Downsway Primary School

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Downsway Primary School - Challenging minds. Changing futures.

Downsway is a group 2 Primary School, age range 4 - 11, with around 216 children in 7 classes, ranging from Foundation to Year 6. There is one class per age group.

Our catchment area serves parts of Tilehurst and mainly consists of private housing, parents are supportive and interested in their child's education. We have also taken pupils from Reading and the wider West Berkshire area.

Mission statement

At Downsway we aspire to encourage all our children to become confident, secure, caring individuals who achieve personal success and develop a love of learning

Our mission is to

•  Provide a warm welcoming secure environment for all children

•  Encourage, value and extend every child’s contribution to the school

•  Recognise and celebrate success in everyone

•  Maintain a broad, balanced, carefully planned curriculum

•  Build strong collaborative partnerships with families and the local community

•  Enable and encourage the continuous professional development of all staff

•  Provide opportunities for all children to fulfil their potential, both socially and academically


Who to contact

Contact Name
School Office Team
0118 942 1362
Downsway Primary School

Where to go

Downsway Primary School
Warbreck Drive
RG31 6FE

Other Details


Age Ranges

Inclusion Information

Dietary Needs

Has Provision

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

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Local Offer


Downsway Primary School - Challenging minds. Changing futures.

Downsway is a group 2 Primary School, age range 4 - 11, with around 216 children in 7 classes, ranging from Foundation to Year 6. There is one class per age group.

Our catchment area serves parts of Tilehurst and mainly consists of private housing, parents are supportive and interested in their child's education. We have also taken pupils from Reading and the wider West Berkshire area.

Mission statement

At Downsway we aspire to encourage all our children to become confident, secure, caring individuals who achieve personal success and develop a love of learning

Our mission is to

•  Provide a warm welcoming secure environment for all children

•  Encourage, value and extend every child’s contribution to the school

•  Recognise and celebrate success in everyone

•  Maintain a broad, balanced, carefully planned curriculum

•  Build strong collaborative partnerships with families and the local community

•  Enable and encourage the continuous professional development of all staff

•  Provide opportunities for all children to fulfil their potential, both socially and academically

Local Offer Age Bands
5 to 7
7 to 11


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

We believe that every child in our care has the right to a broad and balanced curriculum, ensuring that the National Curriculum is matched to the needs of the individual.  This demands very thoughtful and careful planning. SEND children at our school are integrated into mainstream classes.  It therefore follows that all our teachers are teachers of SEND.

Special educational needs (SEND) - A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

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

We strongly believe that there are tremendous benefits gained by a child knowing that parents/carers and teachers are working together, not in isolation.  Two-way communication is encouraged both formally and informally.  Parents/carers are welcomed into school to discuss their child with staff.  As the SEND child is at the core of this partnership, gaining their input and thoughts on their experiences is vital as we reflect on our provision and look to enhance their progress. We take all parental concerns seriously and are more than willing to listen; the class teacher is the first point of contact with any concerns regarding your child.

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?

Primarily the class teacher will oversee and plan for children with SEND but this is not in isolation. They work in conjunction with teaching assistants, the Inclusion Manager as well as parents and the child.

Pupils receive quality first teaching through thoughtful planning and assessment. Individuals have work adapted to their needs through a range of differentiation techniques. Small group work might be put in place by the teacher to help support the children’s learning needs. The curriculum is followed by all and their progress is closely monitored and reported. Any concerns are discussed with parents and adaptations to teaching style are recorded. Parents are encouraged to discuss any concerns they might have regarding their child; concerns would be recorded and discussed with the Inclusion Manager and then a range of in class interventions might be trialled and their success noted.

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

Parents will be informed of progress through the usual channels such as termly parent’s evenings and annual school reports. In addition there is also increased communication between the class teacher and parents as to the nature of support and the progress the child is making.

All pupils on the Special Educational Needs Disabilities register will have a Success and Achievement Plan or an annual  that will outline the outcomes hoped for and targets for how they are to be achieved. These plans will be reviewed and co-constructed with the parents three times a year. In some instances where a child is receiving support that is typical of the rest of their peer group but remain on the SEN register due to an official diagnosis, an Annual SAP, after consultation with the parents, may be put into place which focuses on maintaining ‘good progress’.  In order to give the child consistency and the best support possible a home school target will also be included. It is the teacher’s responsibility to agree this with the parent and offer advice if necessary. If your child has an Educational Health Care Plan then this will be reviewed and used instead of a Support and Achievement Plan.

If an intervention programme has been put in place parents’ will be informed prior to the intervention beginning. It will outline the aims and objectives of the intervention, how it is to be delivered and the duration of the intervention. On completion of the intervention parents will be contacted regarding the progress their son or daughter has made and its impact within the classroom. It will also outline ideas for further support at home to ensure that this progress is maintained. In addition to this we welcome parents/carers to come in and observe their son or daughter in action. This not only educates parents/carers as to the mechanics of the intervention but it is also a fabulous opportunity to praise their child and for their child to see the school and parents/carers working together for them.

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

The school will aim to balance the need for support alongside developing the child’s independence; this will form part of the monitoring and evaluation of the child’s targets. Some provision and support will be delivered within groups to develop the child’s communication and team working skills. There is a clear expectation that support is not based on the completion of tasks by the student but the development of their skills and understanding thereby preparing them for their next steps in education and adulthood.

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

Downsway aims to ensure that personalised learning takes place for every child. Personalised learning is about taking a highly structured and responsive approach to each child’s and young person’s learning, in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils – and their parents/carers – as partners in learning. Staff will use assessment in order to differentiate the curriculum to meet the child’s needs and to provide challenging opportunities.

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?

Downsway has experience of children with a variety of learning difficulties including autistic spectrum disorder, speech and language difficulties and moderate learning difficulties. A range of teaching strategies are used such as visual timetables, longer thinking time, repetition of the question,simplifying instructions , emotional thermometers, coloured overlays and classroom layout including the seating plan. 

If external specialists such as Speech and Language or Occupational Therapy provide recommendations then these are incorporated into our provision for the pupil.

The most important aspect for us is that each child is different and with that in mind we look for the most successful teaching strategies for the individual child.

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

The school has a team of highly skilled teaching assistants who work alongside teaching staff to ensure that all pupils are engaged in their learning and that they are able to access the curriculum. There is also two Higher Level Teaching Assistants who delivers one to one interventions and supports the monitoring of pupil progress. The School Inclusion Manager oversees the running of SEND, closely monitoring the delivery of interventions, their impact and assesses the progress made by pupils.

At lunchtime we have a Teaching Assitant who is primarily for children with ASD. They run a club that offers opportunities to play and communicate with others as well as providing an environment that the children find calming.

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
Nessy Reading & Spelling - is a computerised spelling programme that helps pupils learn spellings through interactive games. The focus is initially on high frequency words and simple phonetically decodable words. One to one
Daily Readers - is an opportunity for the pupil to read to an adult at school to help them develop confidence through over-reading a text. It supports the reading done at home. One to one
Wordshark - is a computerised spelling programme that helps pupils learn spellings through interactive games. The focus is initially on high frequency words. One to one
SNAP Maths - is an intervention programme designed to be used with children who are working significantly below age related expectations. It enables children to consolidate their understanding and practise skills in a range of contexts. One to one
Emotional Literacy Support Assistants - deliver a tailored six week programme to support children in the development of their emotional literacy. It helps children understand and cope with their feelings and those of others, develops their self-esteem and helps to enable positive interactions with others. One to one
FFT Sprint - Wave 3 Literacy - is a literacy based programme for those children who are having difficulty accessing simple texts. The programme is delivered daily for 20 minutes and focuses on over-learning. It incorporates phonics in both reading and writing days. One to one
Catch-up is a literacy based programme ideal for children whose reading age is six months behind their actual age. With a clear focus on reading it identifies any miscues, develops linked sentences, gives the pupil an opportunity to discuss the text and develop their comprehension skills. One to one
Precision teaching allows pupils to receive a quick 10 minute daily preteaching of upcoming topics. This enables pupils to feel confident as a new topic is introduced to the whole class. It gives them access to new vocabulary so that they can develop their understanding of the topic. Small group
Gross motor skills follows a programme in line with those recommended by the occupational therapists. It aims to improve co-ordination and motor planning. It might include catching, hopping, ball games, crawling, throwing at targets and other associated activities. Small group
Fine motor skills The programme aims to develop a range of fine motor skills that are needed to complete activities such as writing, cutting with scissors, dressing, brushing teeth and hair, feeding and playing. The intervention aims to develop muscle strengthening and joint stability, hand-eye co- ordination, tactile (touch) awareness, grips and grasps, finger isolation, hand arches, manipulation skills and motor planning. Small group
Individualised transition programmes are tailored for those pupils who need further support when they are transferring to another school. It might include additional visits for the pupil to explore their new education setting with a teacher or teaching assistant that they trust and feel secure with. Work is also completed at Downsway with an ELSA to help the pupil recognise their feelings and anxieties. Another aspect of these transition programmes is for the Inclusion Manager to accompany parents to prospective secondary schools to meet with the new SENCO to ensure a smooth transition. One to one
Accelread Accelwrite is a programme that gives pupils the opportunity to work on a 1-1 basis with an adult each day. The course runs for a period of 4 weeks. The intervention aims to promote a child’s confidence with spelling and develop their skills in word recognition and spelling patterns. Each day your child will spend 20 minutes working through a series of spelling tasks progressing in difficulty. One to one
Talking Partners provides an exciting opportunity for children to extend their speaking and listening skills. Activities will include drama, role-play, and a range of games. These activities are planned around familiar stories. It also provides pre-learning about an upcoming lesson which helps the children build their confidence within a whole class environment. Small group
Speed Up Handwriting is a programme that gives pupils the opportunity to work in a small group with an adult twice a week. The course runs for a period of 6 weeks. The intervention aims to promote a child’s confidence with handwriting and develop their fluency. Children will spend the session working through a series of tasks aimed at developing their kinaesthetic control of their pencil. In addition small homework tasks will be sent home to help embed the activities that have taken place in the handwriting session. Small group
Phonics Catch Up works to consolidate a pupils understanding of phonics and helps them to develop their word knowledge. Pupils will have familiar phonics work reinforced within a small group thereby allowing quick correction of any misconceptions/pronunciations. It also develops their understanding of spelling patterns. Small group
2.8: What resources and equipment does the school provide for children with SEND?

As well as investing in a range of intervention programmes and resources we respond to personal needs by accessing the SEND budget. We take account of any recommendations from specialist agencies e.g. speech and language or occupational therapy. If needed additional resources are then purchased to enable a pupil's needs to be met e.g. theraputty for fine motor skills, sloping surfaces, pencil grips, specialised dictionaries and coloured overlays to name a few.

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

Each pupil is reviewed in accordance with the regulations and guidelines set out by the Department for Education in regard to access arrangements for exams. It might be that additional breaks for movement can be granted or that a pupil's needs require a scribe or reader to be provided.

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

Every pupil's progress is carefully monitored throughout all activities and through the school’s assertive mentoring programme. More formal feedback is provided termly by the class teacher. If there are any questions or concerns the class teacher will be happy to discuss pupils progress with parents, there is no need to wait until a whole school assessment point.

In addition if the pupil is receiving an intervention then progress is monitored pre and post to monitor the impact.

If the pupil has an Educational Health Care Plan there will be an annual review where progress will be reviewed and will include reports from any additional external specialists that are relevant to the pupil. Support and Achievement Plans are reviewed in conjunction with parents and the pupil three times a year.

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

Each pupil on the SEND register will have a Support and Achievement Plan (SAPs) that ensures careful monitoring and tracking of the pupil progress. SAPs are reviewed termly by the teacher through a traffic lighting system – green for achieved, amber for making progress towards and red for not yet achieved. The SAP is updated and new targets might be set in consultation with the parents. The teacher is responsible for sharing the SAP with the parents and other support staff. Recommendations from supporting external agencies and professionals such as speech and language or occupational therapy will be integrated where possible. In order to give the child consistency and the best support possible a home school target will also be included. It is the teacher’s responsibility to agree this with the parent and offer advice if necessary. The SAP will outline any support groups or intervention strategies that are in place.

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?

Telephone the school office to book an appointment initially with the class teacher and then if needed, the Inclusion Manager.

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

Newsletters are sent home termly.

School calendar and latest news are on the website.

Weekly reminders are emailed to all parents/carers each Monday by the office.

Open door policy - don't be afraid to come in ask for an update or to discuss any concerns.

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

Follow the class teacher’s advice on supporting your child with homework and provide time and space so that it can be done with help available.

Daily reading at home is key. Take the time to not only listen to your child read but to explore the text, talk about tricky words, think about what might happen next. Developing a child’s knowledge and understanding of comprehension and inference is as important as learning to read.

Look for opportunities to build mathematical skills at home - weighing ingredients when cooking, comparing prices whilst shopping, telling the time, singing times tables tunes, playing snakes and ladders and other board games and card games for number recognition.

Enjoy and explore the outdoors together. Talk about the things you see to help widen and develop your child's vocabulary whilst developing healthy bodies through exercise.

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?

Parent workshops and learning events to support parents/carers are often run by staff. They are always advertised with invites going to appropriate parents, for example ‘Helping your child to read’, ‘Assertive mentoring’, ‘Coping with worries’. Often leaflets about local training or support events will be available at the school office. If you require help in a particular area or in sourcing appropriate out of school support or clubs for your child please ask.

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

When a SAP is established staff work hard to ensure that it is child centred with the pupil's voice at the centre. As interventions are put in place there will be an opportunity for the pupil to share their views and then again at the end of it.

For annual reviews the pupil's views are carefully collected and then included within discussion. The pupil has an opportunity to have their voice heard.

With the class teacher each pupil will have a termly assertive mentoring review session to look at progress and targets across the curriculum.

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

Although not directly running a course ourselves we have been awareded the 'Silver Business' award as a Member of Brookfield's Pathway to Employment programme.

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 school tracks its effectiveness through the OFSTED Questionnaire which is available to parents via the Ofsted Parent View site.

The Inclusion manager reports on all matters SEND to the school governors throughout the year and also has a series of meetings with the school SEND governor and the Headteacher.

The school uses a range of data(PUMA, PiRA, Hodder, GaPS, etc.) to analyse the progress of pupils with SEND on a termly basis in addition to using baseline assessments for reading comprehension, spelling and Maths.

Feedback is also sought following Parent workshops and at Parents evenings in order to evaluate our SEND provision.

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?

Daily opportunities to discuss how they are feeling with both teachers and teaching assistants.

The school follows an programme for PSHE which explores many different themes and has the Downsway Values of  FRIENDSHIP, TOLERANCE, PEACE, HOPE, CO-OPERATION, PATIENCE, HONESTY, APPRECIATION, TRUST, THOUGHTFULNESS, RESPECT AND RESPONSIBILITY at its heart.

One to one or group ELSA sessions if appropriate.

Celebration of all achievements within assembly. Housepoint system to promote good work and the schools values.

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?

An individual behaviour plan is established following meetings with parents to discuss behavioural expectations.

A positive parenting programme is run by Brookfields which we refer parents to.

ELSA sessions might be established for the pupil. Information is shared with key staff to ensure a consistent approach to dealing with behaviour.

Meeting with parents /carers to identify and discuss the difficulties being experienced both whether at school or at home is key. The meetings focus on next steps and how consisitenecy in approach can help support the child.

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

Training of staff to deal with first aid, epilspy, diabities- the checking of blood sugar levels, delivery of epi-pen if needed. Some teaching assistants have received training by a physiotherapist in order to deliver physio for those children with medical needs as outlined by their EHCP.

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

Parents are requested to complete an administration of medicines request form available from the school office.

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

When the circumstances arise we would plan to help pupils meet their self-care needs. A disabled toilet is available.

Special dietary requirements are taken into consideration by the kitchen and caring cutlery has been provided for those pupils need support with their fine motor skills. Two teaching assistants are available during lunchtime to oversee the needs of those pupils with SEND.

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?

We have access to a variety of support services. The ones we have accessed in the past year are:

West Berks Cognition and Learning Team

West Berks Autism Advisory Teacher

West Berks school assigned Speech and Language therapist

West Berks Educational Psychologist

CYPIT - Children and Young peron's integrated services

CAMHS - Children and adolescents mental health services

Berkshire Sensory Consortium Service - Teacher for the hearing impaired

If there is an apparent need the school will seek to access  specialist support agencies.

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

If you wish to have the input from a support service the Inclusion Manager can discuss it with you. Together you can look at the criteria for accessing support and make the application together if deemed necessary.

Do not be afraid to ask.

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

Each service has its own specific criteria for accessing support and run in different ways. The key aim is to incorporate the service and recommendations into the pupil's Success and Achievement Plan to ensure that it is embedded into their regular school day.

Occupational Therapy

All children in the West of Berkshire can be referred to Occupational Therapy service via the standard point of entry and requests can be made by the school in conjunction with the parents. There should be supporting evidence to help you access these services. Before a referral is made the recommendations made by the CYPIT toolkits such be considered and implemented.


Children in the West Berkshire LA area, with neurodevelopmental difficulties ( for example cerebral palsy) can be referred to physiotherapy via the Single Point of Access. A GP referral is not required, but we will ask the GP and /or paediatrician for any relevant medical information 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. The physiotherapy team will visit the child in their school setting and provide training to key staff as appropriate. A care plan will be constructed by the physiotherapy team which will look to balance the need for physio with the demands of school and curriculum expectations.

Speech and Language

Children who are of school age (reception class or above) will be able to access speech and language therapy within their school. Each school will have a named speech and language therapist, who will be able to provide a flexible, integrated and holistic service to the school. The therapist will take in to account the learning environments of the children and provide targeted advice and strategies to teaching staff to support the development of speech, language and communication within the school.

The speech and language therapist will work alongside school staff to use a range of approaches within the school, which may involve discussion with school and family, assessment, training and demonstration, advice, direct therapy and/or joint target setting.

All of these changes support the SEND Reforms in that they enable the wider workforce to support children with special educational needs at every level; resulting in an equitable, accessible and empowering service which allows every child to achieve their full potential.

5.4: 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 wish to have the input from a support service, the Inclusion Manager can discuss it with you. Together you can look at the criteria for accessing support and make the application together if deemed necessary.

Do not be afraid to ask.

If you are concerned about any aspect of your child’s development check out CYPITs toolkits online which give some great recommendations for early intervention at home and school:

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

Help for Families has ensured that there is a single door into social care. Either the headteacher or the Inclusion Manager will liaise with Childrens Social Care Services regarding pupils. For Looked After Children a Personal Education Plan will be established. This  identifies key adults and develops support strategies.

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

Additional training for staff has been sought to ensure that staff are well informed of the challenges the children face and the teaching and learning strategies best suited to them. SEND training at Downsway varies year to year to reflect the changing needs of our pupils. The list below demonstrates our belief in the importance of continued professional development.

In the academic year 2017-18 the following training was undertaken:

  • Support from the Local Authority Cognition & Learning Team in writing appropriate personalised Support and Achievement Plans for SEND pupils
  • Downs Syndrome Awareness

Training in previous academic years includes;

  • PEPP Care training for all teachers and teaching assistants - dealing with emotional health.
  • Structured approach to Writing
  • Acceleread Accelewrite
  • SNAP Maths
  • Structured approach to Reading
  • Talking Partners
  • Dyslexia Friendly Classrooms
  • SNAP Maths
  • Helping the disadvantaged learner make progress
  • Improving target setting and Individual Education Plans
  • The importance of language in dealing with children with ADHD and ASD.

"In service" training through staff meetings, training days or external courses, is offered to all teaching staff and LSAs and is often delivered by an in-house expert or alternatively by the Local Authority. Support from external agencies may be brought in for training when necessary.

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

As with our teaching staff SEND training for our teaching assistants will vary according to need. These are some of the training courses attended;

PEPP Care training for all  teaching assistants - dealing with emotional health.

Developing ELSA skills - two day counselling course.

Diploma 'Understanding Autism' - completed by five teaching assistants.

Managing anxiety in pupils with ASD.

SNAP Maths


Occupational Therapy - Handwriting, fine and core motor skills.

FFT Sprint

Talking Partners

Managing anxiety in pupils with ASD through Art Therapy and Yoga.

Structured approach to reading

Precision Teaching

Teaching assistants also receive “in service” training through staff meetings, training days or external courses.

6.3: Do teachers have any specific qualifications in SEND?

Our Inclusion Manager has the SENCo Accreditation course awarded by The University of Reading.

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

Five teaching assistants hold a diploma in 'Understanding Autism'.


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?

Thorough risk assessments are undertaken for any trip and planning is done appropriately to ensure an inclusive experience. Where needed we take advice from support services and other professionals.

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

Parents are involved in the planning process where needed and it is often centred around the conversation of what works at home for the child. Activities might include forest school in foundation, a one day trip or sporting event to a weeks residential trip in year six.

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

All areas of the building which pupils use are accessible to wheelchair users with ramps, wide doorways and corridors and a disabled toilet.

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

If the need occurred we would take advice from the auditory and visual health care teams and make adaptations where possible.

8.3: Are there accessible changing and toilet facilities?


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

The school prides its self on its nurturing environment and the facilities reflect this. Each area is open and accessible to all pupils. Classroom environment checks are undertaken by staff and teaching assistants regularly and form part of more formal observations.

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

We check with the parent how they would like to receive any communication and respond to any needs.

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

We would ask for support from 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?

In order to have your child make the best start possible an individual transition plan is set up following a meeting with a member of staff or Inclusion Manager. It might include additional visits or an opportunity to make a 'me and my new school book'.

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

As with joining a new school the next move on can seem daunting therefore individual transition plans might be put in place on top of the whole class activities which include swap days going up to your new classroom. ELSA sessions might be put in place if your child is particularly anxious or vulnerable.

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

Meetings take place between your child and a member of staff from the new school in familiar settings if possible.  ELSA sessions might be put in place if your child is particularly anxious or vulnerable. The Inclusion Manager meets with the SENCO from the local secondary schools to pass on information and ideas on best to support your child.

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

Additional information is shared with the new school as to what interventions might have taken place and how best to support the child; this would also include copies of SAPs and their reports outlining current grades.

The new school is invited in to observe your child in their current class to see what they enjoy doing and how they like to learn.

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

Copies of SAPs and their reports outlining current grades.

The whole pupil file is then passed onto the new school when your child is on roll there.

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

As a primary school we look to make links to the world of employment and further education whenever possible. Each year the pupils in 6 work with people from a local bank and then create their own young enterprise scheme. In Foundation class parents re invited in to tell the children all about their jobs and then developmental play activities are then linked to them.

Preparing for the future is also an integral part of our personal, social and health education which is delivered across the school.

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 classteacher is the first point of contact.

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

We have links with Sunshine and Showers, which is a meeting for parents/carers with children with ASD which we notify parents/carers of. We liaise with Family Support Workers where required and help ensure that children and parents/carers have access to these services and provide a room as a meeting point if needed. We have had a representative from West Berkshire’s Parent Voice Groups run a parent workshop offering advice and support. We are able to signpost these services if needed. In the past year we have accessed a family support worker for a parent who communicated with us the problems that they were facing. We understand that a child’s education is not just about what happens at school and are willing to offer whatever support we can.

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

We send home information according to need as it is flagged up to us by the relevant external and voluntary agencies. Examples might include a parenting class on behaviour support or information about children’s respite activities. Often there are leaflets at the school reception or posters in the window.

Good places to start are:

Parenting Special Children

Autism Berkshire

Time out for Special Needs.

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

The school has a formal complaints procedure which is signposted on the school website. Parents have the opportunity to reply to end of year reports and to discuss any matters at parent's evenings. Following parent workshops we have requested invited parents to feedback via email.

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