Garland Junior School

Last updated: 11/05/2021

Garland Junior School is in a rural location and serves a surprisingly diverse population of 220 pupils.  Pupil’s come from a range of family backgrounds and cultures, including RAF and Gypsy Roman Traveller.  Currently 18.6% of pupils qualify for Pupil Premium, 18% are on the SEN register and 6% are classed as double disadvantaged.

Who to contact

Contact Name
Mr P Chivers
Contact Position
SENCo
Telephone
0118 983 2776
E-mail
Office@garland.w-berks.sch.uk
funzone@garland.w-berks.sch.uk
Website
Garland Junior School

Where to go

Address
Clayhill Road
Burghfield Common
Reading
Berkshire
Postcode
RG7 3HG

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£4.50 per session
£9.50 per session
Details
Breakfast Club: £4.50
After School Club: £9.50

Availability

Age Ranges
Other notes

The Breakfast & After School Club is run during the school term for the benefit of children attending Garland Junior School. The club is committed to providing good quality, affordable childcare in a safe, supervised home from home environment, where children can relax and play.

Garland breakfast and afternoon sessions currently take place in the school hall, although we are hoping to be able to build a separate facility in the near future. This will provide us with a dedicated space which will include cooking facilities for the children. 

Childcare Information

Vacancies

Date updated
07/10/2019
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
0 7 11

Funded Places

Local Offer

Description

Garland Junior School is two form entry junior school located in the village of Burghfield Common.   It is a fully inclusive school dedicated to raising the standards of achievement for all children.  At Garland Junior School staff are committed to ensuring children fulfil their potential.  Pupils at Garland are enthusiastic, attentive and fun to be with.  They are happy, hard working and want to learn.

In March 2018, Garland was rated good in all areas by Ofsted who noted 'You have created a caring and inclusive school, where every pupil is listened to.'

Contact Name
Mr P Chivers
Contact Telephone
0118 983 2776
Contact Email
Office@garland.w-berks.sch.uk
SEN Provision Type
Profound and Multiple Learning Difficulties, Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
Local Offer Age Bands
7 to 11
Needs Level
Low

Mainstream

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

All our children are closely monitored and their progress is tracked and reviewed termly.   We also look at and discuss children’s emotional and behavioural needs.  Any children causing concerns are quickly identified and provision put in place for them.  Parents and pupils are fully involved if any issues are identified and are invited to meet with staff.   Advice and support from other professionals is always sought and parents and pupils are signposted to ensure an inclusive is offered .

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

In the first instance, any concerns should be discussed with your child’s class teacher.  If you have further concerns, the school’s SENCo will be pleased to meet with you to agree a way forward. Most special educational needs can be managed with appropriate provision in school. 

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?

All children receive quality first teaching in class on a daily basis.  For children with additional needs, the SENCo will support the class teacher in writing a child’s education programme.  This will be recorded on a Support and Achievement Plan (SAP). Progress against their objectives is monitored termly by the class teacher and reported to the SENCo. Regular meetings are held to discuss progress.

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

School will keep in regular contact with parents.  Any provision made at school which is above and beyond what is happening in class will be recorded on a SAP (Support and Achievement Plan).  Targets are reviewed termly and shared with parents. School holds formal parents evenings in the Autumn and Spring terms to discuss children's progress.  You will receive a written report at the end of the summer term.

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

We work very hard to ensure that the support we give children does not lead them to become dependent on adults.   Staff will plan activities appropriate to each child’s needs and ensure a balance of supported and independent learning.  The range of strategies used to help children work independently may include differentiated tasks, visual prompt cards, using a range of scaffolding/planning sheets, reward systems, and regular checks by adults in class.  All children, including those with SEND, are encouraged to challenge themselves.

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

Teachers plan lessons carefully, referring to the programmes of study appropriate to your child.  Lessons are differentiated to ensure all pupils are able to access the learning. Differentiation can be by task, time, learning envrionment and outcome.

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?

Provision for children with SEND will be personalised according to their particular needs.  Where the school deems it appropriate, the following strategies may be used.  It is unlikely that the full range would be suitable for every child.  We work very closely with a range of professionals who are experts in their fields and seek further advice on individual cases where necessary.

Autistic Spectrum Disorder (ASD)

  • Careful consideration of seating with a clearly defined work station

  • Filter out irrelevant stimuli

  • Provision of visual aids and timetables

  • Clear communication so that instructions cannot be misinterpreted

  • Slow delivery of instructions to allow for information to be processed

  • Understanding checked before child gets down to work

  • Consistency in dealing with challenging behaviour

  • Circle of Friends

  • Social skills can be directly taught

  • Social stories

  • Consistency with timetabling and classroom expectations

  • Advanced warning if something will be different to normal

  • Programmes to address sensory needs

  • Working breaks

  • Pupils strengths and interests used as a vehicle to teach skills

  • Buddy system

  • Structure during unstructured times e.g. lunch times and privilege time

Hearing Impairment

  • Careful seating with clear sight lines to the teacher and board

  • Speak clearly and at a reasonable pace

  • Allow extra time for information to be processed

  • Light source in front of teacher rather than behind

  • Ensure child is paying attention before speaking

  • Repeat questions from elsewhere in the room before answering them

  • Provide written notes, instructions and visual aids

  • Give a list of new vocabulary in advance

Visual Impairment

Should we have a child in school with visual impairment we will liaise closely with the child and their parents, and seek specialist advice from professionals.  Provision might include larger printed books and PE resources that make a noise e.g. balls with bells.

Speech and language difficulties

We work closely with a speech and language therapist who can assess children with speech and language difficulties and put together a personalised programme.  Where this is the case, the programme will be implemented by a teaching assistant.

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

There are teaching assistants in all classes.  There is always additional adult support during Maths and English lessons.  In addition, some TAs run a series of intervention programmes in the afternoons.

The school employs a full time Pastoral Support Leader.

The school also employs an Emotional Learning Support Assistant (ELSA).

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
Structured Approach to Reading One to one
Phonics booster groups Small group
Handwriting groups Small group
SNAP Maths One to one
Targeted Literacy as identified by the teacher. Small group
ELSA (Emotional Literacy Support Assistant) sessions One to one
2.8: What resources and equipment does the school provide for children with SEND?

The resources provided depend very much on the need of each individual child.  Resources available in school can include: pencil grips, wobble cushions, writing slopes, sensory equipment, laptops, coloured overlays.  Maths equipment such as Numicon and diennes is available during lessons.

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

The school will follow the guidelines set by the government testing agency to determine whether special arrangements can be made.  These might include extra time, 1:1 support, sitting assessments in smaller groups and the ordering of appropriate sized scripts.

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

All children are assessed termly.  Their progress is discussed at parent consultation meetings.  Additionally, there are drop-in sessions for all parents, one of which is shortly after written reports have been sent out towards the end of the summer term.

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

Class teachers should meet with parents of children with SEND at least three times a year.  When progress is reviewed and new targets are set the class teacher will arrange a meeting to share and discuss them.  These will be recorded on a SAP Support and Achievement Plan (SAP).

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 to the formal parent consultation meetings when class teachers and the Inclusion Manager will be available, the school holds regular after school drop in sessions throughout the year.  

Parents who have concerns about their children can phone and make an appointment to speak to staff.

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

Staff can communicate with parents by writing notes in their child’s learning log.  When appropriate, home school communication books are used.  Staff will contact parents by phone if necessary.

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

You can support your child’s learning by talking and reading with them.  

Termly curriculum letters will tell you what your child will be learning at school.

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 holds curriculum information evenings.

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

Targets will be shared and discussed with children each time SAPs are reviewed.

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

Not applicable

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?

Progress is reviewed termly and provision adjusted accordingly.  Benchmarking at the start of intervention programmes allows the impact and effectiveness to be evaluated.   This is discussed with parents at regular meetings.

The school carries out an annual parent questionnaire inviting feedback from parents on a range of topics, including provision for children with SEN.

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?

Garland Junior is an inclusive school where reasonable adjustments are made so that no child is excluded from any activity. 

An ELSA (Emotional Learning Support Assistant) works with individuals and groups of children who need support with their emotional and social development. The majority of ELSA work is delivered on an individual basis, but sometimes small group work is more appropriate, especially in the areas of social and friendship skills.  Sessions are fun and use a range of activities such as games, role-play with puppets, and arts and craft. We have recently developed a dedicated ELSA room, a warm and inviting sensory space, where these sessions take place.

Special care is taken at break times and lunch times to ensure that children are given opportunities to apply the skills they have learned.

All children have regular PSHE and RE lessons which often involve thinking about and discussing emotional and social well-being.

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?

There is a clear set of school rules which are applied consistently in all classes by all staff.  

For children who find it difficult to conform to normal behaviour expectations, extra support may be given and an individual behaviour plan written and shared with parents.  A full time pastoral support leader who specialises in supporting children with their behaviour,  is employed by the school  All staff are trained in behaviour management techniques.

All staff, including lunch time carers and supply teachers (when possible), are made aware of strategies in place for particular children.

When there are behavioural incidents, these are resolved using restorative practice techniques.

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

Twelve members of staff are trained first aiders and all staff are trained to use an epipen.  We take advice from parents and liaise with the GP on other medical issues.  The school has an accessibility plan in place.

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

We follow guidance given by West Berkshire.  There must be a form signed by parents and then medicine is kept in the office and administered by office staff.

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

The school will seek advice and training should this be needed however we have no children requiring this level of personal care at this time.

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 the following SEN support services.  Assessment will be carried out at school to see if it is appropriate to access a particular service.  Each service has its own criteria for referrals and school visits.

  • Educational psychologist
  • Autistic Spectrum Disorder (ASD) advisory teacher
  • Cognition and Learning Team (CALT)
  • Sensory Consortium
  • Specialist Inclusion Support Service (SISS) provided by Brookfield School
  • Speech and Language Therapist
  • Child and Adolescent Mental Health Service (CAMHS)
5.2: What should I do if I think my child needs support from one of these services?

You should discuss any concerns with the SENCo.  In some cases you may be advised to speak to your GP.

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

 The external agencies above are accessed through West Berkshire provision and referrals can be made through the school SENCo.

 

 

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?

In the first instance, speak to our SENCo for advice.

Speech and Language Therapy

Our Inclusion Manager is able to liaise with the school’s named speech and language therapist to determine whether a referral to this service would be appropriate.

Occupational Therapy

Children with an EHC (Education Health and Care) plan can be referred to the service by our Inclusion Manager.

Children without an EHC plan require a GP/medical referral.

Physiotherapy

Children with neurodevelopmental difficulties (for example cerebral palsy) can be referred to physiotherapy via the single point of access referred to above.  A GP referral is not required, but they will be asked for any relevant medical information prior to an appointment being offered.

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

The headteacher is the designated person responsible for liaison with this service.

6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  •  INSET training
  • Training provided by LA when need is identified

  • Training provided by the LA CALT team and Educational Psychology team.
6.2: What SEND training is provided for teaching assistants and other staff in your school?

All teaching assistants have been trained with the TA Toolkit provided by West Berkshire LA.  Training included behaviour management; differentiation; strategies to deal with literacy and numeracy difficulties; the learning brain, self-esteem and motivation; mediated learning and self-reflection.  Teaching assistants attend INSET days and receive the same training as teaching staff.

6.3: Do teachers have any specific qualifications in SEND?

Our SENCo has done the national SEN accreditation.

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

Amongst our support staff, there are people with the following training and qualifications

  • Certificate in supporting learning in primary schools
  • Team Teach
  • A.D.C.E (Advanced Diploma in Childcare and Education)
  • Earlybirds – autism
  • Degree in childhood and youth studies
  • NVQs 2, 3 and 4 with elements of SEND
  • ELSA
  • Restorative Practice
  • Autism with girls
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?
  • We comply with the equalities act 
  • The demands of trips are identified and risk assessments carried out

  • Where necessary, advice is sought from specialists
  • Reasonable adjustments are made

  • Close communication with parents

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • We liaise closely with parents
  • Parents are sometimes invited to join the school trip

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

The school building is fully accessible being all on one level.  It has large classrooms and there is a disabled toilet.

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

 

8.3: Are there accessible changing and toilet facilities?

Disabled toilets are available.

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

Access arrangements are reviewed regularly by governors.  We seek advice from Occupational Therapists with regard to accessing the physical environment.  

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

Ways of communicating will depend on the specific disability.  We take the lead from parents/carers on the best way to do this in each individual case.

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

Currently all written and verbal communication is in English.  Should the need arise, translations can be provided using the West Berkshire EAL service.  The school is happy to provide this if requested.

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?
  • Close liaison with key stage 1 settings
  • Discussion with staff
  • 1:1 meetings with parents, children and teachers
  • Transition day when children spend time in their new class with their new teacher
  • Extra visits
  • Where appropriate, a photograph book may be used
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Children spend time in class with their new teacher
  • Where appropriate a photograph book may be used
  • Support staff for children with an EHC plan will usually remain constant

9.3: How will my child be prepared to move on to his or her next school?
  • Close liaison with key stage 3 settings
  • Handover between SENCOs
  • Extra visits
  • Work in school with vulnerable groups of children
9.4: How will you support a new school to prepare for my child?

Teachers liaise closely with staff from the new school to ensure that all relevant information is shared and paperwork is handed over.  This is led by the SENCo.

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

All records, files and copies of school reports are passed to the new school.

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

Not applicable

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?

You can contact your child’s class teacher, SENCo or Headteacher.  Please make appointments via the school office.

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

School can signpost to other agencies.

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

Following relevant assessments that identify additional needs, the SENCo and Headteacher are able to signpost parents/carers to external agencies.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Regular parent questionnaires inviting feedback
  • Pop in sessions
  • Parent forum
  • West Berkshire complaints procedure

Quality checks

  • DBS check

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