Parsons Down Partnership

Parsons Down Partnership is made up of Parsons Down Infant and Junior Schools. Both schools are situated on the same site in Thatcham, on the eastern side of Newbury. Pupils are organised into two or three classes per year group.

Both schools work closely together for the benefit of our children and families. With this in mind we share a Core Framework: a vision, mission and core values which we believe will enable us to achieve our goals and aspirations for the future.

Our vision, ‘Inspiring Excellence’ and mission statement, ‘Making a difference together,’ underpin everything we do.

Our core values – Challenge, Enjoyment, Pride, Respect and Safety, are evident throughout our school, our children and our staff. Our children are confident young individuals who enjoy their learning and rise enthusiastically to the challenges set by staff to support and extend their learning.

Our Partnership has a shared Governing Body which actively encourages and supports the opportunities for staff and children to learn together either through the sharing of resources, the sharing of ideas and creations or the sharing of achievements and successes.

The Partnership prides itself in offering bespoke support to vulnerable children and their families.

Who to contact

Telephone
01635 866700
E-mail
office.pdj@pdp.w-berks.sch.uk
Website
Parsons Down Junior School

Where to go

Address
Herons Way
Thatcham
Berkshire
Postcode
RG19 3SR

Time / Date Details

Time of day
Afternoon

Local Offer

Description

Parsons Down Partnership is made up of Parsons Down Infant and Junior Schools. Both schools are situated on the same site in Thatcham, on the eastern side of Newbury. Pupils are organised into two or three classes per year group.

Both schools work closely together for the benefit of our children and families. With this in mind we share a Core Framework: a vision, mission and core values which we believe will enable us to achieve our goals and aspirations for the future.

Our vision, ‘Inspiring Excellence’ and mission statement, ‘Making a difference together,’ underpin everything we do.

Our core values – Challenge, Enjoyment, Pride, Respect and Safety, are evident throughout our school, our children and our staff. Our children are confident young individuals who enjoy their learning and rise enthusiastically to the challenges set by staff to support and extend their learning.

Our Partnership has a shared Governing Body which actively encourages and supports the opportunities for staff and children to learn together either through the sharing of resources, the sharing of ideas and creations or the sharing of achievements and successes.

The Partnership prides itself in offering bespoke support to vulnerable children and their families.

Local Offer Age Bands
5 to 7
7 to 11

Mainstream

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

Parsons Down Partnership of Schools uses a whole school approach to identify children with SEN,D. We take into consideration:

  • Parental concerns – the parent would usually speak directly to the class teacher about their concerns, or sometimes they would approach the Head of School or the Inclusion Manager
  • Teacher concerns – the child’s class teacher would speak to the parents of the child and the Inclusion Manager.
  • Child’s view point - the teacher and parent may speak to the child to get their input, depending on the concerns
  • Concerns from another setting - if the child has come to the school from another setting, concerns may be brought to our attention from the staff at that setting or outside agencies that are already involved
  • Pupil performance. Assessment and monitoring data is gathered as part of the whole school Partnership process to identify any barriers to learning.

Once a child has been identified as having additional needs the class teacher will decide on strategies that will be put in place to support the child. The child’s ability, learning needs and style will be considered within the teacher’s planning and suitable resources will be provided in lessons, according to the child’s needs. The child may need a specific intervention to enable him/her to make progress or bridge a gap in their learning. Once these strategies have been put in place and carried out over the set time, the impact of these strategies will be reviewed and progress will be monitored using a Graduated Approach Plan.The class teacher will talk to parents about this.

If the strategies are having a positive impact on the child's needs, then the class teacher will continue to monitor the child and ensure they are making progress.

If there are still concerns regarding the progress of the child, the class teacher would request involvement from the Inclusion Manager. Further evidence will be gathered and then consideration as to whether the child should be placed on the SEN,D register will be made.

The Inclusion Manager and class teacher would have a discussion as to whether the child has a significantly greater difficulty in learning than the majority of children of the same age, or whether the child has a disability which prevents or hinders them from accessing the curriculum. If this is the case, then the child may have SEN,D and may be added to the SEN, D register.

The Inclusion Manager may:

  • observe the child and recommendations would be given to the class teacher.
  • refer the child to an outside agency for more detailed assessments.
  • complete assessments with the child to determine specific difficulties.
  • meet with the class teacher and ESAs (Educational Support Assistants) to make a strategy plan.
  • look at the child's books and assessment data.

 

If it was decided that the child needed to be placed on the SEN,D register so their progress and needs could be more closely monitored and additional support could be put in place, parents would be informed. The teacher would write a Support and Achievement Plan (SAP) for the child. We ask the parents (and child if appropriate) to come in for a meeting to gather parent views and discuss the SAP. The SAP outlines small, achieveable targets that will help them to make progress and the provision that will be provided to enable this to happen.

 

 

 

 

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

If a parent believes that their child has SEN,D they would contact the school to speak with either the child’s class teacher or the Inclusion Manager, to express their concerns.

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 class teacher, together with the parents/ carers and sometimes the Inclusion Manager, will oversee and plan the child's education. They will discuss the child's needs and write a Support and Achievement Plan (SAP), which will have agreed outcomes for the child.  Provision will be put in place to enable your child to achieve these outcomes, and be written on the SAP. This could be an intervention, resources, specific approach or extra support. SAPs are reviewed termly with parents and adjustments made accordingly.

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

The school has good communication between the staff and parents. The class teacher may speak to the parents informally after school or arrange a meeting to discuss the child’s progress/ concerns where necessary. Meetings can be requested by talking to your child's class teacher or via the office.

Parent Consultation evenings are held in the Autumn and Spring term for all children, and teachers would discuss the needs of a child during this meeting. SAPs are also often reviewed and shared during the parents evening appointment. Parents of SEN,D children may need a little extra time or an extra meeting to discuss their child with the class teacher. This is generally at an agreed time between the teacher and the parent, or it may be with the Inclusion Manager or Family Support Worker.

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

All staff aim to ensure each child is as independent as possible. Class teachers develop strong relationships with the children and regular opportunities are given for each child to work independently. The class teacher will know the child and their specific areas of need or development. Through assessments and developing their knowledge of the child they will be able to plan learning tasks that are appropriate to the child's needs and stage in learning, allowing them to work with more independence. tasks are therefore carefully matched to the child to ensure the child is challenged but also able to complete a task with some independence. An educational support assistant or class teacher may work with the group the child is in, while they develop their confidence enough to work with independence. Practical resources e.g. cubes, number squares, word mats are also provided to enable children to access tasks more independently.

Within school we also have the 'SNOT' system which encourages independence when children are struggling. They are taught to follow the SNOT system in order, to promote their skills of independence.

Self- try to use strategies to solve the problem by yourself e.g. get some practical resources, look at the example on the board

Neighbour- Ask a neighbour (child sat either side of them) for some help.

Other- Ask someone else on your table for some help.

Teacher- Ask the teacher for some help.

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

The class teacher will plan work that will be at the right level for the child. When planning tasks for the children, they consider all of the assessment data that they have and previous learning they have shown in lessons. Tasks and lessons are therefore carefully matched to the needs of the children and linked to the National Curriculum. Resources to support the child in their learning will be relevant and seating positions/ peers within the classroom will be carefully considered. Regular assessments of the child’s progress and needs will take place.

Some children require bespoke individualised curriculums to enable them to achieve.

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?

If the child has any of these needs, the school has a range of strategies which can be put into place for them. Usually if a child has these difficulties, an external professional will also be involved, observing and assessing the child to provide additional expertise or advice. Following an assessment from an external professional, a report and next step recommendations for the class teacher will be provided for them to put in place and add to thier furture SAP. The report will be shared with the parents and it may have recommendations for the parents to work on, in partnership with the school.

Some of the strategies we use include:

  • sensory boxes for individuals
  • seating positions/ own table/ winged desks
  • sensory/ movement breaks
  • reward systems
  • paired work
  • group work
  • support of an ESA (educational support assistant)
  • support of a teacher
  • practical resources available
  • displays with prompts such as number lines or vocabulary
  • enlarged texts/ tasks/ diagrams etc.
  • clear routines and boundaries
  • clear expectations
  • visual timetable in every classroom
  • use of a laptop or computer
  • recording buttons
  • Challenge 1, 2, 3
  • now and next cards
  • a range of varied interventions

 

 

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

The daily provision for children who have SEN,D is carefully considered throughout the school. We have educational support assistants who work within classes, with groups of children or with individuals. Our ESAs are highly skilled and are used to:

  • support the teacher in ensuring the children in the class make progress. This could be in a group situation or 1:1 basis.
  • work 1:1 with a child with specific needs.
  • work 1:1 with a child on an intervention
  • teach a phonics group
  • deliver the recommendations of outside agencies e.g. speech and language programmes

We also employ Emotional Literacy Support Assistants (ELSA’s) for children who require support linked to their emotional well being. We have a Family Support Worker, who offers support to both children and their families too.

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
Draw and Talk One to one

SNAP Maths

One to one
ELSA - Emotional Literacy Support Assistant One to one
Precision Teaching One to one

STRAW

One to one

Art Therapy

One to one

Sensory circuits

Small group

Speech and language

One to one

Touch typing

Small group

Structured Approach to Reading (STAR)

One to one
2.8: What resources and equipment does the school provide for children with SEND?

The resources are dependent on the specific needs of the child. We follow professional advice to source suitable resources for individual children. 

Examples of some of the resources school provides for children with SEND:

  • Wobble cushion
  • Sensory boxes that have concentration tools in, chew
  • Ear defenders
  • Winged desk
  • Word mats
  • Numicon, cubes, Dienes, multiplication squares
  • Touch typing software
  • ICT software
  • Sand timers
  • Various visual aids
  • Sloped desks
  • Pencil grips
  • Tent with soft blanket and cushions
  • Fine motor resources e.g. buttons, zips, beads
  • Gym ball, large movement cone, balance boards
2.9: What special arrangements can be made for my child when taking examinations?

During Statement of Attainment Tests (SATs) in Year 2 and Year 6, adaption of test resources may be given to children with SEND as guided by the Department of Education (DofE). This may take the form of additional time allocations, alternative rooms, rest breaks, the option to read aloud the questions, a scribe. There are specific guidelines that school must adhere to when deciding who qualifies for this additional provision.Meetings are held in school, to discuss the children staff feel would benefit from the special arrangements. Parents are informed about the provision that can be made for their child, once school have finalised this.

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

The child's progress will be monitored daily by teachers, when they work with groups and individuals, mark their work and listen to answers to questions. Assessments against the Foundation Stage Curriculum or National Curriculum standards are formally completed once a term. These are submitted to the Inclusion Manager, who also monitors the child's progress closely.  During pupil progress meetings the teacher discusses the progress of children in his/ her class with senior staff and the Inclusion Manager. Decisions will be made about how to support individuals.

Parents will have parents evening in the Autumn and Spring term. The progress of their child will be discussed during this meeting. In the Summer Term parents receive a report that outlines the progress their child has made that year.

Teachers will also monitor the progress being made towards the child's Support and Achievement Plan (SAP) targets. The SAP will be reviewed termly alongside parents. 

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

The Support and Achievement Plan (SAP) will be reviewed by the class teacher, the parent and sometimes the child, at least termly. The child’s progress will be discussed and new targets will be agreed by the parent, the child and the class teacher. The Inclusion Manager may sometimes be involved with this process.

Recommendations from outside agencies will be included in the SAP and will help to form new targets set.

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?

Class teachers are happy to speak to parents about the progress of their child during an arranged meeting. An appointment needs to be made either with the teacher or via the school office.

Parents will also have the opportunity to meet with the teacher in the Autumn and Spring Term parents evenings. They will also meet with school staff in the Summer Term when the SAP is reviewed and new targets agreed.

Appointments can be made with the Inclusion Manager by contacting the school office.

 

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

The parents may speak to their child’s class teacher after school about any concerns, or the class teacher may want to speak to the parent. This will also be at the end of the school day.

In some instances the child may have a Home/ School Communication Book. This will stay in the child’s book bag and notes can be made to inform the teacher/ parent of what has gone well for the child that day/ evening/ weekend. Parents of SEN,D children and the teaching staff involved with the child, often find this a useful resource to begin a discussion with the child.

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

Additional ideas or strategies for parents to help their child can be discussed with the child’s teacher.

Homework is sent home to allow children of all abilities to achieve – parental support will be encouraged with this.

A curriculum map is sent home in most year groups to show what the children are learning about that term. This enables parents to become involved in the children's learning and provide further learning opportunities if they wish e.g. going to the library to find a book on the topic, visiting a museum etc.

The Support and Achievement Plan (SAP) will be shared with the parent, and the class teacher will discuss how parents can support the child in achieving the targets and will be happy to share ideas about things they can do at home.

The school often provides workshops to parents on topics such as maths, phonics and reading. We also offer regular parenting workshops which focus on supporting children with additional needs.

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 often has curriculum evenings to inform parents of ways in which they can support their child at home. Parenting courses will be provided by the schools Family Support worker. These will include workshops, ideas and opportunities for parents to support their child’s learning and behaviour. Strategies can also be provided by the class teacher or Inclusion Manager.

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

The school encourages the child to be part of their learning process. The child will be included in writing their Support and Achievement Plan (SAP), where appropriate, and due to the strong relationships our staff build with pupils regular discussions take place with the child informally to review their learning.

Children are encouraged to take responsibilty for their learning and part of this is to review how they learn best, what they have achieved in each lesson and what they need to do next. Therefore regular discussions occur between teachers and children about their views and the progress they are making.

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?

The provision for SEN,D will reflect in the child’s social and emotional well-being, their attendance and their progress in school. School internal Pupil Progress Meetings between teachers and senior staff, are held termly to assess all children’s progress and SEN,D children’s progress and provision is part of this.

At the end of each term the Inclusion Manager gathers all of the assessment data for childrenwith SEND  and measures the impact of the provision that has been provided for each child. The Inclusion Manager also monitors the progress each child with SEND is making and uses this to inform provision made for the following term.

The Inclusion Manager meets termly with the Governor responsible for SEND, to update them on the SEND provision in 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?

The school has 2 qualified Emotional Literacy Support Assistants (ELSA’s), who run 1:1 or small group sessions with identified children.

We also employ an integrative art psychotherapist in school and she supports some children with SEND to explore their feelings and thoughts through the use of art.

Assemblies and PSHCE sessions support children's wellbeing through discussions on a variety of themes.

A lunchtime SEAL club is available daily for children who need the support of adults and a small group of children at lunchtime. Social skills are developed during SEAL club, as it is a much smaller environment and there are less children. We also support children emotionally during SEAL club, as there is the opportunity to spend time talking to pupils while they complete activities such as colouring, board games, jigsaws.

Lunchtimes have allocated zones and the children are allowed to choose where to play. They know where to go, how to keep safe and who to go to. In these sessions social groups take place to teach children how to manage their social needs. The Partnership has an Anti-Bullying Policy and a Behaviour Policy. These policies and systems have clear expectations for the children.

The FSW and Inclusion Manager work closely together to ensure the emotional and social needs of all children are met.

Information about clubs and opportunities outside of school e.g. Inclusion football club are shared with parents through the newsletter.

 

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 children in the Partnership follow a behaviour system, see behaviour policy. Children know the school rules and the consequences of their actions.

Children who find it difficult to conform to normal behavioural expectations often have bespoke behaviour plans. Provision is made to enable them to be successful and clear rewards and consequences are used.

Strong relationships between adults and children are vital in supporting a child who struggles to conform to behavioural expectations. We therefore ensure that the child develops strong relationships with key staff.

The school works closely with parents to devise bespoke individualised programmes, as parent involvement is vital.

Sometimes children have regular contact with the FSW or Inclusion Manager or senior leaders to support them in making good choices.

Referrals are sometimes made to outside agencies if we feel additional advice and extra resources are required.

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

The school has several qualified first aiders who receive regular training. Some children may have specific medical needs, and we would take the advice of the professionals in these circumstances. In these situations the professional will work closely with the school staff to make sure the staff working with the child, are fully trained and confident in dealing with the necessary medical condition. Bespoke packages are sometimes put in place to enable them to access the curriculum and support their social interactions. Sometimes Individual Health Care plans will be written to plan for certain circumstances e.g. emergency intervention or when a child has particularly complex needs.

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

Some children require a specific medical plan. This will normally be written by the medical practitioner and will be shared with the parent and qualified staff member. The school staff would follow the plan accordingly, store the prescribed medication safely and administer it at the required time. The school nurse is often able to offer support in school if required.

Any medication needs to be brought to the school office and the school's procedures for administration of medicine will be followed accordingly.

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

If children have specific medical needs in this area, the school would take the advice of the professionals from other services involved with the child. The professional will work closely with the school staff to make sure the staff working with the child, are fully trained and confident in dealing with these medical conditions.

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 school may use the services of the Cognition and Learning Team (CaLT), Behaviour Intervention Team (BIT), Educational Psychologist (E.P.), ASD Advisory teacher, ASD Behaviour Support Service (ABSS), Speech and Language Services, Sensory Consortium Service (Visual Impairment and Hearing Impairment), Specialist Inclusion Support Service(SISS), Occupational Therapy Service or Child and Mental Health Service (CAMHS).

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

If you think your child needs support from these services you would speak to the class teacher about your concerns and a referral may be made from school. Alternatively, you may prefer to go to your G.P. for a referral if the G.P. agrees with this decision.

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

A referral is made to Children and Young Peoples Integrated Therapies (CYPIT) – a single point entry - from either the school or the G.P. When a child has had an assessment by one of these services and recommendations come in to school for the child, aspects from the report will be taken into consideration when writing their SAP targets. the necessary interventions will be put in place to ensure targets are worked on.

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 a parent thinks their child may need to be seen by an Occupational Therapist they would go to their G.P.  The school is able to refer children to Children and Young Peoples Integrated Therapies (CYPIT) for a child to be assessed by a Speech and Language therapist.  The Physiotherapist would normally be requested through the family G.P. or hospital.

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

The Executive Head Teacher, Head of School, Family Support Worker or Inclusion Manager will liaise with these services whenever it is appropriate. The School's safeguarding policy outlines the procedures. Support offered may take the form of a TAC (team around the child) or Personal Educational Plan meeting, or further input from the Family Support Worker.

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

All new staff have an induction into the school, where SEN,D provision and systems are discussed. The staff have whole school insets and staff meeting to discuss specific areas of SEN,D. Aspects of this training may be annually and may include information, advice, strategies or resources in areas such as ASD, ADHD, Behaviour, Speech and Language, Occupational Therapy or specific medical areas.

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

All new support staff have an induction into the school and the SEN,D provision and systems are discussed. Most support staff have training in specific areas of SEN,D. Staff who work with children with specific needs will have training in that specific area. Training may be carried out by Local Authority staff to support staff or by the Inclusion Manager. ESAs will be trained to deliver a range of interventions to the children. ESAs are invited to attend relevant staff meetings and INSET days, to develop their knowledge and understanding.

6.3: Do teachers have any specific qualifications in SEND?

All new support staff have an induction into the school and the SEN,D provision and systems are discussed. Most support staff have training in specific areas of SEN,D. Staff who work with children with specific needs will have training in that specific area. Training may be carried out by Local Authority staff to support staff or by the Inclusion Manager. ESAs will be trained to deliver a range of interventions to the children. ESAs are invited to attend relevant staff meetings and INSET days, to develop their knowledge and understanding.

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

The Partnership has qualified HLTA’s, ELSA’s and staff with specific Child Care qualifications. The teaching assistants have regular meetings with the Inclusion Manager to discuss additional training needs.

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?

All new support staff have an induction into the school and the SEN,D provision and systems are discussed. Most support staff have training in specific areas of SEN,D. Staff who work with children with specific needs will have training in that specific area. Training may be carried out by Local Authority staff to support staff or by the Inclusion Manager. ESAs will be trained to deliver a range of interventions to the children. ESAs are invited to attend relevant staff meetings and INSET days, to develop their knowledge and understanding.

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

All new support staff have an induction into the school and the SEN,D provision and systems are discussed. Most support staff have training in specific areas of SEN,D. Staff who work with children with specific needs will have training in that specific area. Training may be carried out by Local Authority staff to support staff or by the Inclusion Manager. ESAs will be trained to deliver a range of interventions to the children. ESAs are invited to attend relevant staff meetings and INSET days, to develop their knowledge and understanding.

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

The school has accessibility for children and adults with mobility difficulties.

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

Teachers from the Sensory Consortium Support come in to school to work with, assess and support children with hearing and visual impairments. They meet with the teachers and Inclusion Manager to discuss the suitability of the setting for the child. They will recommend adjustments that can be made to enable the child to learn most effectively.

8.3: Are there accessible changing and toilet facilities?

There are accessible changing and toilet facilities in both schools.

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

The partnership has educated children with a variety of SEN,D and all facilities have been accessed fully by them. Both schools have wheelchair access.

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

A parent with a disability would have the same opportunities as all parents to communicate with the school. We would write a letter or email, telephone or, in some cases, send a text message or have a meeting. The parent may like to bring a family member or friend in to school for support on these occasions.

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

A parent whose first language is not English may like to bring a family member or friend in to school to translate for them or for support. We will try to introduce the parent to other families who speak their first language and English, and who would be willing to translate – letters, emails and conversations - for them. We also are able to access some advice from Ethnic Minority & Traveller Achievement Service (EMTAS).

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?

Whenever a child starts at Parsons Down School, there will be an induction and a transition into school will be put into place. This will be personalised for the child and their needs.

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

A transition into each new Year group or Key Stage is put into place for all children. Children with SEN,D will have personalised transition, according to their needs.

Some SEN,D children will require transition books to help prepare them for the next year group. A transition book is filled with photos of their new teacher, support assistant, significant areas such as the cloakroom, toilets and carpet area. The book will also contain some information about themselves and what they are good at. This is taken home over the summer, so that parents and children can share it regularly and prepare the child for their return to school in September.

Children with SEN,D will often be taken for extra visits to their new classroom, when it is empty so that they can have a proper look around and become comfortable in their new environment. Class teachers ensure that they begin building relationships with children before they enter their class through informal discussions when they see the child. Our ELSAs work with the children to talk about what will stay the same and what will change the following year. They also talk about any worries the children might have. This is all additional to the story times and 'Changeover Day' that every child in school does as part of the transition process.

When children with SEN,D move to the Junior School they also attend performances and special days there to familiarise them with the Junior building. The children participate in a playtime in the Junior school in the summer term before they move there too.

The child's current teacher will meet with their new teacher to talk about the child's needs, share successful strategies and talk about the provision that is needed. Assessment data is passed on to their new teacher too so that progress can be maintained.

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

A transition into each new Year group or Key Stage is put into place for all children. Children with SEN,D will have personalised transition, according to their needs. If the child is in Year 6 and has an EHCP, the Secondary school’s Inclusion Manager will be invited to attend the child’s Annual Review in the summer term.

The Inclusion Manager or child's class teacher will meet with the secondary school's SENCo (Special needs Co-ordinator) or Senior staff to talk about the needs of each individual and provision that will need to be put in place for them to succeed and transition smoothly.

Some secondary schools will produce a transition booklet for pupils that has information about their new school and teacher.

Some SEND children will have extra visits to their secondary school. These are additional to the 2 transition days that all children attend. These are sometimes done in small groups or on a 1:1 basis.

Sometimes we look at the website of the child's new school with the child and share the photos that are displayed there. Discussions about what will be the same and what will be different are discussed. This is normally done with an ELSA or familiar adult.

Sometimes the Inclusion Manager, Family Support Worker or child's ESA or class teacher will accompany a child on a transition visit to their new school. We sometimes take photos of their new school while they are there so that we can make a transition book for the child.

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

The class teacher and the Inclusion Manager will speak to the relevant members of staff in the new school about the child. The Inclusion Manager or Family Support Worker of the school will often come in to meet the child. Sometimes small group work is done in the child’s school to enable staff to begin building a relationship with the child and understand their needs. Relevant documentation will be transferred to the new school.

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

Data about the child’s progress will be given to the new school along with any relevant paperwork or reports. For some children, meetings between the staff from each school – class teachers, support staff, parents or Inclusion Manager may take place.

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?

The first point of contact would be your child's class teacher. 

The Inclusion Manager and Family Support Worker can also be contacted, but it is preferable that you speak to your child's class teacher first.

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

The school has two Family Support Workers who work with parents either in the school, during home visits or they are able to be contacted by telephone. They are able to offer support and advice to families or suggest organisations that have the expertise to help them with their individual circumstances. Our FSWs organise regular training in our 'community room' for parents on various topics. 

A weekly coffee morning takes place on a Thursday morning, with the FSW. All parents are welcome to attend.

Our FSWs sometimes work with groups of children or on a 1:1 basis. The support given varies according to the child’s/ parents’ needs.

Sometimes parents are invited to be involved in a child's art therapy sessions if a specific concern is raised and this would be helpful to the child.

Information about courses and training for parents of children with SEN,D are regularly added to our school newsletter.

The Inclusion Manager, Head of School and Executive Head also work closely with families and offer bespoke support based on the needs of the family.

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

The Inclusion Manager and the Family Support Workers are able to provide parents with information about external agencies which may be able to offer additional support. 

Information about the support of external agencies is regularly added to the website.

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

The school has an ‘Open Door’ Policy, where we encourage parents to come and talk to us about concerns so that we can discuss things and put something in place if required. We have parent open evenings, where these discussions can also take place or a telephone call or a meeting can be requested.

We have a Complaints Policy, which states the procedure to take if you are unhappy with anything. We have an Annual Parent Questionnaire which is administered by the Governors of the Partnership.

We also welcome feedback of the good things we do through contact with the school directly or through the completion of an on-line Parent View Questionnaire.

West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.

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