Bucklebury C.E. (VC) Primary School
Last updated: 02/10/2023
Bucklebury is a smaller than average primary school. Most pupils are of White British heritage and have English as their first language. The proportion of pupils with special educational needs is average. At Bucklebury, learning is at the heart of all school activity. We provide a safe, happy, caring, family environment, where Christian values are promoted, individual needs are met and all successes are celebrated. We believe that it is the role of the school to nurture and to develop the ‘whole child’, by helping our pupils to thrive academically, physically, socially, emotionally in mind, body and spirit, to enable them to achieve their full potential. Further, we foster respect for individuals and their differences together with responsibility for our surroundings and ourselves.
Who to contact
Where to go
- RG7 6QP
- Age Ranges
- Has Provision
- Experience with
Bucklebury is a smaller than average primary school. Most pupils are of White British heritage and have English as their first language. The proportion of pupils with special educational needs is average. At Bucklebury, learning is at the heart of all school activity. We provide a safe, happy, caring, family environment, where Christian values are promoted, individual needs are met and all successes are celebrated. We believe that it is the role of the school to nurture and to develop the ‘whole child’, by helping our pupils to thrive academically, physically, socially, emotionally, in mind body and spirit, to enable them to achieve their full potential. Further, we foster respect for individuals and their differences together with responsibility for our surroundings and ourselves.
- Contact Name
- Andy Higgs
- Contact Telephone
- 01635 862965
- 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
- 1.1: How does the school identify children/young people with special educational needs and disabilities?
Bucklebury Church of England Primary School considers children /young people to have special educational needs and disabilities if they have a learning difficulty or disability that requires special provision to be made for them. We work closely with parents and carers and listen to parental views and concerns. Formal assessments are carried out termly in reading, maths and spelling as well as teacher assessments in reading, writing and maths. Careful tracking by the headteacher, special educational needs and disabilities coordinator (SENDCo) and the class teacher, highlights children who are making less than expected progress, these children are monitored and intervention at an appropriate level may be needed. Children causing concern is a weekly agenda item at staff meetings and close working relationships with parents, carers and all staff at the school means that behavioural and emotional concerns are identified quickly.
- 1.2: What should I do if I think my child has SEND?
In the first instance, a discussion with the class teacher would be the normal practice. At Bucklebury Church of England Primary School we offer an open door policy with parents and carers able to make appointment to see the class teacher, SENDCo or headteacher at a mutually convenient time. Learning consultation evenings are held twice yearly and that is a further opportunity to discuss concerns.
1. Identification of SEND
- 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
The SENDCo with the class teacher will plan the specific support needed. The role of the SENDCo is to oversee and monitor with the head teacher having overall responsibility.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
Parents and carers will be informed if an intervention is used. Meetings with the class teacher, and with the SENDCo if required, will be held termly where ways the child is supported will be discussed. However, if changes occur or if needed or requested by the school or parents or carers a mutually convenient time can be arranged at any time during the school year.
- 2.3: How will the school balance my child's need for support with developing their independence?
Bucklebury Church of England Primary School recognises the importance of developing independence and does not foster reliance on adults in all children. Staff are experienced in recognising when support is needed and when to step back. We consider that the learning that takes place is more important than finishing a given task.
- 2.4: How will the school match / differentiate the curriculum for my child's needs?
Class teachers with support from the SENDCo will start by assessing where the child is now, consider what the next steps are and what is a realistic target for the child. We then match the correct provision to the child to enable them to achieve it. We believe that children should have access to all areas of the curriculum.
- 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?
Children are individual, with different strengths and needs. Our approach is personalised depending on the child’s needs but general strategies are used to promote inclusion.
- 2.6: What additional staffing does the school provide from its own budget for children with SEND?
Teaching assistants are used to support children with SEND and this is provided from the school’s own budget. The school has general teaching assistants and some have specialist training in maths and literacy interventions. Following the departure of our ELSA, a teaching assistant is currently training and will qualify ready for September 2019.
- 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 Fischer Family Trust (SPRINT) . One to one SNAP maths . One to one Personalised intervention based on individual needs . One to one
- 2.8: What resources and equipment does the school provide for children with SEND?
Bucklebury Church of England Primary School will respond to the needs of children with SEND and recommendations by outside professionals. Examples include scooter board, gym ball, wobble cushion, slanted writing desk and plastic reading overlays.
- 2.9: What special arrangements can be made for my child when taking examinations?
If a child requires additional support in their end of Key Stage assessments (SATS), this is provided. Those with a Statement of Special educational Need, (Education, Health and Care plan from September 2014 are entitled to 25% extra time to complete the tests. Other arrangements may also be appropriate for other pupils such as a scribe, a quiet room, pause breaks, or a prompter.
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?
Progress is monitored through continuous assessment and termly tracking. Parents and carers of SEND children will meet with the class teacher and SENDCo termly and other meetings can be arranged if necessary. The school uses a generic monitoring and tracking document for children with SEND if required and this contains achievable, short term targets personalised for that child’s needs. This is shared with parents and carers and the child.
- 3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
A SAP (Support and Achievement Plan) is a working document provided for all children on the SEN register. It is reviewed at least termly, as targets are achieved. Parents and carers and the child review this document with the class teacher as new targets are set. The views of all involved are important to us and working together has a positive impact on outcomes.
- 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?
Bucklebury Church of England Primary School operates an open door policy and parents and carers are able to make additional meetings at mutually convenient times, with the class teacher in the first instance, and with the SENDCo and head teacher if required.
- 3.4: What arrangements does the school have for regular home to school contact?
Bucklebury Church of England Primary School operates an open door policy and parents and carers are able to make additional meetings at mutually convenient times, with the class teacher in the first instance, and with the SENDCo and head teacher if required. When appropriate, we use home /school communication books but this is not necessary for all SEND children.
- 3.5: How can I help support my child's learning?
A strong partnership and two way dialogue between the school and parents or carers is an important way of supporting a child’s learning. Attending meetings and consultations as well as sharing reports from outside agencies and any changes in circumstances with the school helps to ensure all parties have up to date and accurate information.
- 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?
In addition to meetings with the teacher or SENDCo, parents are signposted to any relevant training or learning events.
- 3.7: How will my child's views be sought about the help they are getting and the progress they are making?
All children at Bucklebury Church of England Primary School have learning targets which are shared and discussed regularly with the class teacher and teaching assistants. Pupil voice is an important part of our school and the views of children are actively sought in all areas. A generic monitoring and tracking document with achievable short term targets is shared with SEND children and their progress towards these targets and their views on appropriate new targets is valued.
- 3.8: What accredited and non accredited courses do you offer for young people with SEND?
Not applicable in primary schools
- 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?
Tracking is ongoing using class teacher assessments. Interventions have their own assessment and these are carried out termly or more often if required. Parents are involved in termly review meetings. The overall effectiveness and impact of SEND provision is monitored by the SENDCo and head teacher on an ongoing basis. The SENDCo reports to the Governing Body annually. The head teacher reports to the Governing body the progress and attainment of all pupils three times a year.
3. My child's progress
- 4.1: What support is available to promote the emotional and social development of children with SEND?
We have a teaching assistant who is a fully qualified Emotional Literacy Support Assistant All staff at Bucklebury Church of England Primary School are experienced in supporting the emotional and social development of all children including those with SEND.
- 4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
The needs of children are tailored to individual needs. Appropriate support is provided to help children with behavioural challenges, for example ‘safe places’ for a child to have “calming down” time.
- 4.3: What medical support is available in the school for children with SEND?
All staff are trained in the management of severe allergic reactions and this is updated yearly. The majority of staff are first aid trained and hold current and up to date first aid certificates. Two members of staff are trained for paediatric first aid. If parents or carers fill in the appropriate forms medicines and inhalers will be administered by the school during the school day. If a child were to attend our school who required medical support outside our current experience we would work with the parents or carers, school nurse and other relevant agencies to ensure we were able to meet their medical needs.
- 4.4: How does the school manage the administration of medicines?
If a child needs medication during the school day, the parent or carer needs to fill in the appropriate consent paperwork and then it will be administered by the appropriate staff. Medicines are kept in a safe place in the school office.
- 4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
In consultation with parents or carers and outside agencies, help with personal care is given by appropriate staff as required.
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 has close working relationships with West Berkshire’s local authority Special Needs Support Team (SNST), Educational Psychologists, ASD specialist teachers and service, school nurse service, occupational therapy service, behaviour support team (BST) specialist inclusion support service (SISS) and CAMS.
- 5.2: What should I do if I think my child needs support from one of these services?
Each service has its own criteria for access but the SENDCo is aware of these and will be able to offer advice to parents or carers.
- 5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
These are services from outside the school and have set criteria for provision.We work closely with the Speech and Language Therapist assigned to the school who supports and advises our staff who work with specific children.
- 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?
Children who are of school age (reception class or above) will be able to access speech and language therapy within their school. They will no longer need to attend appointments at community clinics.
Each school will have a named speech and language therapist, who will be able to provide a flexible, integrated and holistic service to the school. The therapist will take in to account the learning environments of the children and provide targeted advice and strategies to teaching staff to support the development of speech, language and communication within the school.
The speech and language therapist will work alongside school staff to use a range of approaches within the school, which may involve discussion with school and family, assessment, training and demonstration, advice, direct therapy and/or joint target setting.
All of these changes support the SEND Reforms in that they enable the wider workforce to support children with special educational needs at every level; resulting in an equitable, accessible and empowering service which allows every child to achieve their full potential.
- 5.5: What arrangements does the school have for liaison with Children's Social Care services?
Liaison is on a case by case basis.
- 6.1: What SEND training is provided for teachers in your school?
The SENDCo regularly attends professional development and provides ongoing training when required.The local authority also offers training in all areas of need and staff attend if there is a need.
- 6.2: What SEND training is provided for teaching assistants and other staff in your school?
The SENDCo provides ongoing training when required. The local authority also offers training in all areas of need and staff attend if there is a need.
- 6.3: Do teachers have any specific qualifications in SEND?
The SENDCo has an honours degrees in Psychology. The SENDCo holds the accredited National Special Educational Needs certificate.
- 6.4: Do teaching assistants have any specific qualifications in SEND?
Teaching assistants who deliver interventions are appropriately trained and qualified.
- 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
The school has an Inclusion policy. We also carry out risk assessments and plan appropriately for all children to involve them in all activities and trips.
- 7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
If extra support is required, the class teacher would discuss with parents or carers and ask for their views and guidance in ensuring the child is able to enjoy the activity or trip.
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
The school conforms to all requirements and legislation for disability access.
- 8.2: Have adaptations / improvements been made to the auditory and visual environment?
If circumstances required, the school would plan to make provision to adapt or improve the auditory or visual environment with the support and guidance of parents and the relevant local authority specialists.
- 8.3: Are there accessible changing and toilet facilities?
- 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
The school has appropriate changing and toilet facilities. If an individual’s needs required additional provision, we would endeavour to provide it.
- 8.5: How does the school communicate with parents / carers who have a disability?
Meetings with the class teacher and, if necessary the SENDCo, will be held termly at which ways the child is supported will be discussed. However, if changes occur or if needed or requested by the school or parents or carers a mutually convenient time can be arranged at any time during the school year.
- 8.6: How does the school communicate with parents / carers whose first language is not English?
If parents or carers required additional provision, we would endeavour to provide it with support from the local authority.
- 9.1: What preparation will there be for both the school and my child before he or she joins the school?
At Bucklebury School we pride ourselves on our transition provision for all pupils. In consultation with parents or carers, we aim to meet the needs of any pupils who require extra visits or preparation. We have strong links with all local schools and pre-schools.
- 9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
At Bucklebury School we pride ourselves on our transition provision for all pupils. In consultation with parents or carers, we aim to meet the needs of any pupils who require extra visits or preparation. As a small school, children, quickly form relationships with all staff, which aids the transition process.
- 9.3: How will my child be prepared to move on to his or her next school?
At Bucklebury School we pride ourselves on our transition provision for all pupils. In consultation with parents or carers, we aim to meet the needs of any pupils who require extra visits or preparation. We have strong links with all local secondary schools. SEND pupils are offered extra visits to local secondary schools in addition the SEND team from local schools visit Bucklebury School to meet with pupils and staff.
- 9.4: How will you support a new school to prepare for my child?
- 9.5: What information will be provided to my child's new school?
All necessary information will be provided.
- 9.6: How will the school prepare my child for the transition to further education or employment?
N/A at this school.
- 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 is the first point of contact.
- 10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
If circumstances required, the school would plan to make provision with the support and guidance of parents and the relevant local authority specialists.
- 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 send out information and newsletters from external agencies to relevant parents as soon as they are provided with it.
- 10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
The school operates an open door policy, enabling parents or careers to make appointments with class teacher, SENDCo and head teacher at mutually convenient times. We have a school forum which meets termly, which all parents are welcome to attend. Questionnaires are sent out annually asking for views of parents and carers and can be completed anonymously. There is a comments box always available in the foyer of the school. Parents are informed about Ofsted’s Parentview site and there is a link to this on the school website.
- Not applicable
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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