Chieveley Primary School

Chieveley Primary School  is a future focused, creative, safe, secure and friendly environment for all learners. Over the last few years the school has grown considerably and currently has 206 pupils on roll , with average cohort sizes of 29 pupils. The school has a strong family centred ethos that supports all children in a well resourced and supportive learning environment. We encourage all children to do their best and support both SEND and talented children. It is a fully inclusive school dedicated to raising the standards of achievement for all children. 

Introduction

At Chieveley we are committed to meeting the Special Educational Needs of pupils and ensuring that they make progress, are challenged and encouraged to achieve their full potential in every aspect of school life. We endeavour to identify and provide support for the wide spectrum of needs that make up an individual's profile; whether cognitive, social and emotional, sensory or physical. Pupils with SEND are taught inclusively with their peers through targeted and rigorous differentiation and suitable resources. Where deemed appropriate they access short, targeted  and focused group or individual interventions.

The school complies with the statutory requirement laid out in the Special Educational and Disability Code of Practice 2014 and has been written with reference to the following guidance and documents:

  • Equality Act 2010: advice for schools DfE February 2013
  • SEND Code of Practice 2014
  • The National Curriculum in England Key Stage 1 and 2 frameworks
  • Safeguarding Policy
  • EYFS statutory framework DfE 2014
  • Policy for supporting pupils at school with medical conditions
  • Teaching and Learning Policy

Who to contact

Telephone
01635 248281
E-mail
office@chieveley.w-berks.sch.uk
Website
Chieveley Primary School

Where to go

Name
Chieveley Primary school
Address
Chieveley Primary school
School Road
Chieveley
Newbury
Berkshire
Postcode
RG20 8TY

Other Details

Availability

Age Ranges
4-11

Inclusion Information

Dietary Needs

Has Provision
Yes
Experience with
Yes

Childcare Information

Vacancies

Immediate vacancies
Details
In KS 1
Date updated
22/06/2020
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
6 5 7
0 7 11

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you registered to provide 30 Hours?
No

Waiting List

Do you have a waiting list?
No

Opening Times & Facilities

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

School Pickups

Offers pickups
Schools
Chieveley Primary School
Details
For Breakfast Club

Local Offer

Description

Chieveley Primary School  is a future focused,creative, safe, secure and friendly environment for all learners. Over the last few years the school has grown considerably and currently has 205 pupils on roll , with average cohort sizes of 29 pupils. The school has a strong family centred ethos that supports all children in a well resourced and supportive learning environment. We encourage all children to do their best and support both SEND and talented children. It is a fully inclusive school dedicated to raising the standards of achievement for all children. 

Introduction

At Chieveley we are committed to meeting the Special Educational Needs of pupils and ensuring that they make progress, are challenged and encouraged to achieve their full potential in every aspect of school life. We endeavour to identify and provide support for the wide spectrum of needs that make up an individual's profile; whether cognitive, social and emotional, sensory or physical. Pupils with SEND are taught inclusively with their peers through targeted and rigorous differentiation and suitable resources. Where deemed appropriate they access short, targeted  and focused group or individual interventions.

The school complies with the statutory requirement laid out in the Special Educational and Disability Code of Practice 2014 and has been written with reference to the following guidance and documents:

  • Equality Act 2010: advice for schools DfE February 2013
  • SEND Code of Practice 2014
  • The National Curriculum in England Key Stage 1 and 2 frameworks
  • Safeguarding Policy
  • EYFS statutory framework DfE 2014
  • Policy for supporting pupils at school with medical conditions
  • Teaching and Learning Policy
Contact Name
Lorraine Shaw
Contact Telephone
01635 248281
Contact Email
office@chieveleyschool.co.uk
Links
https://www.chieveleyschool.co.uk
SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
Local Offer Age Bands
5 to 7
7 to 11
Needs Level
Low

Mainstream

1. Identification of SEND
1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Parental concerns
  • School concerns identified through whole school monitoring and observations
  • Referrals by outside agencies
  • Comments from other schools when children start at Chieveley Primary
  • Discussions at parent evenings.
  • By the child working with other adults in the school such as Emotional Literacy Support Assistant (ELSA), classroom assistants.
  • Child’s own comments
1.2: What should I do if I think my child has SEND?
  • Speak to the class teacher and discuss your concerns. If necessary, arrange an appointment with the class teacher for a longer discussion
  • Arrange to meet with the SENCo to discuss your concerns
  • Arrange to meet with the Head teacher to discuss your concerns.
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?
  • High quality teaching and differentiation from the class teacher ( use of concrete, pictorial  and abstract activities, particualrly in Maths)
  • If further interventions are needed, then SENCo discusses these with class teacher and the Head teacher.
  • All interventions are reviewed at  half termly meetings.
  • Interventions are checked against progress each half term with SENCo and ELSA team.
2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Parent's Evenings
  • Support and Achievement Plan (SAP) – meeting to set targets and or review outcomes and targets.
  • Requested meetings with class teacher or SENCo.
  • Discussions with Head teacher.
2.3: How will the school balance my child's need for support with developing their independence?
  • TAs recognise that one of their main roles is to promote independence in all children,this will sometimes be a long term aim.
  • Children are encouraged to take responsibility for their own learning. Use of learning to learn strategies. Teachers to promote 5R ethos and meta - cognition.
  • Class teacher will set appropraite, differentiated  tasks for children in their class.
  • ELSA work with child if emotional problems are leading to a lack of independence and or resilience.

 

2.4: How will the school match / differentiate the curriculum for my child's needs?
  • Through teacher’s planning containing differentiated activities.
  • Follow suggestions/advice from professionals
  • As well as the usual differentiation by class teacher, occasionally specific interventions will be provided after discussion with the SENCo and Head teacher.
2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?
  • The school will take advice from the appropriate outside agencies and set internal targets.
  • Deployment of available staff to best meet the needs of the child.
  • If possible, staff will receive specific training.
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Where possible, classes have a TA in the morning who is able to alternate support with the class teacher.
  • Deploy available staff to best meet the needs of the child.
  • Usually have an ELSA on the staff
  • SENCo
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
Chieveley catch - up reading One to one
SNIP intervention spelling programme One to one
Pre-learning and revision of mathematical concepts
ELSA One to one
RWI - Reading intervention programme One to one
Use of concrete materials to support maths in class
Revi blending programme One to one
2.8: What resources and equipment does the school provide for children with SEND?

Referring to above:

  • The above are interventions that may be used to suit individual needs and availability will be decided around suitability
  • Other intervention groups are arranged according to need such as social skills, motor skills, speech and language groups and are decided by the school.
  • Other interventions are sometimes arranged following advice from outside agencies.
  • Each intervention has a set of criteria which is used for the school to decide which one is suitable for which child and who would benefit
  • The above are dependent on the availability of trained staff

2.8:

  • Outside agencies would be contacted for advice and their suggestions would be considered depending on the school’s decision.
  • Access to resources would be through discussion between SENCo and the Headteacher.
2.9: What special arrangements can be made for my child when taking examinations?
  • The DfE guidelines for statutory assessment will be followed.
  • Provision would be made if child met the criteria such as extra time or a scribe.
  • School will discuss the official provision with parents.
3. My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • Each term an individualised SAP is created . An end of year Annual report is written.
  • Regular class teacher assessment takes place all the time as well as the end of term more formal assessment.
  • SAPs are discussed and annotated before each Parents Evening.
  • Regular whole school monitoring happens every half term. This provides class teachers with information about academic progress and this can be discussed with parents at parent meetings.
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • For those children with SAPs targets will be set ready to be discussed prior to  Parents Evenings
  • SAPs are annotated showing progress made.
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?
  • If parents have further concerns, appointments can be made to see the class teacher.
  • At Parent's Evenings
3.4: What arrangements does the school have for regular home to school contact?

 

  • E-mail via the office
  • This is personalised as necessary
  • Make an appointment with the class teacher.
  • Message books.
3.5: How can I help support my child's learning?
  • Suggestions on SAPs for parental involvement
  • Follow school homework policy
  • Where appropriate, look on website
  • Follow advice from class teacher
  • Adhere to the home/school policy as signed by the parent.
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?
  • Parent/partnership service
  • Workshops are offered to enhance learning
  • Involvement with school activities
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Where appropriate, their SAP will be shared with them
  • Through personlaised and individual class targets and whether they are achieved.
3.8: What accredited and non accredited courses do you offer for young people with SEND?

N/A

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?
  • Parent’s questionnaires
  • Children’s questionnaires
  • OFSTED type internal assessment.
  • Constant monitoring of results and progress which is then discussed at parents meeting
  • Appropriate targets given to individual children who can then see their progress.
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?
  • Where applicable, ELSA and Social skills group
  • Other advice can be asked for from outside agencies
  • Class circle time for PHSE work linked to the school's One Direction programme.
  • Emotional Health Worker
  • Mental Health in Schools Team
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?
  • Whole staff has a consistent approach appropriate to the child’s needs as decided by the Senior Management Team (SMT) after advice from outside agencies.
  • Behaviour and bullying policies
  • Parental involvement at the earliest possible stage
  • Advice can be sought from the Therapeutic Thinking Support team
  • Behaviour plans can be implemented
  • Advice can be asked for from outside agencies
  • Referrals can be made for advice from professional bodies if school deem it appropriate.
  • Learning to learn strategies.
4.3: What medical support is available in the school for children with SEND?
  • All long term TAs are First Aid Trained with at least one trained to the higher level.
  • Medical support can be personalised according to the needs of the child
  • Medical advice can be sought from specialists.
4.4: How does the school manage the administration of medicines?
  • Medicines are only ever administered if the appropriate  consent form is signed ( accurate dosage is clearly provided)
  • Advice is taken from the professionals
  • In special cases training may be required
  • Forms are signed by parents giving doses etc.
  • These are administered by class TAs in accordance with signed directions from parental consent forms.
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Medical advice is requested
  • Advice is followed in the Intimate Contact/Care Policy.
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?
  • Chieveley Primary School works closely with external specialist services such as Autism Advisory Teachers, Therapeutic Thinking Support Team, Child and Adolescent Mental Health Services ( CAMHS),Educational Psychologists, Mental health in schools team School Nursing Services, Sensory Consortium, Cognitive and Learning Team, Speech and Language Therapy Service. Please be aware that each service has its own assessment criteria prior to referral. Where assessment criteria are met, specialist advice and support is always sought where appropriate for the benefit of each child.
  • Outside agencies will be contacted as deemed necessary by the school after consultation with the SENCo and Head teacher.
5.2: What should I do if I think my child needs support from one of these services?
  • Discuss with school or GP as appropriate
5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • Through an application by the school to the Local Authority service
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?
  • Contact the school for advice
  • Also possible to contact health Visitor, School Nurse or GP
  • Schools can request involvement by a Speech & Language therapist if they feel it is necessary
  • Schools can also request involvement by an Occupational therapist/Physiotherapist if the child has a statement, otherwise it has to be done through a GP.
5.5: What arrangements does the school have for liaison with Children's Social Care services?
  • Through the Local Authority
6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Training is provided as necessary
  • Whole school staff meetings for specific training
  • All staff attend so that support/understanding is consistent
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Training is provided as necessary
  • Whole school staff meetings for specific training
  • All staff attend so that support/understanding is consistent
6.3: Do teachers have any specific qualifications in SEND?

One teacher has the SENCo qualification.

6.4: Do teaching assistants have any specific qualifications in SEND?
  • Intervention specific trained as necessary
  • ELSA trained

 

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 children have equal access to participate in activity
  • Where appropriate, all reasonable adjustments will be made to try to ensure participation in all activities by SEND children
  • Personalised support
  • Work with parent
  • Risk assessments
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Discussion with parents/meetings
  • Risk assessments
  • Consent form
8. Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • Adequate access to all areas
  • Disabled lavatories
  • Health and Safety Governor
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • As yet, not needed, but school will work with visual and auditory consortium to support children as deemed possible by the school.
8.3: Are there accessible changing and toilet facilities?
  • There are accessible changing and toilet facilities
8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • Regular monitoring
  • Advice requested when needed
  • Involvement with Health and Safety Governor
8.5: How does the school communicate with parents / carers who have a disability?
  • Sensitively, respectfully and according to needs
8.6: How does the school communicate with parents / carers whose first language is not English?
  • English as Additional Language (EAL) in the LEA will give advice
  • Aim to provide an interpreter or a support adult
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?
  • Transition work.
  • Visits to our school to meet staff etc
  • We will contact previous school to help us settle the new child quickly
  • ELSA involvement once at the school.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Internal visits to class to get to know new staff
  • Change over day
  • Personalised programmes for children identified by the school
9.3: How will my child be prepared to move on to his or her next school?
  • Transition programme
  • Extra visits
  • ELSA if necessary
  • If possible, visit to from staff of next school
9.4: How will you support a new school to prepare for my child?
  • Clear handover information
  • Contact between SENCos
  • Agree to extra visits
  • Assess needs and plan appropriate transition work as deemed necessary by school.
9.5: What information will be provided to my child's new school?
  • Transition records
  • Discussion with new SENCo
9.6: How will the school prepare my child for the transition to further education or employment?

NA

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?
  • Class teacher should be the first point of contact
  • SENCo will support the class teacher
  • An appointment can always be made for a parent to see the SENCo
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
  • Families can access a Family Support Worker through appropriate referrals if the school feel it is appropriate
  • Access parent support groups via the Emotional Health Academy Worker
  • Advice from the Mental Health in Schools Team
  • SENCo can advise parents where to get specific support.
  • Children’s Centre will support families if there is a child under five in the family
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • Through discussion with SENCo and Headteacher.
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Parent Questionnaires
  • Complaints Policy
  • Discuss problems/issues as soon as they arise with class teacher or SENCo.
  • E-mail into office, compliments would be good as well as complaints!

Quality checks

  • DBS check

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