is reflected on the school provision map and also on the Support and Achievement Plan for each child.  

In addition, SENCo monitors planning, observes teaching, delivery of intervention and scrutinises pupil's work; this is fed back to governors and the Senior Leadership Team.  

Children with a high level of need will have an Annual Review of their Education and Health Care Plan where professionals and parents meet to discuss progress and future plans. The child is also encouraged and supported to attend part of these reviews.

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

New targets are set following the review of either a GAP, SAP or an Education Health Care Plan. The review process is informed by all adults working with the child and is an opportunity to summarise the ongoing evaluations completed on a weekly basis by those working with the child.  New targets are then set.

Parents/carers and children are provided with an opportunity to participate in the review process and contribute to the plans through parents evenings in the autumn, spring and summer term. Sometimes these meetings take place outside of the parents evening. 

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?

Parents/carers, at any time can request a meeting with the class teacher or SENCO to discuss provision and arrangements for their child.  Parent suggestions towards appropriate targets and outcomes are welcomed and will be encouraged.

Parents of children with Support and Achievement Plans are invited to discuss progress and next steps on a termly basis, usually around the school’s parents’ evenings. 


3.4: What arrangements does the school have for regular home to school contact?
  • Pupils have a reading diary that parents and pupils can record their reading at home
  • Some pupils receive stickers, certificates or a brief note home to reward good choices and work
  • Some children have home school communication books to support the effective liaison between home and school
  • Parents have opportunities to liaise with staff at either drop off or pick up for a quick catch up or to make an appointment to see the class teacher where a longer appointment is needed
  • A member of the SLT or Pastoral Team is at the main school gates at the start and end of every day for parents to contact the school
  • Where assessment by outside agency is requested parents are invited to be involved in the process and the discussion of strengths and difficulties being experienced at school and at home
  • Copies of reports made by professionals and outside agencies are shared with parents and opportunities to discuss then with them are given
  • SENCo usuallyy works Mondays and Tuesdays and can be contacted by phone, in person or via email on these days. 
3.5: How can I help support my child's learning?
  • Pupils have reading book that is changed regularly.  Parents/ carers are asked to read as often as possible with their child and record it in the reading diary
  • The school sets weekly homework in the core areas that parents can support their children with.
  • Parents are informed at transition points on strategies that can be used to support learning at home.
  • Parent Information Evenings are held throughout a child's time at primary school to provide information for parents on how to support their child with their learning and emotional well being
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?
  • SENCo organised opportunities for parents to access training from outside agencies such as the ASD team
  • The Pastoral Team, SENCo and the FSW sign post parents to courses that can be accessed locally
  • Curriculum evenings offer support for parents/carers to support their child's learning
  • Parents are provided with information at parents evening and other meetings such as the GAP/ SAP review meeting on how to support their child
3.7: How will my child's views be sought about the help they are getting and the progress they are making?

At Thatcham Park the Pupil Voice is valued and children are invited to share the contents of their individual plans.

Children are active partners in their learning and as part of formative assessment strategies used in the classroom they are often asked to self-evaluate and identify what they need to do to consolidate learning.

Children are encouraged to respond to teachers marking of their work and demonstrate they are able to consolidate or challenge themselves with the next step.

As part of the SAP and EHC process, pupils are encouraged to be part of the process and are asked for their input.

3.8: What accredited and non accredited courses do you offer for young people with SEND?
  • Children in Upper Key Stages are given the opportunity to take part in cycling proficiency courses to support their safety on local roads or when travelling to Secondary school.
  • All children are also offered the opportunity to learn to swim during KS2
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 SENCo monitors the effectiveness of provision for pupils with SEN and feeds back to Senior Leadership Team (SLT)
  • There is a link Governor who supports the monitoring of SEN provision across the school through termly meetings with the SENCo; they feedback to the governing body on the effectiveness of the School Development Plan for SEND
  • The SENCO provides the Headteacher with a fortnightly meeting and a termly report to further inform governing body monitoring
  • Parents and pupils are asked for their opinions through school questionnaires
  • SENCo holds pupils conference meetings too gain their views on the support they receive in school. 
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?

The Inclusion Team meet on a weekly basis to discuss the effectiveness of this provision. Children identified to access provision will be offered a six-week intervention to support identified issues and evaluations then determine if continued provision is necessary. Children with social communication difficulties can meet in small groups and follow social programmes to support the development of their emotional literacy as directed by adults supporting them.

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?

Sometimes pupils have a 'Good News' book that staff and pupils can reflect on good things in their day to share at home with parents/carers. 

The school has a robust system in place to monitor behaviour.  All incidents are recorded on 'Cura', a computer-based system that is seen by the SLT, Pastoral team and SENCo; this enables rapid response.  

Social and emotional support is triaged through the weekly Pastoral Team meeting and support identified.  Support can be delivered by a TA, ELSA or other members of the school team.  Persistent issues may require interventions following appropriate behaviour programmes with the Emotional Literacy Support Assistants.

Persistent challenging behaviours are sometimes identified as needing professional interventions from the Emotional Health Academy (EHA), Mental Health Support Team (MHST), Children and Adolescent and Mental Health team (CAMHs) or the Educational Psychologist (EP)

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

Children requiring medical support will have this identified on their SAP or Risk Assessment. The school policy on medical needs advises on the appropriate systems and interventions within the school so that children with SEND access the same opportunities as their peers. Provision is informed by the DfE guidance on children in schools with medical needs.

Support for Medical needs comes from outside agencies such as the school nurse, the DT1 nurse, the Occupation Therapist and the Physiotherapist. 

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

See supporting children with medical needs policy on the school website. For specific advice parents are asked to complete permission forms which identify the appropriate timings and dose of medication. These forms are available from the school office.

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

When pupils enter the school. parents complete and sign a form to allow the school to administer medication or first aid.  Forms are updated every time there is a change in provision.

The school provides support as is reasonably necessary following discussions with parents and relevant professionals such as the school nurse.

Where additional needs are identified they are recorded on a SAP and appropriate risk assessments or care plans are used to support the well-being of the child and adults supporting them. 

Often health professionals will become involved at this stage to ensure the plans are appropriate and adequately meet the needs of the child. All teachers have annual Severe Allergic Reaction training which is statutory. 

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 makes extensive use of the services provided by the Local Authority. Services available include Educational Psychology Service, Cognition and Learning Team, ASD Service, Sensory Consortium Service, Specialist Inclusion Support Service, EHA and the MHST.

The school also makes use of specialist resources such as the Language and Literacy Centres at Winchcombe and Theale, Speech and Language Resource at Winchcombe school and Castle and Brookfields Special Schools.

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

2 Parents/carers who feel their child would benefit from referrals to SEND support services should discuss this with the class teacher in the first instance.  

The class teacher will then either signpost them to/inform SENCo.  Parents/ Carers can make appointment to see the SENCo where current interventions, outcomes and concerns can be discussed and an agreed way forward identified.

Discuss needs and support with their GP.

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

Children who are of pre-school age (birth to end of nursery) will be able to access the Speech and Language Therapy Service (SLT) by contacting CYPIT or CYPF via the website, reading the relevant self-help documents on the website or attending a local drop in clinic (when they are running again post COVID).  Children of school age will be referred to the SLT via the school and SENCO; concerns should be discussed with the class teacher.

Where a pupil has an EHC plan the school can refer them to the Occupation Therapist (OT) & Physiotherapy.  Prior to this parents must request and OT and physio assessment via the GP.

All outside agencies provide a report with recommendations for parents and the school; advice is recorded on a pupils GAP or SAP.

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?

Children who are of school age (reception class or above) will be able to access speech and language therapy within their school.  They will no longer need to attend appointments at community clinics.

Each school will have a named speech and language therapist, who will be able to provide a flexible, integrated and holistic service to the school.  The therapist will take in to account the learning environments of the children and provide targeted advice and strategies to teaching staff to support the development of speech, language and communication within the school.

The speech and language therapist will work alongside school staff to use a range of approaches within the school, which may involve discussion with school and family, assessment, training and demonstration, advice, direct therapy and/or joint target setting.

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

The Assistant Head teacher is the Pastoral team lead and a Designated Safeguarding Lead.  The Family Support Workers are also Designated Safeguarding Leads.  

The Pastoral Team work closely with Children's Social Care Services to monitor care plans and to attend meetings to feedback outcomes in meetings.

They work closely with parents/carers to secure the best outcomes for them and the family. 

All staff receive annual Safeguarding training and must read, be familiar with and comply the Safeguarding Policy.

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • SEND training for teachers is linked to the analysis of data, monitoring of teaching and learning, liaison with the SLT and outcomes identified in the School Development Plan (SDP)
  • SEND training is delivered by SENCo, the Pastoral Team and outside agencies such as the ASD advisor at the request of the SENCo
  • Specialist training is offered to teachers by external agencies such as the Type 1 Diabetic Nurse
  • Training for teachers is accessed either on site, online or at external venues.
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • SEND training for TAs is linked to the analysis of data, monitoring of teaching and learning, liaison with the SLT and outcomes identified in the School Development Plan (SDP). 
  • Training is also linked to TAs performance management and Continued Professional Development (CPD) discussions with the SENCo
  • SEND training is delivered by SENCo, the Pastoral Team and outside agencies such as the ASD advisor at the request of the SENCo
  • Specialist training is offered by external agencies such as the Type 1 Diabetic Nurse and is accessed either on site, online or at external venues.
  • Most TAs have been trained to deliver a range of interventions; staff new to the school will attend similar training with the first year of being a team member
6.3: Do teachers have any specific qualifications in SEND?

The SENCo has extensive experience in the support of SEND and holds National Award for Special Education Needs Coordinators since March 2012. She is also an experienced teacher and has held positions on Senior Leader ship teams at previous schools.

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

At Thatcham Park School, we have highly trained and experienced TAs who have all attended a range of courses to enable them to be able to meet the needs of a range of pupils with SEND needs.

All teaching assistants have completed Child Protection Level 1 and many hold paediatric medical care qualifications.

Most teaching Assistants hold either Level 2 or Level 3 NVQ qualifications which have an element of provision for SEND as part of the qualification.

We have 1 fully trained ELSA and 2 FSW who work both working part-time.

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 pupils are invited and parent invited in the planning process. This is especially important for residential trips.

Risk Assessments are completed for all Educational visits and quality assessed through the LA verification system. Sometimes a higher ratio of adults is necessary dependant on the needs of a child. We seek to include all pupils on external visits and all avenues are explored to ensure this happens. On occasions parents are invited on a school visit or outing. On occasions the planned residential is relocated to ensure all pupils attend. If an identified need however cannot be reduced to an acceptable level of risk to both the child, their peers and other adults the Head teacher may decide that that attendance is not viable and alternative provision will be offered. Pupil specific risk assessments will be completed to determine this outcome.

  • Risks identified
  • Trips including risks discussed with parents
  • plans drawn up to ensure participation
  • reasonable adjustments include, additional staff, wheel chair use, parents attend, ear defenders and games to enable removal e.g. Panto where there is a quiet area to retreat to. 
  • Swimming - parents/adult to get in with child. 
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

All trips are presented to parents/carers prior to the event. Parents/ Carers are invited to meet with SENCo and staff attending the trip to discuss concerns and to draw up a plan to enable all pupils to participate.  Reasonable adjustments are considered. 

A Risk Assessments is completed for all Educational visits and shared with parents/ carers and is quality assessed through the LA verification system.

Sometimes a higher ratio of adults is necessary dependant on the needs of a child.  Sometimes parents/carers are invited to attend a school visit to support their child. 

If an identified need however cannot be reduced to an acceptable level of risk to both the child, their peers and other adults the Head teacher may decide that that attendance is not viable and alternative provision will be offered. Pupil specific risk assessments will be completed to determine this outcome.

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

The school was adapted in 2008 to meet the requirements of disabled access. Children and parents requiring alternative provision may need further adaptations to be made and these will be identified by individualised plans as they become users of the school facility.

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

The school is supported by the Sensory Consortium when necessary to ensure the equipment and environment is conducive to the effective provision for children with auditory or visual impairment. This may involve the hiring of equipment such as sound field systems. The school currently owns such equipment and is used to benefit the clarity of sound for all pupils.

8.3: Are there accessible changing and toilet facilities?

The school has suitable provision for disabled access and to support children with personal care. This includes a large disabled toilet with showering facilities and adequate space for personal care such as nappy changing. Appropriate services for disposal of sanitary items will be acquired as this need arises.

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

Needs are discussed with parents and where provision is in place outside agencies such OT are involved. Revisions to the provision are supported by the identification of need on Support and Achievement Plans and Care plans. The school is a secure site to ensure the safety of all our pupils. When appropriate a Personal Emergency Evacuation Plan [PEEP] is written to ensure the safety of individual children in emergency situations such as fire alerts. 

8.5: How does the school communicate with parents / carers who have a disability?
  • Parents requiring alternative communication are well supported as necessary and the school will make suitable arrangements. 
  • The school holds termly meetings with class teachers and parents.
  • Where possible and appropriate, the school can arrange for an interpreter to attend meetings and or documents can be translated
  • Telephone text systems or voicemail ensures parents have access to the required information.
  • The school has a comprehensive biweekly newsletter
  • There is disabled parking at the school
  • Parents can request a home visit if their mobility restricts visits being made to the school
  • Sometimes staff will read paperwork to parents
  • SENCo completes form and other paperwork with parents who need the additional support
8.6: How does the school communicate with parents / carers whose first language is not English?

Parents who request translations are supported through use of the Ethnic Minority Support Service (EMTAS). We also make use of internet translations as necessary.

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?

Change can be a worrying time for both children and their parents; it is important for to us at Thatcham Park Primary School that transitions are smooth.  Effective communication is facilitated between all parties led by Team Leaders, the Pastoral team and the SENCo. Preparation for joining the school include:

  • Liaison meetings between professionals, parents/carers, teachers, SENCo and other key staff
  • Parents welcome evenings and tours of the school
  • Personalised transition plans tailored to individual needs of a child
  • Extra visits to the school and the class that the child will be joining
  • A photo book of key people and places for the child to look at when at home
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

At Thatcham Park Church of England Primary School, we believe that the key to smooth and successful transition begins in good time to prepare specific, personalised plans that identify the needs of the child and the family.  Communication with parents/carers and pupils is important to use. Transition planning usually begins in the 2nd half of the Spring term but this can vary depending on the needs of the child.  To aid transition there are:

  • Transition planning meetings for staff to discuss children and their provision with their new teachers
  • Children have the opportunity to visit their new class and familiarise themselves with peers, teachers and support assistants
  • Children with SEND are provided with booklets to introduce them through pictures and text to important areas and routines as well as key individuals who will support their needs
  • Children have a ‘shuffle’ day where they spend a few teaching sessions in their new classroom with their new teacher and TAs and access their new playground playtimes
  • Some pupils with ASD or high anxieties have opportunities for additional visits to their new class to meet their new teacher
  • All paperwork is passed on to the receiving team
9.3: How will my child be prepared to move on to his or her next school?

On entry to the Foundation Stage children have opportunities to visit the new setting. Teachers will offer home visits and also visit the child in their current setting.

Secondary transition is planned by the SENCo and Pastoral team in liaison with the KS3 team and takes place mainly in the Summer Term. Professionals from feeder Secondary schools make several visits and hold sessions covering key information needed by the children to support successful transition. Children will also have the opportunity to visit as often as necessary to familiarise themselves within the new setting. Information around academic and social needs is transferred between professionals both through meetings and in the transfer of records.

Pupils with an EHC who are transitioning to KS3 will have a transition meeting with a member of the SEN and school team in year 5.

9.4: How will you support a new school to prepare for my child?

Information between schools is transferred by the Class teachers, SENCo and Family School Support Worker to receiving schools. If the school is not local it will be sent by secure post and visits are encouraged by the new teacher to discuss the child and their needs. Where possible, new children are encouraged to visit the school prior to starting to meet their new teacher and peer group.

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

All records will be transferred including data to support the school in determining a child's level of attainment, achievements and levels of need. Information shared with new schools is always available on request by parents.

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?

If you are concerned about your child, the first point of contact is the class teacher then the Pastoral Team or the SENCo. Appointments can also be made with the SENCo to discuss provision and wider needs for a child.

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

The school has a Family School Support who following a referral will hold an initial meeting to identify what provision is needed to support the family and their child. Initial discussion is encouraged to take place with the SENCo who will then signpost the appropriate adult to support the family and their child.

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 is able to signpost parents to relevant support following meetings with the SENCo, Assistant Headteacher or a member of the Pastoral Team.

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

If parents are unhappy with provision and have already met with the SENCo or the assistant Headteacher they are encouraged to request a meeting with the Headteacher. If parents are still not happy with the outcomes of this they can outline their concern to the Governing body. Both verbal and written feedback is appreciated and we encourage parents and carers to provide contact details so that issues can be addressed and resolved to the satisfaction of all. A copy of the Complaints policy can be found on the school website or alternatively accessed through the school office.

The school regularly seeks feedback from parents. Compliments ae welcome and complaints are addressed.

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