Beenham Primary School

Last updated: 05/11/2021

Beenham Primary is a small village school, surrounded by fields and woodland yet, not far from Newbury and Reading. We are in the happy position of being able to provide children with a balanced view of both town and country experience.

We are all very proud of our school which has extremely high aspirations for all children, both academically and in terms of their pastoral care.

There are currently 84 pupils on roll and about two thirds of whom come from the immediate local catchment area. The great majority of pupils are White British. Other groups include Polish and Mixed White and Black Caribbean. There are no pupils in the early stages of learning English.

The proportion of children known to be eligible for free schools is higher than the national average. The proportion of pupils with SEND is also above the national average. This group includes a number of children with Autism Spectrum Disorder and moderate or multiple learning difficulties such as cognitive delay, Dyslexia, Dyscalculia and Dyspraxia.

The school works closely with parents and we are fortunate to have parents that value education and are keen to support their children with their learning.

There is a strong family ethos, underpinned by good old-fashioned values such as respect, co-operation, care and responsibility. Values Education is core to our work at the school. Our mission statement is Valuing ourselves. Valuing everybody. Essentially, it means that we can develop an appreciation for and tolerance of others around us when we develop our core personal values, which helps us to know and understand ourselves.

The staff are highly motivated, hard-working and passionate about children's learning. Governors are very active in their roles and parents are supportive of their children and the school. Everyone works together, which enables all children to have a successful education at Beenham Primary School.

Every single child at Beenham is given the opportunity to achieve their absolute best. We have designed a curriculum that is unique to our school and which we believe inspires all children and fosters a love of learning. As well as providing children with opportunities to apply basic English and Maths skills in context, there is a strong focus on first-hand experience such as visits, workshops and role play. Through this work we encourage children to develop leadership and entrepreneurial skills and grow in independence. It is our aim to help them become confident and life-long learners. All teaching is good with some outstanding. The focus is on quality first teaching which provides an inclusive approach for all pupils. We also offer additional support for any vulnerable groups of children.   

Who to contact

0118 971 3397
Beenham Primary School

Where to go

Beenham Primary School
Picklepythe Lane

Other Details


Age Ranges

Childcare Information


Immediate vacancies
Date updated
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
0 4 11

Funded Places

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 17:30
Tuesday 08:00 17:30
Wednesday 08:00 17:30
Thursday 08:00 17:30
Friday 08:00 17:30

School Pickups

Beenham Primary School

Local Offer

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?

How does the school identify children/young people with special educational needs and disabilities?

Overview of SEN provision at Beenham School

At Beenham Primary School we firmly believe that ALL children have a right to equal access to a broad, balanced and relevant education. We aim to be a school that is inclusive of all pupils for whom placement in a mainstream school is appropriate.

At some time in their school careers every child may have a special educational need, whether temporary or more permanent. This may be as a result of learning difficulties, medical problems or social, emotional and behavioural difficulties.

Under the new Special Educational Needs Code of Practice (2014), a child or young person has SEN if they have:

  • a learning difficulty or disability which calls for special educational provision to be made for them.

A child of compulsory school age or a young person has a learning difficulty or disability if they:

  • have a significantly greater difficulty in learning than the majority of others of the same age; or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

It is the policy of Beenham Primary School to actively encourage the involvement of staff, pupils and parents in the education of children with Special Educational Needs (SEN). The difficulties, which these children may have, are assessed and provided for in a variety of ways. The children have the opportunity to develop their potential with the guidance and support of their Class Teacher, the SENCo, Teaching Assistants, Outreach teaching staff and External Support Agencies. The schools aim to provide for all the needs of the child whilst encouraging integration in class and school activities. 

All class teachers are responsible for the initial identification and assessment of SEN; they also have responsibility for its provision within the classroom.

Leadership of SEN provision

The member of staff designated to have oversight and a co-ordinating role with regard to SEN provision is The Headteacher, Mrs Sue Butcher.Mrs Butcher, in conjunction with the Assistant Heads, will liaise with Class Teachers, Teaching Assistants and External Support Services. At Beenham Primary School, Kirsty Stokes is the SEN Governor.  The Governing Body as a whole is responsible for making provision for pupils with special educational needs.

Arrangements made for the co-ordination of SEN


  • Undertakes a regular review of the school’s policy for SEN in collaboration with staff and Governors
  • Ensures that a register of all those with SEN in school is maintained and updated
  • Maintains and reviews the school Provision Map
  • Makes referrals to external support services where necessary
  • Supports Class Teachers in regular reviews of Supporting Achievement Plans (SAPs) written for specific children in collaboration with parents and pupils (where appropriate) Co-ordinates the Annual Reviews of Statements of Special Educational Need and Education Health & Care Plans (EHCs)
  • Prepares reports and collects together evidence (for example in a request for multi-professional assessment)
  • Purchases and co-ordinates relevant resources
  • Liaises with Heads of School in regards to the management of Teaching Assistants and behaviour strategies
  • Liaises with the More Able/Gifted and Talented Co-ordinator, Mrs Emma Tohux

The Class Teacher:

  • Completes a ‘Graduated Approach Plan’, shares it with the SENCO and monitors it for one long term.  If difficulties are still present, a further discussion will take place at pupil progress meetings
  • Maintains a Class SEN File containing Supporting Achievement Plans (SAPs), correspondence and notes of observations made
  • Reviews SAPs regularly, in collaboration with parents, pupils (where appropriate) and with the support of the SENCo
  • Prepares reports for the SENCO in preparation for Annual Reviews and Audits
  • Supports the child in the class through targeted planning, teaching and assessing
  • Implements SAPs 
  • Liases with any Teaching Assistants to ensure that the time that they spend working with the children is most productive
  • Ensures transfer of information to receiving teacher.

The Governing body:

  • Has due regard to the Code of Practice when carrying out their duties.
  • Has a named Governor who liaises with the Headteacher/SENCo on the day to day implementation of the Code of Practice.
  • Responds to the schools SEN funding needs appropriately, within the confines of the overall budget.

The Headteacher:

  • Works closely with the Governing Body to ensure provision is made for all children with SEN.
  • Keeps an overview of the Special Needs Register.
  • With the Leadership Team, ensures that we continue to improve our practice through ongoing areas of development in the School RAP.

Identifying children with SEN

The Foundation Stage teacher will assess a child on entry to school using a range of information. This includes talking to parents, contact with the child’s pre- school setting, teacher observations and discussions with external agencies such as health visitors, the medical profession, social services etc., if appropriate.

Once a child has started school there are a number of ways in which a child might be identified as having SEN such as by the class teacher who will highlight concerns at pupil progress meetings, or parents raising concerns regarding progress, behaviour and/or attitude to learning.

Tracking data identifies children who are not making expected progress which can alert staff to the fact that they may have SEN.

As children move through the school their progress is usually monitored on a termly basis. More vulnerable children have their progress tracked half termly.

Pupil Progress meetings are held in school every term and teachers and senior leaders check that every child is making at least expected progress. The expectation is that a large proportion of children will exceed expected progress from their starting points.

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

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

Your initial point of contact would be your child’s class teacher. You can arrange to speak to them after school by telephoning the school office, sending an email to the class teacher or by sending a note with your child.

Once you have met with the class teacher they may then speak to the SENCo in order to discuss any additional support your child may require. 

It may also be appropriate for you to meet with the SENCo to further discuss your concerns.

In most cases the school is able to reassure you. Where necessary the school will set up arrangements to liaise with any external agencies. On some occasions it may be necessary to refer the child for further assessment.  

If a parent continues to have concerns and is worried that their child’s needs are not being met, then they may contact the Information and Advice Services for SEND for further advice and support who can be located at

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?

If my child is identified as having SEND, who will oversee and plan their education programme?

Your child’s class teacher is responsible for planning and monitoring the education programmes of all children in their class.

If a child needs support in addition to that which is already planned for the class, your child’s teacher will also be responsible for planning that. This may be done in consultation with the SENCo and where appropriate will follow guidance given by other agencies.

Once your child has been identified as having SEND, a Support and Achievement Plan (SAP) will be written outlining your child’s area(s) of strength and weakness and also the tailored support that the school will provide, to ensure they make progress.

Children in the Foundations Stage will have a Support and Achievement Play Plan (SAPP). The SAP(P) will be shared with you and your child

Children will be assessed in their area of need.  Assessments will usually be undertaken by school staff who have undergone training to deliver the assessment packs.

In most cases, class teachers, supported by the SENCO, will decide on the educational interventions that best support a child’s identified needs based on the results of the assessment packs.  Where external agencies are involved, their recommendations are always included in the SAP(P).

Support programmes will be delivered by a Teaching Assistant on either a one to one basis or in a small group. These programmes are usually delivered outside the literacy and numeracy lesson to ensure that a child does not miss any lesson coverage·

The SENCO monitors the provision set out in the SAP(P) and ensures that it delivers the desired impact and supports the child to make progress.

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

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

Most support programmes will last for a term. Your child’s learning outcomes are reviewed termly, with you and take into account both yours and your child’s views.

In most cases the SAP(P) s will be shared  with you at the termly pupil/parent/teacher review meetings.

In some cases it may be considered appropriate to provide the support for just half a term.  At the end of this period, the child will then be re-assessed and the impact of the intervention will be considered.  The class teacher or SENco will arrange a meeting with you and your child to discuss the review.

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

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

The Teaching Assistants (TAs) who work with individual children are aware that part of their role is to encourage the child to be an active member of the class and to be able to work independently in a range of environments. The TAs are skilled at recognising when it is appropriate to work on a one to one basis with a child and when the child can be supported at a distance.

The class teacher will also direct the TA to work in a certain way with a child.

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

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

Through whole school tracking procedures we follow the progress that all the children are making. From this information we are able to target the areas of the core curriculum where a child would need support.

Learning is always planned at an appropriate National Curriculum level to enable each child to make progress. For example a lesson will be broken down into small steps to enable access by the SEND child. Visual prompts or use of concrete apparatus may be used. In some cases ICT will be made use of to support with learning.

Pre-learning will often take place to enable a child to become familiar with basic skills or vocabulary that will be needed for a lesson.

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?

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 timetable for the day is shared visually and pictorially, on the whiteboard, for all children to see.  Lesson objectives and outcomes are shared both orally and visually with all children in the class.

SEND children will have their own personal programme of objectives and outcomes, on a more bespoke basis, if appropriate. These will often be re-enforced on a one to one basis by the Teacher or Teaching Assistant at the outset of a lesson.

Instructions for children with SEND will be given in a simple and clear manner. A child's name will be used at the outset of the instruction which will be kept simple. Instructions will be repeated for clarity in a repetitive manner using the same vocabulary.

Teachers will be aware of size and colour of print and colour of background when re-producing learning materials for children with SEND.

Microphones and hearing aids are used for children who have greater difficulty with their hearing.

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

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

The school audits the number of children who will need additional support on a termly basis.

Core Teaching Assistant hours to support SEND children are funded from the school's SEND budget.

Additional Teaching Assistant hours and Teaching hours (to provide one to one tuition) are matched to need on an ongoing basis and funded from the main school budget.

We have TAs who are trained to offer specific support such as for children requiring Speech and Language or Occupational Therapy input.

We have an Emotional Literacy Support Assistant (ELSA) who works with individuals and runs social skills and other groups as the need arises. We also have a Family School Support Worker (FSW) who works with both the children in school and the family outside school.

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
Managing Feelings Small group
Basic skills in literacy and/or numeracy delivered through a Precision Teaching approach One to one
ELSA support One to one
Targeted maths, phonics, reading and reading comprehension Small group
2.8: What resources and equipment does the school provide for children with SEND?

What resources and equipment does the school provide for children with SEND?

At Beenham Primary School, we are lucky enough to have a range of equipment available to pupils with SEND, such as:

  • A wide range of learning resources and multi-sensory equipment
  • I pads
  • Additional laptops

This is continuously reviewed/added to, according to a child’s needs or recommendations.

The school's greatest resource is adult support. A good deal of the school budget is used to fund quality first teaching and to train staff to deliver this.  We also ensure we have enough well trained TAs to provide the support children need.

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

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

Before SATs in Year 6, careful consideration is given to those who may benefit from extra time or movement breaks. An intensive assessment process is carried out and analysed, before applications for extra time is made.

Children with Statements or Education Health & Care Plans will automatically be given extra time to complete their SATs in Year 6 (if sitting SATs tests is deemed appropriate).  Any recommendations given to the school by external agencies will be taken into account, e.g. SATs papers being produced on different coloured paper or use of an Alphasmart if a child normally has access to this. 

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

How will the school monitor my child’s progress and how will I be involved in this?

It is the standard practice of school to offer pupil/parent/teacher review meetings on a termly basis.

For children who have their SAP(P)s reviewed on a half termly basis,  you will be invited to meet to discuss the outcomes set in your child’s Support and Achievement Plan.

During these meetings you will be given information on the level that your child is working at and have the chance to celebrate successes. You will also be given information on additional support your child is receiving.

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

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

Support and Achievement Plan outcomes are set 3 times a year following a review of the previous outcomes.

Progress towards the outcomes is looked at and if the outcome is considered achieved a new target will be set. If it has not been achieved, it will either be modified to make it more achievable or repeated in order to give your child more time to reach the target.

At the meeting you have the opportunity to discuss your views on your child’s outcomes and to write new ones collaboratively.

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?

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 you would like to meet with teaching staff in addition to the meeting times referred to, you can ring the school office or email your child’s class teacher to make an appointment after school. Class teachers make themselves available after school on a Monday for such appointments.

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

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

We have an open door policy and quick handover information can be given by parents or school at the beginning and end of the school day.

Sometimes a child’s TA will accompany a child out at the end of school to hand over any key information.

Not every child requires a home/school diary but we can set one up if it is felt useful for both sides.

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

How can I help support my child’s learning?

Keeping in regular contact with key members of staff and passing on important information which could affect your child’s day is useful.

Encouraging your child to complete homework and ensuring that they regularly attend school will support your child with their learning. In addition, encouraging their interest in topics covered at school can increase your child’s confidence.

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?

Does the school offer any help for parents / carers to enable them to support their child’s learning, eg. training or learning events?

From time to time, the school runs evening meetings to explain ways that an area of learning is taught in school and how you can support at home.

The school offer termly open morning sessions for parents to come in and work alongside their child in the classroom. Parents are also invited to join us for the termly exit point events when children showcase their learning from the term.

From the Spring term 2017, a monthly group meeting for parents of children on the Autism Spectrum will take place. Outside speakers will visit to offer advice and training if required. In addition there will also be a Book Start group that encourages the enjoyment of books in the home. This will be run by the local Family Hub.

If parents have a special request in terms of a workshop that they would like school to run, then we will respond accordingly.

Information relating to training courses run by external agencies is also made available to parents if appropriate.

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

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

Child friendly versions of Support and Achievement Plans are written and discussed with the child so they know what their targets are.

At Annual Reviews children write an All About Me booklet which gives them the opportunity to reflect on what they do well and what they need further support with. It also enables them to choose pieces of work to share that they feel proud of.

Children are also invited to share their All About Me information at the Annual Review meeting if they would like to.

School staff have just received training to support the introduction of a “Person Centred Approach” This will be implemented in the Spring term 2017.

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?

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?

As part of the whole school data collection the progress of children with SEND is carefully monitored by the SENCo and Leadership Team.

Progress is shared with parents at termly Parent/Teacher discussions and as the children progress through school they know what level they are working at in English and Maths and are given the opportunity to challenge themselves.

A yearly parent/carer questionnaire is distributed and parents/carers are able to express their views on the effectiveness of SEN provision through this. In addition parents/carers are welcome to share their views with the class teacher or SENCo throughout the year.

Parents are invited to evaluate and give feedback about Beenham’s Local Offer.

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 ethos at Beenham School is underpinned by Values Education. Click on this link to read how our approach meets the holistic needs of all children

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?

What support does the school put in place for children who find it difficult to conform to normal behaviour expectations and how do you support your child to avoid exclusion?

Our approach to Behaviour Management reflects the school’s Values Based ethos. We have high expectations of behaviour for all children. However we aim to understand all children to be able to meet their needs and will provide support to enable them all to behave well and succeed.

Support may take the form of breaking an expectation down into small steps, and the setting of short term goals linked to school reward systems, to empower a child. Other provision may include peer or adult support and sometimes alternative arrangements for a child at lunch or playtimes.

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

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

All staff receive basic one day First Aid training.

Four members of staff have received Paediatric First Aid training.

Annual training takes place for all staff in the use of epipens and inhalers.

Other training can take place on a bespoke basis to ensure we meet the medical needs of all pupils.

Staff who are involved with children with high level care needs will be supported by external agencies such as Physiotherapists and Occupational Therapists. 

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

How does the school manage the administration of medicines?

The school has an up to date policy for the administering of medicines. The appendix is updated annually to enable the school to evaluate and review formal day to day procedures where necessary. The policy can be accessed on the school’s website.

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

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

The school has a disabled toilet which includes facilities to enable adults in school to help children with toileting and personal care if necessary.

Teaching Assistants are also trained to help vulnerable pupils with all aspects of eating and diet where necessary.

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?

At Beenham School, once an SAP is implemented, we aim to see an improvement in a child’s progress after two terms. 

If a child’s progress continues to give cause for concern, despite the additional targeted support, then the school may wish to make a referral to an external agency.  

Parents will be involved in the decision making process before contact is made with the external agency.  

A discussion about involving external agencies usually takes place with parents at a SAP review meeting.  

 Beenham School currently makes referrals to the following services: Educational Psychology Service, Special Needs Support Team, ASD Service, Sensory Consortium Service, Specialist Inclusion Support Service (provided by Local Authority special schools) and the Behaviour Support Team.

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

If a parent feels that their child needs support from one of these services then they should make an appointment to see their child's class teacher and the SENCO.

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

Practioners from these services will visit a child in school on a regular basis. 

Follow up exercises or work will be advised and carried out in school by Teaching Assistants who will receive training from the medical practitioner.

A child's progress will be regularly reviewed by the medical practitioner. The regularity will depend on level of need.

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?

Currently, support from these services can be accessed by school or through the GP.

Referrals from school will be triggered by discussions with parents at SAP review meetings or the annual reviews of and EHSC plan.

If a referral is made by the GP as a result of an ongoing medical condition then school will be notified by the relevent service providor.

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

The Headteacher and Assistant Headteachersare Desiganted persons for Safeguarding and PREVENT,

All staff are trained in terms of keeping children safe. If they have a concern about a pupil they will log this with one of the designated members of staff who will in turn make a referral to Children Social Care Services if necessary.

In terms of ongoing cases of children and their families being supported by social care services, the school will always ensure that the SENCO or representative attends any meetings,

When a case is closed to Children's Social Care Services or parents request support that doesn't meet the thresholds for social care services, the school will often use the services of a Family Support Worker to provide support if necessary.

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

What SEND training is provided for teachers at the school?

From time to time, teachers will be trained by external providers in specific areas of SEND as the need arises.

All SEND updates and policy reviews are addressed in staff meetings.

New staff, particularly Newly Qualified Teachers are fully trained in all aspects of SEND as part of the school’s induction process. Development needs are usually identified during performance reviews.

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

All Teaching Assistants in school are trained in a range of interventions to ensure that every class teacher is able to offer a spectrum of intervention programmes to meet the needs of all children in their class, not just children with SEND.

Training is provided by external agencies as well as in house training delivered by the Headteacher and Assistant Headteacher.

6.3: Do teachers have any specific qualifications in SEND?

Teaching staff do not have any qualifications in SEND training at the current time.

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

Currently there are two Teaching Assistants whohave received accredited ELSA training.

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?

How do you ensure children with SEND can be included in out of school activities and trips?

Depending on the level of need, trips are risk assessed and staffed accordingly.

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

In some cases the views of parents will be sought prior to the planning of the activity.

In all cases, the final risk assessment will be shared with the parents and child and their views sought.

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

How accessible is the building for children with mobility difficulties / wheelchair users?

Most doors have flat access to the outside. We have a portable ramp that can be used for the two classrooms which don’t have easy access.

When a Teacher is using an Interactive Whiteboard, they are encouraged to have a pale background colour for those children with dyslexic tendencies.

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

Interior painting of the building is with the needs of the visually impaired in mind. For example, skirting boards are painted in a dark brown against light coloured walls and flooring.

The school is mostly carpeted which supports the acoustics for the hearing impaired child. Currently the school uses radio microphones and receivers for teaching the hearing impaired child.

8.3: Are there accessible changing and toilet facilities?

The school has a disabled toilet and is currently looking to build a second disabled toilet at the Foundation Stage end of the building

There are also accessible changing facilities.

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

School liaises fully with parents and external agencies prior to a child with physical disabilities being admitted to the school. Adaptations to the building are then made, where possible, ready for when the child starts school.

Once the child is admitted into school, ongoing dialogue is had with parents and external agencies to ensure that the building is always fit for purpose to maximise learning.

8.5: How does the school communicate with parents / carers who have a disability?

Parents are consulted about which is the best way to contact them and the school follows their preferences.

The school will also make any necessary adaptations for parents who have a disability to enable them to access the building and engage in their child’s learning journey at any time. In the past their views have been sought when considering the suitability of the building for physically disabled people.

The school office are always happy to communicate verbally, weekly information to parents who are unable to access the school newsletter.

8.6: How does the school communicate with parents / carers whose first language is not English?

The school website has a language translator for parents. When a parent’s first language is not English, school will often provide the support of a bi-lingual interpreter to facilitate any meetings that may take place between home and school.

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?

The school will meet with the parent and child and also liase with previous settings and any external agencies involved with the child.

The child will be invited to make several visits to the school prior to joining. 

If adult support is required then they will meet their assigned Teaching Assistant during the visits. In other cases a peer buddy will be assigned to look after the child in the early days of joining 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?

Transition visits to meet the new teacher and work with the new class take place.

In some cases the school makes a book which outlines the new class and routines. This helps to reassure the child.

The class teacher of the previous class will also make sure that the child is introduced to any new ways of working whilst in their current setting.

9.3: How will my child be prepared to move on to his or her next school?

Transition visits will be made by the child to the new school. A school Teaching Assistant may attend if appropriate.

In some cases a member of staff from the new school will come to Beenham to meet the child prior to any visits to the new setting.


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

Once a place at a new school has been allocated then Beenham will liaise with the new setting and external agencies involved.

A meeting will usually be set up either at Beenham or in the new school to plan the transition arrangements and share information about the child. Parents and and representatives from any external agencies will be invited to attend this meeting.

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

All information collated over time, that relates to a child will be handed over to the new school.

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 a parent has a concern then they should discuss this with the class teacher.

The class teacher will seek the advice of the SENCO if necessary.

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

The uses the services of a Family Support Worker on a bespoke basis for individual families.

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 will often suggest that a parent make contact with the Parent Partnership if they feel they need further support in discussing their child's special need with school.

The school will also use external agencies such as the Educational Psychologist or the Behaviour Support team to provide additional support for parents to understand their child's special need.

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

The school has an open door policy and welcomes feedback at all stages.

The weekly newsletter invites feedback from parents, either face to face or via email.

There are half termly cofee mornings and termly parent forums led by governors. These forums invite feedback and dialogue from parents. Notes from the meetings are issued to all parents and sored on the governor website.

Governors carry out regular parental questionnaires.

The school website publishes compliments from parents and all visitore to the school.

The school has a complaints procedure which is published on the school website

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