Speenhamland Primary School

Last updated: 19/10/2023

Speenhamland School is an above average sized primary school situated close to the town centre in Newbury. Speenhamland is one of three schools in the Newbury Academy Trust which includes Fir Tree Primary and Trinity Secondary School.

We believe all children can achieve and it is our responsibility to provide the structure, guidance and opportunities for this to take place. Our pupils and their education are central to everything we do. As a school we are committed to working in partnership with parents in order to develop the whole child.

The number of children with an Education, Health and Care Plan is above average as the school is the venue of the West Berkshire Primary Resource for Physically Disabled Children known as The Keevill. 

The support for SEND children is about helping them experience and achieve like the other children in the school.  It is about removing barriers to learning by giving children the right tools and resources. 

Visits to the school can be arranged by contacting the school by telephoning 01635 41077 or emailing  office@speenhamland.newburyacademytrust.org

For further information please visit the school website: www.speenhamlandprimaryschool.co.uk


Who to contact

01635 41077
01635 35352 during out of school care sessions
Speenhamland Primary School

For parents/carers who work, we run a before and after school club, known as the Dragon Club, to provide high quality, affordable childcare outside normal school hours. Breakfast Club is run between 7:30-8:30am and After School Club is run between 3:00-6:00pm. We also run all day sessions during the school holidays which run from 7.30am-5.30pm.

Visit the school website for more information: https://www.speenhamlandprimary.co.uk/page/?title=Dragon+Club&pid=24

Where to go

Speenhamland School
Pelican Lane
RG14 1NU

Other Details


Table of costs
Table of costs
AmountCost Type
£3.50/£4.00 with breakfast per session
£12.00 after school/£10 sibling per session
£28.00/£26 sibling per day
£3.50 per session for breakfast club or £4.00 with breakfast
£12.00 per session after school club.
£28.00 per day for holiday club.
There are sibling discounts which apply; Payment is payable monthly in advance, ideally by cheque or internet banking - details supplied upon application. Childcare vouchers are also accepted. Cancellation requires one month's notice.

Childcare Information


Immediate vacancies
Date updated
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
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?
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
Speenhamland School
For Breakfast and After school club

Local Offer

Contact Name
Mrs K Graham
Contact Telephone
01635 41077
Contact Email
SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
Local Offer Age Bands
5 to 7
7 to 11
Needs Level


1. Identification of SEND
1.1: How does the school identify children/young people with special educational needs and disabilities?

Often children who join the school have already been identified with a SEND by parents, health professionals or nursery staff. However as children progress through school a SEND may be identified from behaviour, attainment and difficulty achieving expected knowledge, skills and academic standards. The school uses observation, assessment and experience to identify needs. A graduated approach is adopted to support children in the first instance and following this, a child may then be included on the SEN register.

If needed, further advice and assessment can be sought from other professionals including the Trust's Educational Psychologist.

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

Parents or Carers who have concerns should talk to the class teacher. Further advice and support can be sought from the SENDCo (Special Educational Needs and Disability Coordinator) or the Headteacher if required.

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 teachers are responsible for writing and overseeing the implementation of any additional programmes and interventions. The SENDCo will assist, support and oversee as required.

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

Parents can make an appointment to meet with the class teacher, SENDCo or senior staff via the school office. Parents will have the opportunity to attend parents’ evenings twice a year where they can meet with their child’s class teacher and the SENDCo if needed. At these parents’ evenings, parents are given the opportunity to discuss their child's SAP (Support and Achievement Plan) targets. SAP targets support pupils with SEND to make progress regardless of their additional needs and are best achieved when parents and teachers work together. Best outcomes are achieved by good communication.

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

Children will have no more than three SEND targets at any one time. If a child has several needs it is important that the child, parents and class teacher agree the priority areas. Teaching and encouraging the children to apply their knowledge and skills independently is an integral part of the planning process. Where a child has additional adult support, the adult will ensure there are lots of opportunities for the child to develop their independence whilst giving them the support they need.

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

Teachers plan lessons that allow children of all abilities with differing knowledge and skill levels to access learning. Some children may have adult support to enable access; some tasks and resources are adapted to meet a child’s needs or for some children, the differentiation is what they are expected to achieve or record.

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?

Quality first teaching will incorporate many of the strategies that  children with SEND need. Children will have a clear understanding of what they are learning; know what they are expected to do; have resources to support their learning where appropriate; know what they can do if they are stuck and have staff ready to assist if required. Teachers will use a range of strategies that support all types of learners.

Specialist advice from professionals is also incorporated in to daily practice. This may include using visual timetables and task strips to make expectations clear. Some children may need short breaks from the lesson if they have sensory needs. For children on the autism spectrum, often an individual timetable is developed to encompass their individual needs. 

Children with visual or hearing impairments will be sat strategically in the classroom to ensure they can access the learning and resources will be adapted to suit their needs.  Support, advice and training are provided by the Sensory Consortium Service.

Children with speech and language difficulties will be monitored and supported by the Speech and Language Service. They will set targets which will then be worked on in school.


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

In addition to class teachers and SENDCo, the school employs general teaching assistants to assist teachers in meeting the needs of all pupils in the class. Where necessary, the school will provide additional TA support for children who need it.

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
Phonics intervention. One to one
Individual daily reading One to one
Handwriting/Motor Control Small group
Propriaception activities
Motivation For Change (M4C) One to one
Precision Teaching One to one
2.8: What resources and equipment does the school provide for children with SEND?

The school allocates an annual budget for resources for SEND children. The budget is used to purchase more specialist equipment, teaching resources and ICT programmes to enhance learning.


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

Depending on need, children with SEND can be entitled to additional support such as extra time, a scribe, a reader, a different room to sit an exam or access to ICT equipment.

Special arrangements are based on what the children routinely do and use.

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

Assessments are planned to measure progress throughout the academic year. Data is collected at least termly and used to plan interventions and actions for the future for children in year groups, small groups and individuals. Teachers meet every term with leadership staff to discuss progress. Both parents and teachers can request meetings to discuss issues with progress. If an issue arises an agreed plan of action will be put in to place. If the issue is considered serious a review date for the plan of action should be agreed. Parents will be informed about progress at parents’ evenings in the Autumn and Spring Terms and by written reports in the Summer Term.

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

Data about progress will be used to inform new targets. For those children who have individual targets related to SEND they will be recorded on a Support and Achievement Plan (SAP) and both parents and children, will be given the opportunity to be involved with the SAP process.



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?

For those children with Education, Health and Care plans (EHCP) there will be a formal Annual Review meeting.

Any parent can request a meeting to discuss progress by contacting the class teacher, SENDCo or Headteacher.

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

For those children who have issues with communication, a home-school book may be implemented to ensure essential information is communicated. Some parents and staff communicate by email, some by phone or face to face meetings in the playground. Newsletters are sent out weekly. The school website and Firefly - our virtual learning platform, is another source of information. Office staff will always support parents in contacting members of staff.

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

The school uses the 'Go Read' app to record childrens reading and newsletters, the website and additional letters and notices suggest ways you can support your child’s learning. Hearing your child read; ensuring they have a go at competing homework; helping them become familiar with number and table facts will play an important part in supporting their learning. For children with SEND some changes and adaptations may need to take place, and additional or different ways of supporting your child may be suggested. Encouraging a love for learning and a positive attitude to school will be hugely beneficial to your child.

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?

The school occasionally holds information evenings on different aspects of the curriculum. If you are unable to attend events, paper or electronic copies of key information is usually available on request or from the school website. The school occasionally offers parenting courses which are often appropriate for parents of children with SEND.

Professionals such as speech and language therapists or physiotherapists will give advice and information to parents. The school and therapists can sign-post events, courses or agencies, to support parents of children with SEND.

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

Part of the daily teaching and learning process involves the children assessing their learning. All children make a contribution to their annual school report.

For those children who have annual reviews they complete their own report about progress. Children attend meetings with therapists to discuss progress and targets. We encourage older children to be involved with thier SAP targets.

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

Children from the school attend or take part in a variety of events and courses but usually about experience rather than formal qualifications.

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?

Academic progress and achievement are monitored termly and comparison and analysis is made using National Guidelines on expected progression for children with SEND . Parental contributions to annual reviews, informal meetings and school questionnaires are also monitored. The SENDCo closely monitors SEN provision in the school.


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?

Positive events and achievements are celebrated. Inclusion in clubs, extra-curricular activities and positions of responsibility, such as school council representatives are encouraged. Additional events and activities are occasionally planned to specifically target positive inclusion but generally it is expected that the school addresses the above on a routine basis.

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?

For any child who is unable to routinely conform to expected standards of behaviour, individual behaviour plans will be made to resolve issues. The inappropriate behaviour will be analysed to identify timings, triggers and people involved and a plan made to address issues. This may involve more adult support, reduction or restrictions on playtimes, as well as interventions to address the emotional issues that could be affecting behaviour. Additional sanctions and rewards may be introduced to facilitate an improvement in behaviour. Health and safety of all pupils and staff will underpin plans of action.


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

The school has two highly trained first aiders and all support staff are trained on a rolling basis to maintain a high level of trained staff to support first aid and medical support. All staff are trained in allergic reactions and the use of Epipens.  If a child joins the school with a condition that requires specific or additional training, such as epilepsy, it is arranged with the school nurse team.




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

The school has a standard form for parents to complete. Records are kept of all medicines being administered by staff. A list of children having conditions that may require urgent or specialist treatment is held centrally. A locked cabinet is provided for certain medicines and staff are trained regularly following guidelines from medical professionals. Agreements are made with children, parents and staff as to when, where and how daily medicines are stored and administered. Medicines are only administered with the consent of the Headteacher.

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

Children needing help are dealt with on an individual basis to ensure self-esteem and dignity are protected appropriately. The school has accessible toilets that have space and privacy and changing tables are available. Staff can be assigned to feed or oversee children who require assistance with eating. Training or advice would be sort from appropriate professionals if required.

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?

The Trust and therefore the school, has access to its' own Educational Psychologist. The school continues to receive support from the Local Authority Cognition and Learning Team as well as access to other professionals as required.

This year we have accessed the following:

ASD Advisory Teacher; Teacher for Hearing Impaired: Teacher for the Visually Impaired; Cognition and Learning Team; Speech and Language Therapist; Physiotherapist; Occupational Therapist; Educational Psychologist; The i –college and the Specialist School Inclusion Service.

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

Parents can talk to staff in school about access and referrals. Parents can also access some of these services directly by visiting the Berkshire Healthcare NHS Trust website and going to the CYPIT (Children and Young People’s Integrated Therapies) section. Concerns can also be discussed with your child's GP who can make appropriate referrals.


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

If a child is assigned to the service the professional will liaise with the school about times to visit, provide advice and programmes for the school to implement. They also provide training to staff. If required they will plan a programme of therapy to be implemented.

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?

Talk to the class teacher and/or SENDCo; visit your child’s GP or go to the CYPIT site mentioned in section 5.


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

The SENDCo liaises with Children’s Social Care services and other agencies that may be able to assist children in achieving the best outcomes in school. The Headteacher, Deputy Headteacher and SENDCo are fully trained in child protection policy and may also liaise with Children's Social Care services. All members of staff have yearly updated child protection training.

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

Training is planned according to need for teachers. The school SENDCo and Teacher in Charge of Keevill Unit attend SEND training and updates arranged by the Local Authority. They also attend training on specific subject or areas based on the  children with SEND currently on the school role and share this with teachers and members of staff in school.

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

The Teaching Assistants have in school and outside training linked to school targets and the individual pupils that they work with.

6.3: Do teachers have any specific qualifications in SEND?

Our SENDCo has been with us since September 2020. She is an experienced qualified teacher, has undertaken various SEN training courses. She has gained the National Awards for SENDCOs (NASENCo) qualification.


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

Teaching Assistants hold various qualifications in SEND. We also currently have three M4C (Motivation for Change) trained staff members.


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?

Class teachers are responsible for ensuring that the needs of SEND children are taken in to consideration when planning off site activities and visits. The SENDCo and Teacher in Charge of the Keevill Unit should be routinely included in the planning process. Parents may be consulted individually about specific details and are always welcome to discuss arrangements.

The school has its own mini-bus with electric tailgate and other equipment such as blankets, ear defenders, car seats and a buggy to support positive inclusion.

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

If the school has any concerns about activities they will contact the parents to discuss matters or ask questions. Discussions about trips and visits can take place in review meetings held throughout the year.

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

The school is based on a mainly level sight with very little variation in height which allows good access to anyone with mobility difficulties. Two classrooms are on raised foundations but a ramp is in place to support access. The school entrances are wide enough to accommodate wheelchairs.

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

All classrooms are carpeted. Teachers make adjustments to classroom layouts to support children with visual and/or hearing impairments. As improvements and building work take place considerations for accessibility are taken into account.

8.3: Are there accessible changing and toilet facilities?

The school has four accessible toilets.Two have sufficient space for a changing table if required.

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

If a child with SEND joins the school, meetings with parents and professionals take place to discuss accessibility needs. Advice is offered and sought as required. Forward planning takes place as children move through the school to maximise accessibility inclusion.

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

The school will discuss the best arrangements that can be made to meet the needs of all pupils.





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

The school will seek support from the Local Authority or other agencies to assist. Bilingual parents and children already in the school are used to support communication with others. The EAL Lead Teacher will assist children and parents for whom English is not their first language and advise teachers accordingly.

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?

Parents, nursery providers and professionals such as preschool teacher counsellors can request the school to attend transition meetings. Once the school is aware of a SEND child joining the school, additional arrangements will be made if required. The school liaises with parents to endeavour to make the process positive and the transition as smooth as possible for the child.

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

Once a new class or member of staff is known about, plans will be made to positively manage the change. Class teachers will talk about changes and new staff can be introduced in person or by photo if required. Transition booklets can be given to help support the child over the summer holiday. Children and parents can make requests or share their ideas.

All children on the SEND register will have a Support and Achievement Plan (SAP) which has necessary information on for the new teacher including pupil views about learning. Staff receiving a child with SEND may make additional visits or request training in advance.

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

This is jointly planned with children, parents, existing school and new school. For most children the routine visits and liaison is sufficient but if anyone involved with the child thinks more needs to happen it can usually be arranged. Resources such as transition booklets can be made.


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

The school will pass on any information that they feel is relevant in making transition a success. New school staff will be invited to attend review meetings. Meetings with the new school, parents and teachers as well as the SENDCo can be arranged and all parties will work together to ensure a smooth transition.

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

The school will pass on any information that they feel is relevant in making transition a success.

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 class teacher is the best person to discuss initial worries or concerns.




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

The school has a pastoral lead who supports children and families in accessing and achieving in all aspects of school life. The SENDCo also supports children and families where needed. The school has three trained Motivation for Change specialists (M4C) who are able to offer support to children with anxiety, anger and other emotional issues. s 

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

The SENDCo has knowledge and contacts about other services that families can access to support their children. The school newsletter can be used to sign-post events. Information is occasionally given to children to take home, where the SENDCo deems it relevant.

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

Feedback is sought at parents' evenings; at information events; via questionnaires and surveys and through informal conversations, letters and emails. Letters about trips and events give a named contact for further advice or questions. Representatives from the Governors and the PTA are present at important events. Parents are always welcome to arrange a meeting with the class teacher, Headteacher and/or SENDCo via the school office.

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