Francis Baily Primary School

Last updated: 09/11/2022

A Primary School in Thatcham catering for children from Foundation Stage 2 to Year 6.

Who to contact

01635 862188
Francis Baily Primary School

Out of Hours Clubs

We run a daily Breakfast Club between 7:30-8:45 am, in which the children are given breakfast and escorted to the classroom by the Breakfast Club staff. Our After School Club runs every day between 3:15-6.00 pm. Children are given an afternoon snack. For further information, including costs, please contact the school office.

Related Service
Francis Baily Holiday Club

Where to go

Francis Baily Primary School
Skillman Drive
RG19 4GG

Other Details


Table of costs
Table of costs
AmountCost Type
£4.00 per session
£9.00 per session
£4.00 for Breakfast club
£9.00 for After school club long session
Payment is due monthly in advance, ideally by childcare vouchers or internet banking - details supplied upon application. Cash and cheque payments are also accepted. Cancellation requires one month's notice. Drop-in rates are £5 for Breakfast Club, £10 for After School Club.


Age Ranges

Inclusion Information

Dietary Needs

Has Provision
Experience with

Childcare Information


Immediate vacancies
Breakfast Club Vacancies: 5 After School Club Vacancies: 5
Date updated
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
10 4 11

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you registered to provide 30 Hours?

Waiting List

Do you have a waiting list?

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 07:30 18:00
Tuesday 07:30 18:00
Wednesday 07:30 18:00
Thursday 07:30 18:00
Friday 07:30 18:00

School Pickups

Offers pickups

Local Offer


Francis Baily Primary School is a large school in Thatcham, West Berkshire which became part of Kennet School Academies Trust in September 2019. We are a three form entry school for children from Foundations Stage 2 to Year 6 (ages 4- 11). We have three classes in each year group consisting of approximately 30 children, and we have 556 pupils on roll.

All pupils at Francis Baily Primary school are equally valued, regardless of whether they have special educational needs.  All pupils are included in all aspects of school life.  We strive to be an inclusive school in order to foster an understanding of individual needs. We provide a caring and safe learning environment in which children develop pride and respect for themselves and others and enjoy their learning.

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?

Francis Baily Primary School identifies pupils with SEND through part of the school’s monitoring processes and in consultation with parents, teaching staff and other professionals.

Some pupils arrive at the school with special educational needs already having been identified and initial action taken.  The school co-ordinates with previous settings and support staff (where appropriate) to continue or adapt the support currently provided.

'A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.' 

Special educational needs and disability code of practice:0 to 25 years, 2015, p94.

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

In the first instance any concerns regarding your child's academic, social or emotional progress and/or development should be discussed with your child's class teacher. At Francis Baily Primary School we offer an open door policy with parents and carers able to make appointment to see the class teacher, SENCo or headteacher at a mutually convenient time. 

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?

The child's class teacher has responsibility to plan and assess their education programme. This will be monitored by the Senior Leadership Team and the SENCo. 

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

At Francis Baily Primary School we work together with the parents to make decisions about their child’s education. We invite parents in to meet with the class teacher and/ or the SENCo to discuss the results of assessments and to contribute to the planning of provision and support. For children on support and achievement plans there are 3 meetings a year to discuss outcomes, as well as parents meet days.

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

At Francis Baily Primary School we have Learning Support Assistants that are deployed to each class on a needs basis. We also have Learning Support Assistants that work with specific children depending on their Special Educational Need. The Learning Support Assistants all receive regular training on how to support the child’s learning as well as looking for the opportunities to promote independence. Enabling a child to develop independence is a key part of the Learning Support Assistant’s role. Effective support is vital to ensuring that the child develops the skills to enable them to become as independent and confident as a learner. 

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

High quality classroom teaching, differentiated planning and resources for the individual child is the first step in ensuring that the curriculum meets the needs of the child. Termly assessments are used, as well as observations to identify gaps in learning and plan provisions. Intervention programmes may also be used if there is a specific need identified after marking and assessments have been completed. These interventions are monitored and evaluated at least termly to measure impact on your child’s progress. Class teachers are able to seek advice from the SENCo, who if necessary will request additional advice and support from outside specialists.

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?

Francis Baily Primary School uses a wide range of teaching strategies to support pupils with SEND. Children are individual, with different strengths and needs. Our approach is personalised depending on the child’s needs but general strategies may include the use of visual aids, specific and individualised programmes of work and ICT resources. Additional strategies are used under the advice of external professionals. 

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

Francis Baily Primary School provides Learning Support Assistants to Foundation Stage, Key Stage One, Lower Key Stage Two and Upper Key Stage Two areas. These are used to support classes during the teaching of the core subjects. Learning Support Assistants are also used to provide small group support and intervention when necessary as well as one to one support if required. We have three fully trained Emotional Literacy Support Assistants in school who also provide support for children with SEND when required for years 1-6 and two fully trained Early Years Emotional Literacy Support Assistants for Foundation stage children. 

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
Floppy's phonics intervention One to one
Floppy's phonics intervention Small group
Precision Teaching One to one
ELSA One to one
Number stacks One to one
Occupational Therapy One to one
Speech and Language One to one
Social skills Small group
Chatterbox group Small group
Nurture group
Emotional Health Academy
Mental Health Support Team
Third Space Learning (Year 5 upwards)
Priority Reading
Planned Sensory Breaks
Therapeutic Thinking Team
Language and Literacy (LAL)
2.8: What resources and equipment does the school provide for children with SEND?

At Francis Baily Primary School we believe that a child with SEND should have full access to the broad and balanced curriculum available to all children and be fully integrated into the life of the class and the school. It is our aim to a high quality education to all children regardless of their need, ability or background.

Specialist resources and equipment for a child with SEND is provided following recommendations from specialist professionals. These include, slopes for writing, dictaphones, chromebooks, pencils grips and fidget aids.

Children have access to a sensory room and the nurture room. 

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

Francis Baily Primary School adheres to statutory Government guidelines regarding special arrangements for examinations. For further information please see the links below.

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

At Francis Baily Primary School a child's progress is monitored through regular teacher assessment, Pupil Progress Meetings and termly monitoring of interventions.  Parents will be invited to discuss their child's progress with class teachers at Parent meeting days and through the Support and Achievement Plan (SAP) meetings. 

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

Your child's progress will be monitored termly by the class teacher and reviewed by the Senior Leadership Team. If your child is identified as requiring additional SEN support they will have a Support and Achievement Plan (SAP) which focuses on outcomes for your child and what support the school will provide to enable your child to reach their goals. The SAP will be discussed and reviewed with yourself, your child and your child’s class teacher and new targets will be set termly.

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?

Your child's class teacher and/or the SENCo will be happy to meet with you to discuss your child's progress.

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

Francis Baily Primary School recognises the importance of working together in partnership with parents. We have an open door policy for any daily information that needs to be shared between school and home. Class teachers and/or the SENCo and Family Support Worker are happy to meet for informal meetings or discussions, via email, telephone discussions or written communication via the home school diary. 

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

At Francis Baily Primary School we feel that working in partnership with home is vital. You can support your child's learning by helping with homework, reading with them daily and informing the school of any difficulties your child is facing. This enables us to plan and support your child appropriately.

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?

Throughout the school year Francis Baily Primary School offers curriculum evenings, these usually have a focus on supporting phonics, reading and mathematics. Parents are also signposted to any relevant training or learning events within West Berkshire and the surrounding areas that the school is made aware of.

The SENCO and family support worker also run SEN surgeries throughout the year, inviting specialists to talk and offer support on a number of different topics.

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

 All children have learning targets which are shared and discussed with their class teacher.  Pupil voice is an important part of our school and the views of children are actively sought in all areas of numeracy, reading and writing. The children discuss their views and attitudes towards these areas. A Support and Achievment Plan (SAP) with both long term and shorter term achievable outcomes are created with the SEND children and their progress towards these targets and their views on appropriate new targets is valued. As part of the schools monitoring and evaluation cycle pupil views are sought at least termly by a range of staff. 

3.8: What accredited and non accredited courses do you offer for young people with SEND?


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?

At Francis Baily Primary School we assess effectiveness through formal and informal lesson observations, learning walks, regular monitoring of the intervention programmes being delivered and through the child’s progress at Pupil Progress Meetings. The views of parents/carers on the effectiveness of SEN provision are gathered in the form of a questionnaire.. Children's views are gathered through pupil interviews. The views gathered are collated to form part of the SEND action plan. 

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?

At Francis Baily Primary School our Vision is to be 'improving every day'. Children with SEND have the same opportunities as all the children in the school. They are provided with support from the Emotional Literacy Support Assistants and have the use of the ‘Nurture’ room if they need additional support in these areas. The children can also access the sensory room when needed.

The Emotional Health Academy support the school half a day a week with 1:1 sessions and small group work on areas such as anxiety, anger and self esteem.

School work alongside the Mental Health Support Team (MHST) who support parents and children with their emotional wellbeing.

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?

At Francis Baily Primary School, we believe every child has the right to be happy at school and to learn.  All children are responsible for respecting the rights of others.

We aim to promote good behaviour at all times so that pupils can grow in self-discipline, self-esteem and self-confidence.  We aim to help children to become good citizens who will relate positively to other members of society, at home and in the community. Our behaviour policy states that all children respond better to commendation rather than reprimand and a positive response to a child serves as reinforcement of good and acceptable behaviour.  Thus these behaviours are more likely to be practised and repeated.  Praising those children who are doing the right thing, making good choices and demonstrating good behaviour will enable others to follow suit.

For those children who may need additional support in making good behaviour choices we work closely with the families and where appropriate use strategies such as reward charts, social stories and individual behaviour plans. When needed, we can also request advice and support from the behaviour support team.


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

At Francis Baily Primary School we have a team of qualified first aiders as well as staff trained in administering Epipen and insulin injections. 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?

Our policy states that parental permission must be obtained before staff may administer medication. Parental permission forms are renewed annually and copies given to the relevant areas including the before and after school clubs. Parents’ requirements are taken into consideration when administering first aid. Medication should only be brought onto a school site where it would be detrimental to a pupil’s health not to be able to take the medicine during the school day, having been prescribed by an appropriate professional, such as a GP or dentist. Ideally, parents should be encouraged to request medication that can be taken outside the school day. 

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

At Francis Baily Primary School we have an intimate care policy in place. This ensures that we are able to provide support to children who may need help with dressing, undressing and toileting. We work closely with the Community School Nurse team who are able to provide advice to both families and school on difficulties with toileting and feeding.  

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 Francis Baily Primary School we work closely with a number and range of support services. These include Autistic Spectrum advisory teachers (ASD) , educational psychologists (EP), Cognition and Learning Team advisors (CALT), Therapeutic Thinking Support Team (TTST), pre-school teacher counsellors (PSTC), specialist inclusion support teachers (SISS), Child and Adolescent Mental health workers (CAMHs), speech and language therapists (SLT), occupational therapists (OT), Community School Nurse team (CSN), Emotional Health Academy workers (EHA) and the Mental Health Support Team (MHST)

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

In the first instance discuss your concerns with your child's class teacher and/or the SENCo. Each service has a set criteria for referrals which is set by the service and not by the school. 

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

A referral to these services requires parental consent.

Speech and Language Therapy

At Francis Baily Primary School we have a named therapist with whom we are able to discuss any issues or concerns related to a specific child before making a referral. The therapist will triage the concerns and act appropriately. If a referral is recommended then your child are usually seen within school and a programme of support/ recommendations is shared with class teachers and parents.

Occupational Therapy

All children in West of Berkshire who have a statement /Education, Health and Care Plan (EHC) can be referred to the Occupational Therapy service via the school. Children who do not have a statement/EHC will require a GP/medical referral to the Occupational Therapy service based at the Dingley Child Development Centre in Reading.


Children in West Berkshire with neurodevelopmental difficulties (for example cerebral palsy) can be referred to physiotherapy via the school. Whilst a GP referral is not required relevant medical information will be sought prior to an appointment being offered. This ensures that any medical issues that may be having an effect on the child’s development can be investigated prior to physiotherapy involvement.

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 you think that your child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist please speak to your child's class teacher and/or SENCo. 

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

Francis Baily Primary School is able to refer to the Contact, advice and assessment service(CAAS) team.CAAS will assess each referral individually and action all other referrals.

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

All staff at Francis Baily Primary School have full access to both in-house and specialist external SEND training. They are appropriately trained to deliver specific interventions which is responsive to an individual child's need. The SENCO regularly attends SEND professional development meetings.

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

All staff at Francis Baily Primary School have full access to both in-house and specialist SEND training. They are appropriately trained to deliver specific interventions which is responsive to an individual child's need. The SENCO provides ongoing training when required.

6.3: Do teachers have any specific qualifications in SEND?

The SENCO is working towards the National Award for Special Educational Needs Co-ordination

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

At Francis Baily Primary School we have three trained Emotional Literacy Support Assistants for year 1-6 and two Emotional Literacy Support Assistants trained at Foundation level. The Learning Support Assistants who deliver interventions are appropriately trained and qualified.

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?

Children with SEND have the same opportunities as all children to take part in out of school activities and trips. We work closely with parents and children to remove any barriers that may hinder participation. The Educational Visits Co-ordinator is responsible for ensuring that all trips and activities are fully risk assessed to guarantee the children's safety off site. 

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

Parents/ carers are encouraged to come in and discuss any concerns with the class teacher/SENCo and agree a plan of support which enables your child to access the activities and trips fully. 

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

Francis Baily Primary School plans, over time, to increase the accessibility of provision for all pupils, staff and visitors to the school.  The school is taken action to:

  • improve access to the physical environment of the school, adding specialist facilities as necessary,
  •  Increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as equally, prepared for life as are the able-bodied pupils
  •  Improve the delivery of written information to pupils, staff, parents and visitors with disabilities.

The school have taken actions to improve the physical access these include wheelchair access via the Main School reception area.  

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

All pupils have access to interactive white boards in each classroom and in the school halls. Both school halls have induction loops. 

8.3: Are there accessible changing and toilet facilities?

There are accessible toilet facilities located in Foundation, Key Stage 1 and 2 and within the office area of the school. These facilities are all adapted for wheelchair accessibility. If an individual’s needs required additional provision, we would endeavour to provide it.

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

Francis Baily Primary School’s Accessibility Plan has been drawn up in consultation with the Local Authority, pupils, parents, staff and governors of the school. We are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs.  

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

The school will do their best to provide written communication such as school newsletters, leaflets and other information for parents in alternative formats as the need arises. We are happy to communicate with parents and carers in whatever way suits them best via telephone, email, in writing or in person.

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

Francis Baily Primary School use written form of communication which can be translated as required.  Meetings with involvement from outside agencies would have a translator present for communication.

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?

At Francis Baily Primary School we pride ourselves on our transition provision for all pupils. We will arrange to liaise with your child's pre-school/ nursery or previous school to gather information once a place has been offered and accepted. Your child will be given the opportunity to visit the school with you. If your child is starting with us in Foundation Stage, you will be invited to attend a trial session in early July and a home visit will be arranged for early in the Autumn term prior to your child starting school to enable you to share information about your child with their class teacher. We are happy to accommodate any additional visits that your child may need to ensure a successful transition to school. We have strong links with all local schools and pre-schools/ nurseries.

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

At Francis Baily Primary School your child will take part in ‘Transition Day’ during the summer term. This day provides children with opportunities to visit their new class and area along with meeting their new teacher and the Learning Support Assistants that will be working in their phase.

Transition Books are provided to the children who require additional visual support for the transition. The book includes photos of their teacher, learning support assistants, classroom and other key areas such as cloakroom and playground. 

Additional visits to new areas are also asrranged with the ELSAs supporting small groups with visits during the school day.

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

Francis Baily Primary School works closely with many of the surrounding local secondary schools. ‘Taster’ days are provide throughout the year and additional visits for children with SEND usually take place in the summer term. These additional visits enable the child to meet key staff, become familiar with the new school and discuss any worries. In addition the SEND team from local schools visit Francis Baily Primary School to meet with pupils and staff.

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

The class teacher is usually required to complete a transition record for all children which highlights both their academic and social and emotional strengths and difficulties. Sometimes you may be invited to a transition meeting where a representative of your child's new school will attend. This enables you to be involved in the sharing of information to ensure that your child and their new school are prepared for the transition. The SENCo will meet or liase with the SENCo of the new school to discuss strenths and difficulties. 

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

Your child’s new school will be provided with information about your end of Key Stage levels, any information about intervention that your child has received and copies of reports and recommendations made by outside specialists involved with your child. 

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


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?

The first point of contact if you are worried or wish to discuss any concerns about your child would be your child’s class teacher.

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

Francis Baily Primary School has a Family Support Worker who is able to signpost outside agencies and can support parents with providing advice and visuals to support families at home. We provide SEN surgery once a month to enable parents to discuss concerns.

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

Francis Baily Primary School currently uses the parent notice boards to signpost parent/ carers to external agencies. We do post or email relevant flyers and newsletters to parents of children with SEND. 

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

At Francis Baily Primary School we work hard to ensure that our practice and provision for children with SEND is the best it can be, so feedback enables us to review and improve our practice.

If a parent is unhappy about the SEN provision being made for their child, they should discuss the situation with their child's class teacher.  If this fails to resolve the situation they should make an appointment with the SENCo or Headteacher.

Useful contact details:

Headteacher: Mrs Yvonne Standing

SENCo: Mrs Kirsty Bowles 

01635 862188

Quality checks

  • DBS check

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