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The Winchcombe School

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The Winchcombe is in North Newbury. We are a two form entry school with ages from three to eleven. At The Winchcombe School we have a simple motto that we focus all our work on – ‘Achieve, Believe, Care’.

We believe that every child, regardless of gender, background or ability can achieve their full potential, in a safe, caring, happy and secure environment.

We believe in partnership with parents, working together with us, to provide an excellent all round education for their children.

Learning at The Winchcombe School is as easy as ABC!

Who to contact

Telephone
01635 232780
E-mail
office@winchcombe.w-berks.sch.uk
Website
The Winchcombe School

Where to go

Address
Maple Crescent
Shaw
Newbury
Berkshire
Postcode
RG14 1LN

Inclusion Information

Wheelchair Access

Has Provision
Yes

Special Needs

Has Provision
Yes
Experience with
General Special Needs
Can admit children with special needs

Dietary Needs

Has Provision
Yes
Experience with
Yes

Childcare Information

Vacancies

Immediate vacancies
Date updated
17/10/2019
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
0 3 4
0 4 11

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
Yes
Are you registered to provide 30 Hours?
Yes
30 Hour Partner Summary
Happy Kids

Local Offer

Description

The Winchcombe is in North Newbury. We are a two form entry school with ages from three to eleven. At The Winchcombe School we have a simple motto that we focus all our work on – ‘Achieve, Believe, Care’.

We believe that every child, regardless of gender, background or ability can achieve their full potential, in a safe, caring, happy and secure environment.

We believe in partnership with parents, working together with us, to provide an excellent all round education for their children.

Learning at The Winchcombe School is as easy as ABC!

Contact Name
Kate Betts
Contact Telephone
01635232780
Contact Email
kbetts@winchcombe.w-berks.sch.uk
SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Moderate Learning Difficulties
Local Offer Age Bands
1 to 4
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?

All staff use a combination of the following to identify children with special educational needs and disabilities:

Assessment
Observation
Discussions with parents and carers
Involvement from outsides agencies who observe children and occasional administer tests.
Monitoring over time
Comparison of levels against the majority of the pupils peers.
Drawing on the expertise of our SAL and LAL lead teachers

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

Initially ask for a meeting with your child’s class teacher and discuss any concerns you may have.  After careful monitoring, a meeting with your child’s class teacher and SENCo may be necessary

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?

Class teacher and SENCo

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

There are a variety of ways in which we inform / consult with parents:

  • Formal parent meetings held termly
  • Regular catch-up sessions with your child’s class teacher
  • Day diaries with your child’s class teacher if necessary
  • If your child has a EHCP, there will be an annual review meeting where all agencies send a current report and objectives will be discussed
  • Informal ‘catch-up’ before or after the school day
2.3: How will the school balance my child's need for support with developing their independence?
  • A mixture of guided group work with class teacher and learning support assistant; independent work; paired work
  • Carefully selected resources to support individual needs and independence
2.4: How will the school match / differentiate the curriculum for my child's needs?

Class teachers and SENCos will use observations and any assessments that have been carried out to support and direct the tasks are differentiated for your child’s individual needs.  Tasks will be personalised according to the needs of your child.

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?

Depending on your child’s individual needs, we will use combinations of the following:

  • Visual timetables
  • Specific equipment suggested by outside agencies
  • Adults support where needed
  • Differentiated tasks
  • Various writing paper
  • Coloured overlays
  • Mixture of visual, auditory and practical tasks
  • Pre-teach
  • Variety of concentration tools
  • Task bars
  • Personalised motivation systems
2.6: What additional staffing does the school provide from its own budget for children with SEND?

Learning Support Assistants (LSA’s) are available within the 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
SPRINT (reading intervention) One to one
Structured approach to reading (STAR) One to one
Numicon Small group
Snap on 2 Maths Small group
Emotional Literacy Support One to one
2.8: What resources and equipment does the school provide for children with SEND?

If specific resources and equipment is recommended from outside agencies we will endeavour to source these as required.

Here are a few examples of items we have sourced in the past:

Handwriting programmes

  • Chairs
  • Wobble cushions
  • Pencil grips
  • Specific pencils
  • Coloured writing paper and exercise books
  • Coloured overlays
  • Writing slopes
2.9: What special arrangements can be made for my child when taking examinations?

If necessary, the following can be applied for or arranged:

  • Scribe
  • Extra time
  • Private room
  • reader
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 following will be used to monitor your child’s progress:

  • Termly pupil progress meetings
  • Regular observations
  • Formative marking
  • Discussions with support staff and other teachers

The following can be used as a way of keeping you informed and up-to-date with your child’s progress:

  • Termly Parents meetings
  • Day diaries
  • Regular meetings with your child’s class teacher
  • Annual school reports
  • Annual 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 will be set using the monitoring strategies above and discussions with parents, support staff, class teachers, SENCo and outside practioners.

The following can be used as a way of keeping you informed and up-to-date with your child’s progress:

  • Termly Parents meetings
  • Day diaries
  • Regular meetings with your child’s class teacher
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?

The following can be used as a way of keeping you informed and up-to-date with your child’s progress:

  • Termly Parents meetings
  • Day diaries
  • Regular meetings with your child’s class teacher
3.4: What arrangements does the school have for regular home to school contact?

We have a variety of arrangements depending on the need:

  • Day diaries if appropriate
  • Face to face meetings after school
  • Flexible appointments where necessary
  • Email
3.5: How can I help support my child's learning?

Here are a few ways in which you can support your child's learning at home:

  • Read daily at home
  • Practise spellings weekly
  • Practise times table facts weekly
  • Meet with your child’s class teacher regularly
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?

We can offer a few training courses

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

Depending on the needs of the children, we use a variety of methods and strategies to gain their views:

  • Pupil questionnaires
  • Pupil discussions
  • Involvement in annual reviews
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?

We have a range of methods and strategies to access the overall effectiveness of the SEND provision:

  • Parent questionnaires annually
  • Pupil questionnaires annually
  • Impact of provision reviews completely termly
  • Discussions between class teachers, learning support assistants, SENCo and assistant heads
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?

We use the following support to promote the emotional and social development of children with SEND:

  • If appropriate, your child may be able to attend our Emotional Literacy Support (ELSA) for a 6 week block.
  • School council
  • Peer Mentoring
  • PSHE in class (this is linked to RRSA)
  • Opportunities to work in a group/independently/whole class across the curriculum
  • Support from Family Support Workers within school
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?
  • All staff, children and parents/carers follow our behaviour policy
  • Sharing information with all staff so that triggers can be avoided
  • Advice from the Therapeutic Thinking Support Team
  • Advice from parents and carers
  • Personalised relationships with classroom staff and members of the senior leadership team

Individual Therapeutic Plans appropriate to the age of the child.

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

Depending on the needs of the individual child, we will seek advice for resources, equipment and act appropriately.

We have a disabled shower and 3 disabled toilets

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

Administration of medicine is delivered through our office staff with the permission of parents with direction from a doctor.

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

Depending on the needs of the individual child, we will seek advice for resources, equipment and act appropriately.

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?

If appropriate we are able to refer your child to the following specialist services:

  • Educational Psychologists (EP)
  • Cognition and Learning Team (CALT)
  • Autistic Spectrum Disorder (ASD) Team
  • Therapeutic Thining Support Team (TTST)
  • Speech and Language Therapists (SALT) in West Berks (We can not refer directly to our Speech and Language Resource Unit.)
5.2: What should I do if I think my child needs support from one of these services?
  • Initially, ask for a meeting with your child’s class teacher
  • If necessary, a meeting with your child’s class teacher and the SENCO
5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

Speech and Language Services:

We have an allocated Speech and Language therapist that visits use when requested to assess, review and discuss the needs of identified children.  We are able to contact her through email, referrral forms and via the telephone.  For newly identified children, the school can access speech and language theraphy via a referral to CYPIT (the local service hub)

Occupational Therapy Services:

If your child already has a EHCP (Education, Health and Care Plan) for the learning needs, the school can make a referral for support and advice via CYPIT (the local service hub)

If your child does not already have an EHCP (Education, Health and Care Plan), then unfortunately, the school can not make a referral.  As a parrent/carer, you will need to visit your local doctor.

Physiotheraphy Services:

If your child already has a EHCP (Education, Health and Care Plan) for the learning needs, the school can make a referral for support and advice via CYPIT (the local service hub)

If your child does not already have an EHCP (Education, Health and Care Plan), then unfortunately, the school can not make a referral. As a parrent/carer, you will need to visit your local doctor.

Once your child has been assessed by a therapist (speech and language, Occupational or physio), a report is written which will outline individual needs and suggestions on how the school can support your child.

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?

If  your are concerned and would like your child to be seen by a therapist please speak to your child's class teacher and SENCo.

In some cases, we can make the referral for you.  If we are unable to do so, we can write an accompanying letter outlining our observations for you to take to your child's doctor.

Speech and Language: We can make this referral

Occupational Therapist and Physiotherapist: If your child already has an EHCP, we can refer.  If not, you will needs to book an appointment with your child's local doctor.

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

We have one full time Family Support Worker and one part time Family Support Worker who liaises with outside agencies, as well as six Designated Safe Guarding Officers.

All staff have safe guarding training so know who to contact. 

 

 

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

SEND Training is delivered in various ways.  There is core training for all staff that will be delivered annually; training that is delivered to new members of staff and training that is delivered as new situations arise.

In the event that a child is diagnosed or assessed with a specific need that none of our staff are trained on, we will arrange training for as soon as possible.

 

Core training:

  • Education, Health and Care plans
  • Support and Achievement Plans
  • Smart targets

Rolling Programme:

We have training on how to support children with specific learning needs.  These may include some of the following:

-       Speech and Language support

-       Dyslexia

-       Working Memory

-       Autism

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

SEND Training is delivered in various ways.There is core training for all staff that will be delivered annually; training that is delivered to new members of staff and training that is delivered as new situations arise.

In the event that a child is diagnosed or assessed with a specific need that none of our staff are trained on, we will arrange training for as soon as possible.

Core training:

  • Education, Health and Care plans
  • Support and Achievement Plans
  • Smart targets

Rolling Programme:

We have training on how to support children with specific learning needs.These may include some of the following:

-Speech and Language support

-Dyslexia/Dyscalculia

-Working Memory

-Autism

6.3: Do teachers have any specific qualifications in SEND?

SENCo – National Accreditation for SEND

 

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

n/a

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?

We will identify the needs and demands of the trip with the Class Teacher, parents/carers, outside agencies and SENCo.  Together a risk assessment will be completed and the necessary arrangements made.

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

When letters are sent out regarding school trips, parents of SEND children will be invited in to have a meeting with their child’s class teacher in order to support the creation of the risk assessment.

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

We do not have any stairs, as all classes are on one level

Every class does have a few steps out of their fire exit on to the playground.

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

Staff are currently being trained on the basics of Makaton sign language.

8.3: Are there accessible changing and toilet facilities?

4 accessible changing and toilet facilities dotted around the school and 1 shower

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

The new build was signed off to a SEND standard.  It has all been built on one level. 

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

We use appropriate ways of communication depending in the needs of the individual.  Here are some example:

  • Identification of need will support the appropriate communication requirements and the best method for parents/carers. E.g. interpreters, text alerts, emails etc
  • We share information orally
  • Break letters down into understandable language
8.6: How does the school communicate with parents / carers whose first language is not English?

Identification of need will support the appropriate communication requirements and the best method for parents/carers. E.g. interpreters, text alerts, etc

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?

There will be the opportunity for your child to have pre-visits to the school before they start.  These will depend on the needs of your child.  An initial meeting with the new Class Teacher, SENCo and parent/carer will help determine the nature of the pre-visits.

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

Transition in July will support all children in the move to the next stage within the school.  During this transition time, your child will:

  • Meet their new teacher/ support staff
  • Meet any new children that will be in their class
  • Familiarise themselves with the new environment

If there are any specific requirements identified these can also be arranged.

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

Transition in July will support all children in the move to the next stage within the school.  During these transition days, your child will:

  • Meet their new teacher/ support staff
  • Meet any new children that will be in their class
  • Familiarise themselves with the new environment

If there are any specific requirements identified these can also be arranged.

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

Meetings are held between your child’s current class teacher and the Head of Year/ or class teacher for the new school.  During these meetings the following may be discussed:

  • Teaching strategies
  • Identified needs
  • Support that has been in place
  • Resources that have supported your child’s learning

Interventions that your child may have participated in.

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

A variety of information is pasted on the pupil's new school.  For example:

  • Teaching strategies
  • Levels
  • Identified needs
  • Support that has been in place and the impact e.g. what has worked well and what has not had an impact
  • Resources that have supported your child’s learning

Interventions that your child may have participated in and the impact.

9.6: How will the school prepare my child for the transition to further education or employment?

n/a

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?

Please speak with your child’s Class Teacher.

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

We have a one fulle time Family Support Worker and one part-time Family Support Worker. 

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Our Famaily Support Workers will be able to signpost and direct parents to external agencies.

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

We have an 'open door' policy and invite all parents/carers to speak to us in person.

  • Parents/carers can email the office who will pass on to the appropriate member of staff
  • Parent/carers can arrange meetings with the Headteacher, assistant heads, SENCo or Class teachers
  • Annual Questionnaires
  • Parents can write letters to school
  • We have a complaints policy in place
  • Comment slips on report letters

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