Compton C.E. (Federated) Primary School
Last updated: 09/10/2023
Compton Church of England Primary School is a one form entry village primary school, with 179 pupils (September 2023), without nursery provision. The school is located in the village of Compton, off the A34 between Newbury and Oxford.
The school is federated with The Downs School, a nearby Secondary school, Basildon Primary School and Beedon Primary School with a shared governing body. The Headteacher of the secondary school is the executive Headteacher of all schools. In addition, a Director of Primaries, Associate Headteacher of Teaching and Learning and an Assistant Headteacher lead the primary school.
Who to contact
Where to go
- RG20 6QU
- Age Ranges
- Has Provision
- Allergies and special dietary requirements can be catered for.
- Immediate vacancies
- Vacancies range across the year groups.
- Date updated
- Vacancy range(s)
Vacancy range(s) Places Start Age End Age 32 4 11
- 3 & 4 year old funding
- 2 year old funding
30 Hours Extended Entitlements
- Are you registered to provide 30 Hours?
- Do you have a waiting list?
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:50 15:20 Tuesday 08:50 15:20 Wednesday 08:50 15:20 Thursday 08:50 15:20 Friday 08:50 15:20
- Offers pickups
Compton Church of England Primary School is a one form entry village primary school, with 188 pupils (June 2022), without nursery provision. The school is located in the village of Compton, off the A34 between Newbury and Oxford.
The school is federated with The Downs School, a nearby Secondary school and Beedon Primary School with a shared governing body. The Headteacher of the secondary school is the executive Headteacher of both schools. In addition, a Director of Primaries, Associate Headteacher of Teaching and Learning and an Assistant Headteacher lead the primary school.
Compton CE Primary Vision Statement:
Inspired, supported and challenged
to become self-confident, resilient and independent learners,
our children achieve more than they thought possible, whatever their starting point.
The key to everything we do is our school motto
“Together, everyone achieves more”
As a Church school, we draw our inspiration from Luke Ch2 v40
“And The Child Grew And Became Strong In Spirit, Filled With Wisdom.”
Our staff and governing board:
- are committed to delivering a challenging and creative curriculum, rooted in Christian and British Values, which inspires our children spiritually, academically, physically and emotionally to promote the skills needed to be resilient and prepared to take their place in a changing world.
- are safe and happy in school and, as members of the Downland Federation, are well-prepared for their secondary education
- are respectful and kind towards one another, showing tolerance and celebrating difference
- use the Compton WAGL to challenge themselves and develop life-long learning habits
- work in partnership with the school and feel welcome, respected and supported
- are kept well- informed about their child’s progress and how to support learning at home
- is an important part of our school family; we work in partnership for the good of our school, wider and global community
Our Christian Vision
“The child grew and became strong in spirit filled with wisdom” Luke 2:40
Our biblical verse refers to Jesus’ childhood up to the age of 12; a time when children are naturally inquisitive and eager to learn. By providing opportunity for our children to develop resilience, excellent interpersonal skills, good manners, time for reflection and high moral standards, we hope that our children will develop good character thus becoming “strong in spirit.” Wisdom is more than knowledge; it is the ability to apply knowledge with the ability to differentiate right from wrong.
Our School Rules: Be Kind. Be Respectful.
Our Christian Values: Service, Friendship, Endurance, Hope, Forgiveness, Respect
- Contact Telephone
- 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
- 1.1: How does the school identify children/young people with special educational needs and disabilities?
Pupils are identified by their Class Teacher as part of the whole school monitoring process. Parents can also express concerns to a member of staff. The Class Teacher can then discuss the child’s needs with the Special Educational Needs Coordinator (SENCo).
- 1.2: What should I do if I think my child has SEND?
Speak to your child’s class teacher to discuss your concerns. If necessary, the class teacher will refer you to our SENCo.
1. Identification of SEND
- 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
The class teacher will plan your child’s SEND programme with support from the SENCo if required.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
The class teacher will inform you during termly Parents Evenings and also through more frequent informal meetings if needed. We will put in place appropriate interventions or support and meet regularly to discuss progress.
- 2.3: How will the school balance my child's need for support with developing their independence?
While the child’s needs will be of great importance, all teachers strive to encourage independence through the focus on learning habits that we endeavour to instil. Possible strategies may involve:
- Use of a visual timetable and checklists
- Pre-teaching of vocabulary and content
- Access to the use of a laptop
- Chunking of activities
- Use of individualised success criteria
- 2.4: How will the school match / differentiate the curriculum for my child's needs?
Through the assessment of individuals, setting targets and monitoring progress, teachers identify where each child is within their learning. Teachers take part in termly Pupil Progress Meetings to discuss the progress of all children in detail and plan the next steps accordingly. The teaching and learning within classes is differentiated at a variety of levels to support but challenge all pupils.
- 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?
We develop individualised programmes of intervention through support and advice from external agencies and knowledge held within the school. In class, differentiated teaching and learning is planned for, allowing pupils to access at a level that is appropriate for them, also focusing on preferred learning styles.
- 2.6: What additional staffing does the school provide from its own budget for children with SEND?
Learning Support Assistants are employed strategically to provide the best support for as many children as possible - where appropriate a Learning Support Assistant will support specific SEND pupils.
- 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
ONE TO ONE, Emotional Literacy Support, FFT (Sprint) Literacy, A Structured Approach to Reading, Precision Teaching, PAT Spelling/Lifeboat Spelling, SNAP maths, Read, Write Inc phonics, RWI Freshstart, Speech and Language, Structured Approach to Writing, OT, Physio.
One to one
SMALL GROUP, Speech and Language, PAT Spelling/Lifeboat Spelling, RWI Freshstart.
Small group Small group
- 2.8: What resources and equipment does the school provide for children with SEND?
With input from external agencies and expertise within the school, we identify the needs and use resources from in school and out of school. This can vary from sensory supporting materials to the use of ICT. We have a small sensory room to cater for specific children where appropriate.
- 2.9: What special arrangements can be made for my child when taking examinations?
Depending on the individual’s needs and prior assessment, the school will apply for appropriate special arrangements such as additional time, scribe or reader.
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?
Class teachers constantly monitor the progress of each individual and if necessary they will alert the SENCo. A 'Graduated Approach' (assess, plan, do, review' cycle) is used to assess the effectiveness and needs of each individual. A SAP (Support and Achievement Plan) may be put in place to target areas of concern. Progress on these plans is discussed at parents evenings and other informal discussions when appropriate.
- 3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
Parents are invited to discuss the setting of new targets and review old targets as part of the SAP 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 are requested to make an appointment via the school office to see their child’s teacher or SENCO. Regular meetings are held to discuss the SAP with the class teacher and/ or the SENCo.
- 3.4: What arrangements does the school have for regular home to school contact?
Parent Evenings are held in the Autumn and Spring term and parents receive a written report in the Summer term, with the option of an additional meeting to discuss the report. Regular information evenings are held throughout the year. Parents are invited to Achievement Assemblies.
- 3.5: How can I help support my child's learning?
Support at home could focus on targets identified in the child’s SAP, supporting the child at an appropriate level and with the resources available at home. Teachers will discuss individual needs with parents.
- 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?
Parents may be referred to SENDIASS, Parenting Special Children or the Parent Advisor for children with ASD, where advice can be sought in regards to support at home or completing paperwork. Parent Information evenings are held to help parents 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?
There is regular dialogue between the SEND child, the teacher and/or Learning Support Assistant, which allows the child to see where they are making progress and which strategies can be used to support them. Interventions are also discussed during SAP meetings. Any pupil with an EHCP gets the opportunity to express their views as part of the Annual Review process. All pupils complete an annual questionnaire which allows the school to direct its training activities.
- 3.8: What accredited and non accredited courses do you offer for young people with SEND?
Children follow the National Curriculum and are externally assessed at the end of Key Stage 1 and 2.
- 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?
SEND provision is monitored and evaluated as part of a whole school self evaluation process, which identifies emerging issues which feed into the School Improvement plan. Surveys of the opinions of both pupils and parents are an integral part of this. The SENCo also regularly monitors the overall effectiveness of interventions being delivered and alters them accordingly.
3. My child's progress
- 4.1: What support is available to promote the emotional and social development of children with SEND?
Where appropriate the support that we may offer could include:
- a programme of support planned by class teacher, and supported with advice from the SENCO.
- Meet and greet at the start and end of the day
- Emotional Literacy Support
- Regular parental contact sessions/ home school link book
- Referral to other external agencies
- Relevant school policies are in place
- 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?
- School behaviour systems are in place and procedures are consistently adhered to across the school (for more details please see our school’s behaviour policy, available on the school website).
- The Therapeutic Thinking model has been used to re-focus and reinforce school behaviour systems and policies
- Protective and educational consequences
- Social skills/ behaviour support groups
- Home/ school contact book.
- Visual timetable
- Referral to Therapeutic Thinking Support Team
- Referral to CAMHs
- 4.3: What medical support is available in the school for children with SEND?
- Individual support plans are produced when necessary depending on the exact needs of the child, and advice from external professionals
- Access to the community school nurse
- Individual protocols for children with significant medical needs and allergies (for more details please see our Medical Policy available on our school website)
- 4.4: How does the school manage the administration of medicines?
Prescribe medication only is allowed in school. It is handed into the office and a permission form must be filled in by the parent.
- 4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
- Intimate care policy is in place.
- Learning Support Assistants and lunchtime supervisors will help pupils as necessary.
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 is able to access West Berkshire support as follows
- Cognition & Learning Team
- Autistic Spectrum Disorder support team
- Speech & Language support team
- Educational Psychologist
- Therapeutic Thinking Support Team
- Child & Adolescent Mental Health service
- Emotional Health workers from the Emotional Health Academy
- Sensory Consortium Service for children with hearing or visual needs
- Ethnic and Minority and Traveller Achievement Service
- Occupational therapy and Physiotherapy
- Specialist Teacher from The Castle/ Brookfields Special School(SISS)
- 5.2: What should I do if I think my child needs support from one of these services?
Speak to the class teacher or SENCo, who will discuss with you the ways forward. This may include referring to an external agency. Each service has set criteria to assess each case individually. In some cases, a GP referral may be necessary.
- 5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
Information about these services can be accessed via the local authority integrated services website.
- 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?
Speak to your GP or the class teacher/ SENCo, who will advise strategies and possibly refer your child to the appropriate service if required.
- 5.5: What arrangements does the school have for liaison with Children's Social Care services?
School can contact the 'Contact Advice, Assessment Service' (CAAS) who offer telephone advice on the next steps. In most circumstances, parents will be made aware of the phone call.
- 6.1: What SEND training is provided for teachers in your school?
Each term opportunities are advertised to all staff in school. Areas of need are identified within each class and teachers are signposted towards suitable courses that may be of benefit. If a teacher has a specific area of interest which would be of benefit to the school, the teacher would be informed of appropriate training courses.
- 6.2: What SEND training is provided for teaching assistants and other staff in your school?
Staff are appropriately trained to develop knowledge of SEN issues and in how to deliver interventions. Training is delivered in a variety of ways, whether this is internal or external training.
Interventions and needs of pupils are constantly monitored by the SENCo who identifies gaps in training and is responsive to this information.
- 6.3: Do teachers have any specific qualifications in SEND?
All teachers are trained in safeguarding, the use of auto injector pens and trained in what to do in the case of an asthma attack. The SENCo holds the Postgraduate National Award for Special Educational Needs Coordination.
- 6.4: Do teaching assistants have any specific qualifications in SEND?
All teaching assistants are trained in safeguarding, the use of epi-pens and trained in what tio do in the case of an asthma attack. All teaching assistants have been trained to deliver specific interventions relevant to them and the class. Three Learning Support Assistants have been trained as Emotional Literacy Assistants.
- 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
Risk assessment takes place at an early stage in the planning process. Strategies are devised which will allow the child to participate if at all possible. Extra adult support may be provided and this may include the parent accompanying the trip.
- 7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
We would discuss ways forward with parents ahead of the planned activity
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
The school is mainly on one level.
- 8.2: Have adaptations / improvements been made to the auditory and visual environment?
With support from the Sensory Consortium, we aim to provide suitable support for children with hearing and visual difficulties. We also ensure that classrooms are adapted as required.
- 8.3: Are there accessible changing and toilet facilities?
We have toilet facilities which are accessible to SEND pupils and staff.
- 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
We would discuss the child’s needs with the parent and make suitable arrangements.
Classroom equipment is accessible to all children regardless of their needs.
- 8.5: How does the school communicate with parents / carers who have a disability?
The school would make flexible arrangements according to the need of the parent or carer. This may range from contact by telephone or electronic communication or home visit if necessary.
- 8.6: How does the school communicate with parents / carers whose first language is not English?
If required, we will make reasonable steps to provide an interpreter to attend meetings or support by telephone.
- 9.1: What preparation will there be for both the school and my child before he or she joins the school?
Pre visits are arranged prior to starting school where your child can visit the class teacher and the Learning Support Assistant. Additional arrangements can be made for a further visit if required. Home visits are carried out for all children in Foundation Stage.
- 9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
At the end of every school year we have a transition day, where your child would take part in activities with their new teacher in the new classroom. A PSHE programme is delivered on changes, annually for all children. Additional transition activities can be arranged.
- 9.3: How will my child be prepared to move on to his or her next school?
We would allow time off for pre-visits to his or her next school, talk to the child about moving on and support the child emotionally.
The school has close links with the local secondary school. All children have 2 transition days visiting the school to meet teachers and become familiar with the school. Further visits can be made as required.
- 9.4: How will you support a new school to prepare for my child?
As part of the transition process to his/ her new school, the school ensures that academic and other information is passed to the next school. Telephone communication may be necessary.
- 9.5: What information will be provided to my child's new school?
We provide information about current attainment and achievement at which your child is working, as well as any social and emotional information that may be of benefit to the smooth transition.
- 9.6: How will the school prepare my child for the transition to further education or employment?
- 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
The Class Teacher.
- 10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
The school uses the normal referral processes to refer to outside agencies including the Emotional Health Academy, Mental Health Support Team, Therapeutic Thinking Support Team and Social Services.
- 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 uses the normal referral processes to refer to outside agencies including 'Parenting Special Children' or the Parent Advisor for children with ASD. If other voluntary agencies advertise their services, this would be passed on to parents.
- 10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
- Complaints policy
- Parent questionnaire
- Representatives from the parent body ensure good communication via the Parent forum
- Open Classrooms
- Teachers are available to meet with parents by appointment
- DBS check
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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