Whitelands Park Primary School

Whitelands Park Primary School is part of the Kennet Academy Trust and has approximately 348 pupils aged from 4 to 11 years. We are a school that strives to support all pupils and enable them to make the best possible progress and achieve well. To achieve this aim we have a strong focus on providing quality first teaching for all pupils, regardless of their level of need. Our approach, to providing additional support for those pupils who require it, focuses around each individual child. We place the child, and their families, at the heart of the support. We work effectively with other, external, professionals to make sure that all children receive the support they need to progress and achieve.

Who to contact

Contact Name
Matthew Irving
Contact Position
01635 862517
Whitelands Park Primary School

Breakfast and after school club

Whitelands Park offers a Breakfast & After School Club facility.  We provide a safe, happy, positive and welcoming setting that promotes a cultural and social diversity in a “home from home” environment.

Children have the freedom to choose the games they wish to play, individually or collectively and optional activities are available also.   

Both clubs are Ofsted Registered and are run by qualified staff.  The clubs have a minimum staff ratio of 1:8, with a minimum of two staff on duty at any one time.

Breakfast Club

The Breakfast Club runs from 8.00am to 8.45am (school starts) and children are taken to their respective classrooms by the staff unless parents have opted for them to go independently (written permission must be given).  A nutritious breakfast is also provided.  The cost is £2.50 a session.

After School Club

The After School Club runs from 3.15pm to 6.00pm (Monday to Thursday).  Children can be collected from their classrooms if requested.  A healthy snack is also provided.

Where to go

Sagecroft Road
RG18 3FH

Time / Date Details

Time of day

Other Details


Table of costs
Table of costs
AmountCost Type
£2.50 per session
£3.00 per session
£5.50 per session
£7.50 per session
Breakfast club £2.50;

After School Club:
3.15pm to 4.00pm - £3.00
3.15pm to 5.00pm - £5.50
3.15pm to 6.00pm - £7.50

Childcare Information


Immediate vacancies
Breakfast club: 0 After school club: 0 School day: 0
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
0 4 11

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you registered to provide 30 Hours?

Waiting List

Do you have a waiting list?

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00

School Pickups

Offers pickups
Whitelands Park Primary School
For after school club

Local Offer


Whitelands Park Primary school is part of the Kennet Academy Trust and has approximately 320 pupils aged from 4 to 11 years. We are a school that strives to support all pupils to enable them to make the best possible progress and achieve well. To achieve this aim we have a strong focus on providing quality first teaching for all pupils, regardless of their level of need. Our approach, to providing additional support for those pupils who require it, focuses around each individual child. We place the child, and their families, at the heart of the support. We work effectively with other, external, professionals to make sure that all children receive the support they need to progress and achieve.

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
5 to 7
7 to 11
Needs Level


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


  • Discussions with the class teacher and parents/ carers.

  • We use information on pupils’ achievement and progress.

  • There is a change in the child’s behaviour or rate of progress.

  • We liaise with professionals from previous schools, as well as professionals from early years education teams (pre-school teacher counsellors).

  • We liaise with professionals from health (pediatricians). 

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


  • The class teacher is the initial point of contact for responding to parental concerns.

  • If you have concerns then contact Mrs Amanda Boyce who is the SENCO or Mrs Emanuel who is the Family School Support Worker (FSSW).

2. Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Class teachers have a duty to provide learning opportunities and tasks as part of the daily organisation and management of the class. These are appropriately matched to the needs of individual pupils.

Mrs Boyce (SENCo) has a more strategic role through overseeing the education programmes of all pupils with SEND across the school. The SENCo supports staff in planning for the needs of individual children. 

Termly SEND pupil progress meetings will be held between Mrs Boyce and every class teacher to monitor and evaluate the provision of every child who is identified with SEND.

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


  • All parents are invited to termly meetings (Parents’ Evenings) to discuss their child’s progress. For parents of pupils with SEND these discussions will include sharing the educational plan for your child and identify whether the targets have been achieved and what the next steps are for them.

Additional meetings can be arranged and may be support by the SENCO if required.

  • You will receive an annual school report which will outline your child achievements and targets for future learning.

  • Reports from outside agencies or professionals (for example CALT) these reports will be sent home to you. Mrs Boyce and Mrs Emanuel are able to talk parents and carers through the reports.

  • For pupils with an EHC, Annual Reviews will provide a review of progress and identify priorities for the future. Parents are asked to contribute to Annual Reviews through written statements or verbal contributions during the review meeting.

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

At Whitelands Park we aim to enable our pupils with SEND to achieve and progress and become independent learners which will provide them with the knowledge and skills required for life after Whitelands Park. We foster an atmosphere where pupils who are supported by additional adults do not become over reliant on them. Class teachers and TAs provide opportunities for pupils with SEND to work independently or collaboratively.

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


  • When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.

  • Teaching Assistants (TAs) may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs.

  • If a child has been identified as having a special need, they will be given a Support and Action Plan (SAP). Targets will be set according to their area of need. These will be monitored by the class teacher weekly and by the SENCO three times per year. SAPs will be discussed with parents at Parents’ Evenings and a copy given to them.

  • If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips or easy to use scissors.

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 approaches we use relate to the individual needs of pupils. We identify the individual needs of each pupil and plan the teaching strategies accordingly. This may mean the use of visual aids, adapted or additional resources or additional teaching support.

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

At Whitelands Park we have provided additional funding from our own budget to provide specific support. In most circumstances the needs of pupils with SEND will be met through the programmes and staffing provided as part ‘daily life’. However, in exceptional circumstances it may be necessary for additional support to be provided from the main school budget. The decision to provide additional staffing is based on a case by case basis and driven by the exceptional needs of particular pupils with SEND.

Additional staff includes Emotional Literacy Support Assistant (ELSA) and Teaching Assistants (TAs).

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
Precision teaching One to one
ELSA Small group
ELSA One to one
FirstClass@Number Small group
PiXL Small group
Sprint One to one
2.8: What resources and equipment does the school provide for children with SEND?


  • Provision of equipment is taken based on the individual needs of pupils.

  • Changing facilities for children with toileting needs

  • Recommendations are followed from other agencies and professionals. 

For example, following advice from occupational therapists, equipment has been purchased to support pupils develop their gross and fine motor skills.

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

We provide special arrangements for those pupils meeting the criteria outlined in the DFEs Assessment guidance or who were successful in an application for extra time.

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

As a school we measure children’s progress in learning against national expectations and age-related expectations including the progress and attainment of pupils with SEND.  

Teachers continuously assess what pupils can achieve, what progress is being made and the next steps for their learning.

Teachers use a variety of evidence including comments and achievements during lessons, evidence from pupils’ books and the learning tasks they complete, formal test results including SATs, reading and spelling ages, and information from intervention programmes and class and 1-1 TAs.

As a school, we track children’s progress from entry at Reception through to Year 6 using a variety of different methods including National Curriculum levels. These are tracked in termly pupil progress meetings.

Pupil Progress meetings are timetabled so that Parents evenings immediately follow and give feedback on attainment and progress as well as what the next actions that are to be taken.

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

When the child’s educational plan is reviewed, comments are made by the class teacher against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed. The target may then be adapted into smaller steps or a different approach may be tried to ensure the child does make progress. This will be shared and discussed with you during the termly meetings.

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?

Additional meetings can be organised to discuss your child’s progress depending on the circumstances. You would initially make an appointment to see your child’s class teacher. The SENCO may attend these meetings as needed.

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

Parents are provided with regular newsletters which are also available to view on our school website (http://www.whitelandsparkprimary.co.uk). 

We encourage you to talk regularly to your child’s class teacher as this provides a valuable means of communication between home and school.  

Children have a Planner that provides a space for home/school dialogue. 

In some circumstances it may be helpful to introduce a home/school contact book where bullet points will be made to share information with you about your child’s day. We encourage parents to add their own bullet points so that we are fully informed.

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

The best way to support your child learning is to support them in daily reading, helping them learn their spellings and assisting them to complete the weekly Maths and Literacy homework.

On occasions we offer meetings about different subject areas. Attending these is another positive way that you can support your child’s learning.

For more specific, individual suggestions about how to support your child’s learning please speak to your child’s class teacher.

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?

When required, we offer training for parents and carers on site at Whitelands Park, we also have information about training that is available throughout West Berkshire. We signpost parents to a particular course or learning event which would be of particular interest relate specifically to the needs of each child. If there are any topics that are of interest we ask parents to make an appointment to see Mrs Boyce or Mrs Emanuel. We have fostered good links with other training groups, e.g. Parenting Groups, MENCAP and The Castle School.

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


  • Pupils who have an Education Health and Care plan (EHC) are involved in their annual reviews by sharing their thoughts with a TA or writing a report about their year. This is then included in the annual review meeting.

  • Pupils views are sought at the review point of a SAP.

  • Pupils’ views are also sought as part of our Reading and Maths intervention programmes.  During interviews pupils are able to share their feelings associated with the subjects and what progress they have made.

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

N/A to primary schools

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 SENCO is responsible for evaluating the overall effectiveness of the SEN provision. At a whole school level the progress and attainment of all pupils with SEND is evaluated. This is to identify where the most or least progress has been made and what information this provides us with regarding the standard of our quality first teaching and differentiation.

  • The SENCO also uses national and local data, including Raise Online, to identify patterns and trends in our data and to plan appropriate next steps to act on the points that have been identified.

  • The SENCO is also responsible for evaluating the impact of any intervention programmes. The SENCO identifies whether pupils have made progress whilst completing the programme and if they haven’t a discussion takes place to identify what the next course of action should be to support the child.

  • Information is shared and discussed at Senior Leadership and Governor level.

  • Findings form part of the School Improvement Plan.

  • There is a Governor with specific responsibility for monitoring SEN provision in the school.

  • Pupils contribute to the evaluation process by providing their thoughts during pupil’s interviews and discussions. Parents contribute to the evaluation process providing their thoughts during termly meetings and annual review questionnaires and reports.

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?

At Whitelands Park we strongly support the following statement made in the New Code of Practice.

‘For some children and young people, difficulties in their emotional and social development, can mean that they require additional and different provision in order for them to achieve.’ (Code of Practice, 2014: 64).

We recognise that emotional and social development can have a huge impact on the achievement and progress of our pupils and therefore we have dedicated significant resources to this area. We employ a Family School Support Worker and ELSA who works with pupils that require additional support in this area.

We have a dedicated room, our Ocean Room, which is a calm and positive place where pupils can come and access a range of opportunities and resources which support emotional and social development.

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?


  • Whitelands Park has a very clear behaviour management policy centred around Golden Time.

  • Where Golden Time is not a suitable behaviour management for those pupils who find it difficult to conform to expectations class teachers review the strengths and difficulties of the individual pupils and create an additional behaviour management strategy which suits the needs for that child and provides regular rewards or consequences.

  • A range of other strategies are also used to support specific needs such as sensory breaks or opportunities to learn in a practical manner outside the classroom but all these decisions relate directly to the pupil and their specific needs.

  • In extreme situations additional adults have been provided to provide targeted and specific support.

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

The majority of school staff have complete the basic paediatric first aid training and are able to provide basic medical support in school. For pupils who have identified medical needs, information sheets are displayed in the staffroom and main office so that all staff are aware of their needs. If required care plans are written in conjunction with parents and the school nursing team to ensure that medical needs are met within school. All staff are updated and have received regular training in the use of Epipens/Jext pens.

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

At Whitelands Park we only administer medication that has been prescribed by a doctor. If your child has medicine that needs to be given during the school day the school office will talk you through the process and ask you to complete a form agreeing that school staff can administer the medication, the timings and dose.

For emergency use, such as for nut allergy suffers and Hypoglycaemia, medication is kept both in the classroom and in the main office. 

Care plans are included to identify how and when this medication should be given and staff communicate with parents regarding any changes to the medication or care plan.

Medicines and first aid kits are taken with pupils whenever they go off site as part of the school party.

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

In situations where a pupils’ special educational or medical needs or disability require them to have support with eating or toileting, we are able to provide support. We have procedures and some resources to support pupils with these aspects of their daily lives. In these circumstances we communicate with parents and carers and medical professionals, including the school nurse, and ensure that a care plan is in place.

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 range of specialist services that can provide additional support for our pupils with SEND. However, each service has its own referral process and pupils would have to meet the criteria for the involvement of the service or professional. We have access to CAMHS, support from special schools, Sensory Consortium, Behaviour Support Team (BST), Cognition and Learning Team (CALT), Education Psychologist (E.P.), Occupational Therapist (O.T.) and ASD advisory teachers.

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

If concerns are raised that a child may benefit from the support of outside agencies or additional services and we follow the procedures laid out by each service or agency including the school completing a referral for the child.

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

If concerns are raised that a child may benefit from the support of outside agencies or additional services, we follow the procedures laid out by each service or agency including the school completing a referral if the child meets the criteria for support from the service.

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?

Discuss your concerns with your child’s class teacher or make an appointment to meet with the SENCO or FSSW.

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

We follow the procedures laid out by the Children’s Social Care service.

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

Training needs and CPD opportunities are planned around the needs of the pupils with SEND and the adults who will be working with them. For example, training will be planned for adults who are working with pupils with a hearing impairment. Priorities for training are based on these individual needs and the areas contained in the School Improvement Plan (SIP). Training is provided through external courses and workshops or onsite CPD sessions with visiting professionals.

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

Training for TAs and other support staff is provided to meet the needs of individual members of staff and the pupils they support. Training is provided through external courses and workshops or onsite CPD sessions with visiting professionals.

6.3: Do teachers have any specific qualifications in SEND?

The current SENCO has achieved the NASENCO accreditation. One other member of staff has completed this qualification as well. One teacher has also completed the Makaton Level 1 training.

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

Two members of staff have completed the Makaton Level 1 training.

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?

At Whitelands Park we have a policy of equality of access to all trips and visits for pupils with SEND. However, steps need to be taken prior to the visit or trip to ensure that the level of risk for the pupil and their peers has been assessed and that it is safe for them to attend the visit. As part of this process the leader of the trip completes a risk assessment. This identifies the potential risks and allows strategies to be put in place to ensure the risk is as low as possible. This includes allocating more adults on the trip or creating an individual plan for the pupil.

In the past SEND pupils have completed day trips with their classes and residential visits for 3 and 5 nights, supported on a 1-1 basis by an adult, if required.

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

The class teacher, the leader of the visit and the Education Visits Co-ordinator would involve parents in discussions prior to the visit, especially for residential visits, to share information on strategies that work at home, food preferences, daily routines etc.

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

Whitelands Park is fully accessible by wheelchair. There is a ramp to the main entrance and access to all rooms is available on this level.

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

The school environment and furniture is planned to ensure that it meets the requirements for people with visual and auditory impairments.

8.3: Are there accessible changing and toilet facilities?

There is a large disabled toilet near the main entrance. This is large enough to accommodate changing.

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

Whitelands Park seeks to ensure our learning environment is suited to the needs of children with SEND. For example, where possible pupils with a hearing impairment are placed in a classroom with good acoustics.  Advice is continually sought from the Sensory Consortium.

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

We cooperate fully with the needs of the parents. The SENCO, Mrs Boyce or FSSW, Mrs Emanuel would arrange a meeting, or speak to them by telephone, to discuss their needs and how the school could assist them.

For parents with a hearing impairment we would communicate via text, email or messages in their children’s planner.

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

We involve the immediate family and friends to provide a link in the communication with parents/ carers whose first language is not English. When appropriate we would access support from the LA and other outside agencies to provide translation services to aid the communication process.

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?

For pupils joining our Foundation Stage;

  • Visits will be planned to enable the pupil to visit of a number of sessions. The frequency and length of these visits is dependent upon the needs of each pupil and will be considered on a case by case basis.

For pupils joining our school midway through the school year;

  • We would encourage parents and child to visit the school for a tour.

Additional visits can be arranged dependent on the needs of each pupil.

Preparation meetings also take place between professionals and parents to ensure that the school is appropriately resourced for the child’s entry.

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

We carefully plan for transition as we know that change can have a great impact on pupils.

  • We have a transition morning late in the Summer Term where pupils visit their new classes and are taught by the new class teacher.

  • Where helpful for the child, photographs are taken and transition books created which pupils can read over the summer holiday.

  • Key information is transferred between staff through meetings, discussions and advice notes. This is so that the new teacher is already aware of the pupil’s strengths, areas for development and strategies that help them to learn.

  • Where helpful we organise addition visits to the new class and/or opportunities to meet the new teacher before the end of the Summer term.

  • As needed, the new teacher meets with parents to ensure everyone shares concerns and to best meet with individual needs of the child.

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

Many strategies are in place to enable the pupil’s transition to be as smooth as possible.

These include:

  • Discussions between the previous or receiving schools prior to the pupil joining/leaving. 
  • All pupils attend a Transition session where they spend some time with their new class teacher.
  • Additional visits are also arranged for pupils who need extra time in their new school.
  • Mrs Boyce, SENCO and Mrs Emanuel, FSSW are always willing to meet parents/carers prior to their child joining the school. 
  • Secondary school staff visit pupils prior to them joining their new school.
  • Mrs Emanuel, FSSW visits future schools ahead of pupils attending and carries out transition packages.
  • Mrs Boyce, SENCO and Mrs Emanuel, FSSW liaise with the SENCOs from the secondary schools to pass on information regarding SEN pupils.
  • Where a pupil may have more specialised needs, a separate meeting may be arranged with Mrs Boyce, SENCO and/or Mrs Emanuel, FSSW, the secondary school SENCO, the parents/carers and where appropriate the pupil.
9.4: How will you support a new school to prepare for my child?

For pupils transferring to Secondary School;

  • Meetings are held with class teachers, Primary SENCO, Secondary SENCO to ensure that all relevant information is passed on.

  • Some pupils may have a separate transition meeting where parents are invited to discuss the transition with primary and secondary representatives.

The notes from this meeting are typed up and distributed amongst all those who attend the meeting.

For pupils transferring to an alternative setting we would liaise with the SENCO of the new school to ensure that all documentation and information is effectively communicated.

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

All the pupil’s information will be passed to the new school including the advice note identifying the strengths and areas for development and strategies that are effective in supporting the pupil.

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


10. Who can I contact to discuss my child?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Your first point of contact is your child’s class teacher. They have an in-depth knowledge of your child, their strengths and areas for development. They will be able to listen to your concerns and explain what what is currently being done in the classroom and what the next step could be to support your child.

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

Whitelands Park has a full-time Family Support Worker (Mrs Emanuel). She provides a range of support for parents, carers and families. Where she is not able to provide the support herself, she will be able to make contact with someone within West Berkshire who may be able to help.

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

Information about external agencies is available in the front entrance, from the SENCO (Mrs Boyce) or the Family Support Worker (Mrs Emanuel).

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

Parents are encouraged to provide feedback on their child’s annual report and slips are enclosed to allow you to record their thoughts on the progress that their child has made during the year.  Positive relationships between parents and class teachers are always encouraged.

If you have a complaint we would initially like you to make an appointment to talk to us about it. You can make an appointment to see either the SENCO (Mrs Boyce) or Headteacher (Mr Irving) to discuss your complaint. There is also a formal complaints procedure.

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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