Kintbury St Mary's C.E. (VC) Primary School
At Kintbury St Mary’s CE Primary School we are a vibrant learning community fostering children’s excitement and curiosity about the world and valuing their individual and unique gifts and talents. We are a rural school in a village location with approximately 150 pupils. We are committed to providing each child with the educational opportunities to ensure they reach their potential. The Christian ethos of our school enables us to provide an inclusive education which is welcoming to all.
Our skilful and caring staff deliver engaging lessons which develop key skills, such as independence, resilience and self-motivation, through a creative and topic based curriculum. These key skills form a firm foundation for children to meet the challenges of their secondary education and beyond. It is important to us that all children enjoy challenge and support in their daily learning experiences.
We firmly believe in forging and developing effective partnerships with parents. Together we provide our children with the best start on their educational journey. Throughout the year we run many information events about different aspects of school life and teaching staff are always happy to talk to you individually about your child’s learning and experiences at school.
We have a thriving partnership with our Parent Teacher Association (P.T.A.) which arranges many successful social and fundraising events for the benefit of our school community. We also have an excellent committed Governing Body who are closely involved with school life and drive the strategic direction of our school.
Who to contact
Where to go
- RG17 9XN
- Local Offer Age Bands
5 to 7
7 to 11
- 1.1: How does the school identify children/young people with special educational needs and disabilities?
The school uses the definition of Special Educational Needs from the Code of Practice.
Children may have special educational needs either throughout, or at any time during their school career. Children with Special Educational needs are identified in many ways including:
Liaison with a pre-school setting or previous educational setting
Concerns raised by parents
Concerns raised by staff working alongside the children in school
Results from assessments highlighting children working below age expectations
Liaison with or diagnosis through outside agencies e.g. Speech & Language Support Services
- 1.2: What should I do if I think my child has SEND?
If you are concerned that your child has SEND the first step will be to have a meeting with your child’s class teacher.
1. Identification of SEND
- 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
Class teachers will monitor the progress of all children in their classes. For children on the SEND register, the SENCo will liaise closely with the class teacher to ensure appropriate provision for that child within the main classroom setting and ensure that they are accessing quality first teaching. The SENCo will monitor any specific intervention in place and will track progress towards intervention outcomes. The SENCo will also liaise with any outside agencies on behalf of your child.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
Regular meetings with your child’s class teacher will allow discussion of the specific support provided and the impact of that support. The children on the SEND register have a personalised plan with individual targets and parents and children are consulted on these. The plans are reviewed three times a year and parents are advised of the outcomes.
- 2.3: How will the school balance my child's need for support with developing their independence?
All adults supporting your child throughout their time at our school are trained and experienced in encouraging independence whilst providing the appropriate level of support.
- 2.4: How will the school match / differentiate the curriculum for my child's needs?
All children learn in different ways and at Kintbury St Mary’s our teachers offer a wide and varied curriculum through a range of varied and differentiated activities. We recognise children’s individual needs and use a variety of teaching approaches to ensure that children reach their full potential.
- 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?
Teaching strategies are personalised for SEN children. The strategies employed vary depending on the individuals need, lesson content and context. We seek advice from other professionals when necessary to support the individual’s specific needs.
- 2.6: What additional staffing does the school provide from its own budget for children with SEND?
The school employ a SENCo who works one day per week and various additional learning support assistants to support children with Special Educational Needs. Where extra support is needed within the classroom with SEND we treat each individual case differently and put into place the necessary support using a range of adults and their skills. Staff are assigned to support and provide interventions for children with SEND on a needs basis.
- 2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / Title Intervention Type Type/Title of Intervention One to one Small group SNAP Maths Catch – Up Reading Precision Teaching These may vary from time to time depending on the needs of our children. One to one
- 2.8: What resources and equipment does the school provide for children with SEND?
We treat all children with SEND as individuals and seek professional advice from outside agencies and professionals to put resources in place specific to a child and their individual needs. Our children have access to a trained ELSA and homework club.
- 2.9: What special arrangements can be made for my child when taking examinations?
We seek advice from professional agencies based on children’s individual needs and refer to the National Guidance for Key Stage 1 and Key Stage 2 SATS and The Phonic Screening Test for Year 1.
2. Support for children with special educational needs
- 3.1: How will the school monitor my child's progress and how will I be involved in this?
At key points during the year, class teachers collate and analyse progress data, which is then discussed in pupil progress meetings with the senior leadership team. This process aids us in identifying a child’s strengths, progress and areas for development. This information is used to plan any additional support required.
Interventions that are put in place are regularly reviewed to ensure progression and discuss the impact of provision. Parent’s evenings are an opportunity for parents to meet with the class teacher to discuss and review progress and celebrate successes.
The use of a personalised plan will be used to monitor progress of those children with Special Educational Needs identifying targets, strategies to achieve these and evidence of where these have been achieved. At all of these stages parents are involved in discussions with the class teacher, SENCo and if necessary Head Teacher.
- 3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
New targets will be set through liaising with class teachers and if necessary outside agencies, these will then form the basis of the personalised plan, which children and parents will be involved in creating. All targets will be SMART i.e. Specific, Measurable, Achievable, Realistic and Time scaled.
- 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?
In addition the normal parent evenings and reporting arrangements the SENCo is in school each week and appointments can be arranged via the school office. Class teachers can be contacted via the school office and appointments to meet with them can be made usually within a few days of being requested by parents or telephone appointments are also available.
- 3.4: What arrangements does the school have for regular home to school contact?
Each class teacher releases their class to parents and carers at the end of the day when informal, brief conversations can be had. If a longer appointment is necessary, appointments can be made through the school office.
- 3.5: How can I help support my child's learning?
Your child’s class teacher will provide guidance and strategies to help you support and personalised plan through home learning.
- 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 works with Local Authority professionals to support parents through coffee mornings and training sessions such as parenting courses. Throughout the year the school also offers a range of events to parents to support with numeracy, reading and writing methods used to teach throughout the school.
- 3.7: How will my child's views be sought about the help they are getting and the progress they are making?
Through daily lessons the class teacher will regularly assess progress and discuss any additional follow-up and support that is needed on an individual basis. Each child will also be fully involved in setting new targets when reviewing personalised plans to ensure that targets help them reach their full potential.
- 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?
Special Educational Needs Audits are completed yearly to evaluate SEN provision, along with regular meetings with the Head Teacher, Senior Leadership Team and school Governors. The school monitors provision through lesson observations, learning walks, book and planning scrutinises and pupil conferencing.
The views of parents are collected during Parents Evenings through questionnaires. Additionally at any training or coffee mornings an evaluation will be given to parents to complete to collect and collate views. .
3. My child's progress
- 4.1: What support is available to promote the emotional and social development of children with SEND?
We offer a range of clubs, activities and groups to support children with their emotional and social development. We have an Emotional Literacy Support Assistant who is able to work on a weekly one to one basis with children as well as Nurture Lunch where children are able to eat, play and socialise in a smaller setting.
- 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?
We have a behaviour policy which can be found on our school website and is followed by all staff at school.
We are able to support all children through looking at individual needs and effective classroom and behaviour management strategies. If needed risk assessments are carried out by school staff and the head teacher and shared with appropriate staff.
- 4.3: What medical support is available in the school for children with SEND?
We have a school policy to support children with medical needs which can be found at our website.
Provision for each child in meeting their medical needs would be personalised and regularly reviewed, taking advice from professionals and qualified first aiders, if the need changes we would look to organise further support.
- 4.4: How does the school manage the administration of medicines?
In line with our school policy, the Head Teacher is responsible for deciding whether the school can assist a pupil who needs medication in school.
All medication is kept securely in our Medical Room in named individual bags and locked away.
- 4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
The school works closely with parents, children and medical professionals such as members of the educational health academy to ensure that personal care needs are met. A member of staff or two if necessary will support a child to develop independence in a supporting and safe environment.
4. Support for my childs overall well being
- 5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
Depending on a child’s individual needs we are able to access the support of SEN services within the local authority. We have work closely with Special Needs Support Team (SNST), ASD Advisory Teams, Educational Psychologists, Children and Adolescent Mental Health Service, Speech and Language Therapists and the Behaviour Support Service.
- 5.2: What should I do if I think my child needs support from one of these services?
The first step would be to speak to your child’s class teacher and discuss the need for specialist teacher involvement. If after putting support in place and reviewing impact, it was still felt that specialist provision was needed a meeting with the SENCo would be arranged to discuss criteria for a referral. It is worth nothing that waiting times for these services can vary. It is possible to contact your GP for support in getting specialist advice and we would work closely with parents in exploring this.
- 5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
These services are provided through either your GP or from a referral made by the school.
- 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?
An occupational therapy referral for a child without a statement can only be made through your GP. For a child with a statement already a referral can be made through the Children and Young Peoples Integrated Therapies (CYPIT) which is the same for physiotherapist referrals.
- 5.5: What arrangements does the school have for liaison with Children's Social Care services?
The school liaises with Children’s Social Care Services in response to safe guarding concerns, to receive specialist advice or as part of the support given to families in need. Where families join our school already under the remit of Children’s Social Care services then we liaise with the team at West Berkshire and provide documentation and attend meetings as required.
- 6.1: What SEND training is provided for teachers in your school?
When any new member of staff joins they will receive an induction with specific SEND training included. Staff receive whole school training through staff meetings, training given by the SENCo or other local authority specialists. Staff are appropriately trained to deliver interventions relating to a group or a specific child.
- 6.2: What SEND training is provided for teaching assistants and other staff in your school?
Learning Support Assistants have regular training and meetings with the SENCo. They are also appropriately trained to deliver interventions relating to a group or a specific child.
- 6.3: Do teachers have any specific qualifications in SEND?
The SENCo has the required qualification from reading University
- 6.4: Do teaching assistants have any specific qualifications in SEND?
A member of our staff holds the OCR 5 in teaching pupils with learning difficulties.
- 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
Children’s various needs will be met through a personalised approach and working closely with parents to ensure they can be included in out of school activities and trips. All trips are assessed for risk and any potential difficulties are discussed with parents.
- 7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
If parents have concerns they will be invited for a meeting with the class teacher to discuss the risk assessment and accessibility arrangements.
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
The school has a lift and ramps to enable wheelchair users and those with mobility difficulties to access the building safely and securely.
- 8.2: Have adaptations / improvements been made to the auditory and visual environment?
All class teachers use Interactive White Boards to enhance the visual environment and enlarge text if needed.
- 8.3: Are there accessible changing and toilet facilities?
There are two disabled toilets in school.
- 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
Please refer to our accessibility Plan which can be found on our school website.
- 8.5: How does the school communicate with parents / carers who have a disability?
Please refer to our accessibility Plan which can be found on our school website.
- 8.6: How does the school communicate with parents / carers whose first language is not English?
We use the services of EMTAS (Ethnic Minority & Traveller Advise Service) to support pupils, with English as an additional language; they also act as interpreters, assisting us in discussions with parents with English as an additional language.
- 9.1: What preparation will there be for both the school and my child before he or she joins the school?
Before starting all children will visit their new class and meetings can be arranged between the new class teacher and parents, as well as a meeting if the Head Teacher if desired. For identified SEND pupils we would offer additional transition arrangements, for example, further visits to familiarise themselves with the school. The SENCo will make contact with the previous school and organise the transfer of files and data for that child.
- 9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
We have a clear transition plan for all children including class visits, teacher visits and a change over morning. For children with more specific needs a more detailed transition plan is created to ensure a smooth and relaxed transition. Additional transition visits can be arranged if required.
- 9.3: How will my child be prepared to move on to his or her next school?
Alongside the usual process for transition children with SEND may be given some ELSA support where they are able to discuss the big change ahead and how they may cope with that emotionally. The local authority also provides workshops in school to support transition.
- 9.4: How will you support a new school to prepare for my child?
Parents are always encouraged to be part of the process and the school will liaise closely with the new setting to share expectations, support and guidance.
- 9.5: What information will be provided to my child's new school?
All transfer documents will be accompanied by reports on your child, including reports from outside agencies. Successful resources will be explained to the new setting and where appropriate will be sent with your child.
- 9.6: How will the school prepare my child for the transition to further education or employment?
- 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 will always 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?)
The school has access to a Family Support Worker to help families where there is identified need.
- 10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
The school is able to support parents in seeking advice from other agencies and working together in deciding the next steps. Our Family Support Worker works with many of our families to support them to find help and advice from many outside agencies.
- 10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
The school actively seeks parent’s responses through feedback forms and we also hold parent evenings throughout the year. We are keen for parents to come and see us at the earliest opportunity before worries, or concerns escalate. The first point of call would always be the class teacher but if parents feel that they would like to discuss the concern in more detail then an appointment with either the Head Teacher or the SENCo can be made via the school office. The school also has a complaints policy which is available on the school website.
5. Specialist services available / accessed by the school
6. Training of school staff in SEND
7. Activities outside the classroom including school trips
8. Accessibility of the school environment
9. Preparing my child to join a new school / next stage of education
10. Who can I contact to discuss my child?
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