Thatcham Park C.E. (VC) Primary School

Coronavirus status: OPEN

Partially open for vulnerable and key worker children, awaiting confirmation on wider re-opening

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
0 2 2
29 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.

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School Pickups

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Local Offer

Local Offer Age Bands
5 to 7
7 to 11


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

In line with the Local Authority CENSUS of pupils the school conducts termly reviews of the Special Educational Needs register. This is 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 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 and review model.

The school has a system of regular assessment that tracks reading, writing,spelling and mathematical  development. These assessment are used 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?

Concerns around children's development may be identified by both parents and teachers. In school termly Pupil Progress Meetings are held with teachers and the Senior Leadership Team where individual children are discussed and current provision  is reviewed and proposed interventions identified. Teachers and parents at any time can raise awareness about a child's development with the Inclusion Manager or class teacher and appropriate assessments will be initiated and the findings used to identify future provision.

When a child is identified as requiring intervention this will be discussed with the parent and a Support and Achievement  Plan is drawn up. Progress against the plan is then reviewed on a termly basis and outcomes and future provision shared with the parent.

Children's attainment and progress at school is tracked carefully using a variety of standardised and formative assessments. These assessment 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. 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?

Teachers working alongside the Inclusion Manager are responsible for the planning and implementation of individualised plans. Dependent  on the complexity of the need these are often informed by professional reports which are sought when necessary in full consultation with parents and carers.

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

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 Inclusion Manager. Parents are frequently invited to discuss findings following professional Interventions at the school with either the Inclusion Manager, class teacher or the Professional from whom advice was sought.


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?

Children requiring a highly differentiated curriculum are supported through careful planning of daily lessons. Differentiation of lessons requires a clear understanding of what the child needs to do next to move them forward in their learning. Access to mainstream curriculum is often supported through the adaptation of lessons to support particular learning styles.

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?

Interventions are planned to meet the need of individuals. Children are supported through the use of individualised and group interventions. These interventions may be supported by class teachers during first quality teaching sessions or as additions to core provision delivered by Teaching Assistants or the Inclusion Manager. Outside professionals will make appointments to visit children in school and provide reports that guide teachers and parents as to appropriate provision.

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

The school employs an Inclusion Manager, Family School Support worker [FSSW], two Emotional Literacy Support Assistants [ELSA] and Teaching Assistants who access ongoing training to deliver  particular interventions. Each class also has an allocated teaching assistant who works alongside the class teacher to support provision. Some children may also require a higher level of adult support to ensure their inclusion in classroom or outdoor activities.

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
Individual Spelling Programme One to one
Speech and Language One to one
Talking Partners Small group
Fine and Gross Motor skills Small group
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 programme 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 or reading support. 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.

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 holds termly internal Pupil Progress Meetings where the progress of groups and individuals is monitored. The effectiveness of interventions is discussed and new provision identified. This revision is reflected on the school provision map and also on the Support and Achievement Plan for each child. Parents are given opportunities to share in their child's attainment and progress at  termly parents meetings and may also request discussions with the Inclusion Manager or class teacher at any time during the year. Children with a high level of need will be subject to Annual Reviews 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  Support and Achievement Plans and Education Health Care Plans. The review process is informed by all working with the child and is an opportunity to summarise the ongoing evaluations completed on a weekly basis by those working with individuals and groups. Parents and children are provided with opportunities to contribute to these plans and will be contacted by classteachers or the  EHC Coordinators depending on the level of SEND to ensure their views are central to the review process.

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 at any time can request a meeting with the classteacher or Inclusion Manager. Parent suggestions towards appropriate targets 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.


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

Following parent requests the Inclusion Manager and Family School Suppor Worker are happy to arrange meetings at the child's home. Parents of children entering Foundation 2 are offered a home visit as part of the transition process into school. When provision is altered or adjusted then parents are informed by letter of proposed changes which they are welcome to make an appointment to discuss. Children with SEND often have home school communication books to support the effective liaison between home and school.

3.5: How can I help support my child's learning?

The school sets regular homework in the Core areas and family 'learning log' activities are set on a termly basis. Parents are informed at transition points on strategies that can be used to support learning at home. Parent Information Evenings are held from time to time throughout a child's time at primary school to provide information for parents around supporting reading. writing. maths and transition. 

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 Inclusion Team offer frequent opportunities for parents to become involved in learning alongside their child. Toy club for Foundation and KS1 parents has been offered  to promote early development of literacy, numeracy and social skills. Creative book making club supported parenting skills in relation to a shared identification and support of a persistent difficulties such as separation anxieties, bedtime routines or fussy eating. A basic skills cookery course supported parents in creating wholesome meals from a tight budget.

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

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.

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 Lower 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?

There is a link Governor who supports the monitoring of SEN provision across the school. Regular meetings are held with the Inclusion Manager and as part of the Monitoring Procedure the Inclusion Manager makes written and verbal presentations to the Governing body on the content and effectiveness of the School Development Plan for SEND. All interventions are planned from initial assessments and final assessments help to determine impact and effectiveness.

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 meet in small groups and follow programmes to support the development of their emotional literacy.

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 has robust systems in place to support the monitoring of behaviour. Persistent issues may require interventions following appropriate behaviour programmes with the Emotional Literacy Support Assistants. Behaviours are sometimes identified as needing professional interventions from the Behaviour Support Team or Educational Psychologist.

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

Children requiring medical support will have this identified on their Individual Education Plan. 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.

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

See supporting children with medical needs policy on the school website. 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?

The school provides support as is reasonably necessary following discussions with parents and relevant professionals such as the school nurse. The need is identified on the Support and Achievement Plan and appropriate risk assessments are used to support the well being of adults and child. Often health professionals will become involved at this stage to ensure the plans are appropriate and adequately meet the needs of the child.The school has regular training from the National Health Service and staff sign following training to provide a register of those willing and trained to provide appropriate support.


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, Behaviour Support Team. 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?

Parents who feel there child would benefit from referrals to SEND support services should make an appointment to see the Inclusion Manager where current interventions and their outcomes can be discussed and an agreed way forward identified. Parents will be supported to access appropriate services such as CYPIT or Help for Families. Parents and Carers are also able to refer their needs to West Berkshire Special Needs Support Services who will advise on appropriate steps.

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



Changes to our Speech and Language Therapy Service across Berkshire will be introduced from 1 September. Changes to Occupational Therapy, Physiotherapy and Dietetics will follow sometime after this. Children who are of pre-school age (birth to end of nursery) will be able to access the Speech and Language Therapy Service by either calling the Berkshire Healthcare Health Hub on 0844 406 0979 or by attending a local drop in clinic.

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?



Drop in clinics will be advertised widely and run frequently at local Children’s Centres. They will provide an opportunity for family and carers to discuss their hopes and concerns for their child and for a brief assessment of the child’s speech, language and communication skills by a speech and language therapist. If it is agreed that speech and language intervention is needed then they will be offered the appropriate support. This will vary according to the child and families’ individual needs and may include parent workshops, group and/or one-to-one intervention, nursery visits and sessions to demonstrate strategies to carers.



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.

All of these changes support the SEND Reforms in that they enable the wider workforce to support children with special educational needs at every level; resulting in an equitable, accessible and empowering service which allows every child to achieve their full potential.



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.

All of these changes support the SEND Reforms in that they enable the wider workforce to support children with special educational needs at every level; resulting in an equitable, accessible and empowering service which allows every child to achieve their full potential.


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

The school works closely with the Help for Families Services and the Contact Advice and Assessment Team for interventions to support the well being of children.The Inclusion Manager and Family School Support Worker maintain regular links with these professionals to support children and their families. The Inclusion Manager is the school Designated Person for Child Protection.

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?

Training for teachers is delivered as part of an internal CPD programme and reflects  the current needs of children within their class or the school. Training takes place on a regular basis during staff meetings and is identified on the School Improvement Calendar. SEND training is often provided by LA services at the request of the Inclusion Manager.

6.2: What SEND training is provided for teaching assistants and other staff in your school?

Training for teaching Assistants is frequently provided within school by support agencies such as ASD Support Services, SNST, BST, LACES, Educational Psychology services and Sensory Consortium Services. The school is undertaking SEND Toolkit training for all teaching Assistants within the main school.


6.3: Do teachers have any specific qualifications in SEND?

The Inclusion Manager has extensive experience in the support of SEND. Specific Qualifications were achieved during teaching qualification  postgraduate degree course where SEND was a Specialist Subject. Since then training updates have been attended on a regular basis. The Head teacher has also held a position as a SENCO in previous schools. As need arises teaching staff are signposted to attend specific training relating to children in their class such as ASD in the Foundation Stage, Dyslexia Friendly Classrooms and Supporting the Anxieties of ASD children.


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

Teaching Assistants attend external courses as required. Courses in  Read Write Inc, Speech, Language and Communication, Fine and Gross Motor Skills. Attachment Disorder. Structured Approach to Reading  and SNAP maths were part of the CPD provision in 2014. In 2015 all Teaching Assistants took part in an extensive programme to support Cognition and Learning, Behaviour Management and Educational Psychology.

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.

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?

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. All children are included in these activities. 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.

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

Children with SEND are prepared for school trips as necessary using small group or individualised information sessions. Children sometimes require the support of visual timetables and pre visits are made by staff ensure the facility is a suitable environment. Individual risk assessments are sometimes required to ensure all adults are familiar with the needs of the individual child.

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?

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. Telephone text systems or voicemail ensures parents have access to the required information. The school has a comprehensive bi weekly newsletter. There is disabled parking at the school and parents can also request a home visit if their mobility restricts visits being made to the school.

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. Effective communication is facilitated between all parties led by Team Leaders and the Inclusion Manager. Children and their parents may be offered extra visits to new setting, liaison meetings between professionals,parents and carers. Support within school is offered in small groups or is individualised where the children have opportunities to ask questions and find solutions.

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

The school holds transition sessions within school 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 also 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.

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 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. The school also secures the support of the Educational Psychology service trough their 'Coping with Worries Course'.

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

Information between schools is transferred by the Class teachers, Inclusion Manager 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. If a child moves to another school the school frequently makes visits to ensure transition is as seamless as possible for the child.

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.

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 usually the class teacher or a member of the Inclusion Team. Appointments can also be made with the Headteacher, Inclusion Manager and SENDCo 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 Inclusion Manager 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 Inclusion Manager or a member of the Inclusion Team.

These external agencies include CYPIT and First for Families and Childrens Centres. The school holds a wide variety of information leaflets about services available to them in the local area.

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 Inclusion Manager 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.

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