Theale C.E. (VC) Primary School

Brief Description of the School

The History of the School

The original school building dates back to 1833 when the school, under the direction of the Church of England Diocese of Oxford, provided education for the children of Theale. 

West Berkshire Education Authority now maintains the school and provides for its running costs. The Church maintains its influence in the school by the appointment of Foundation Governors nominated by the Diocese with the support of Theale Parochial Church Council.

As the school has grown over the years there has been a need to extend the building to accommodate the growing number of children in the school.

After nearly two centuries our lovely school still stands next door to the church in the centre of the village and enjoys the respect and popularity of the local community. We have more than 280 children. The building has been extended to provide a hall, seven classrooms, a foundation unit, an ASD and LAL resource, a library and an ICT suite. There is a large playground, access to playing fields and a garden. 

Recent Development

“The provision for those who have special educational needs, including the resource-based pupils, results in pupils being successfully integrated into all aspects of the school’s work. Staff work diligently to promote equality of opportunity, making certain that all potential barriers to pupils’ progress and discrimination are eradicated.”

Outstanding Ofsted 2012

In March 2014 we were designated a Teaching School, a National Support School and our Head teacher a National Leader of Education. This is in recognition of our outstanding work in our school and as leading improvement in other schools locally and nationally.

Church School Status 

Theale is a Voluntary Controlled Church of England Primary School. As a church school we teach explicit shared Christian values to our children, we try to show them the importance of being committed to a set of values by which we live our lives.

Aims and Philosophy

The importance of an individual child’s education should never be underestimated. His/her education is the major factor in creating life opportunities. Theale CE Primary School with the help of all outside agencies will provide the best education that a child can receive

The staff and school will be effective and enable children to reach the highest standards possible. The school will develop a child’s knowledge, experience and imaginative understanding and create an awareness of moral values and capacity for enjoyment. This will give children the vital skills they will need in later life.

Every child will be regarded and valued as an individual person with academic potential, needs, problems and aspirations; a person who can make a distinct contribution to the life of the school.

The school will provide an exciting and stimulating learning environment where the children will be able to learn, create and experience and where their efforts are celebrated by being displayed.

The school will be well organised, efficient, and well resourced.

Parents, pupils and staff will create a warm and happy atmosphere in which the children will be willing to accept responsibility for their behaviour and their work.

Children will be encouraged to have an understanding, sympathy and tolerance for cultures and societies other than their own. The care and concern we show for our children will help them to develop both self-respect and sensitivity to others.

A good rapport between pupil, teacher and parents is the corner stone for security and success for each and every child. The years that the child spends in this school are formative years, when they discover themselves, their individuality, their abilities, their interests and their strengths. Their talents may display themselves in many ways. We will provide a vehicle for these talents to be nurtured, encouraged, developed and praised.

Extract from SEN Policy

Aims

Theale Primary Vision Statement

Theale C of E Primary School, with the help of outside agencies, will provide the best education that a child can receive.

At Theale Primary School we value the abilities and achievements of all our pupils, and we are committed to providing for each pupil the best possible environment for learning. We firmly believe that all   pupils have the right of equal access to a broad, balanced and relevant curriculum, which contributes to their spiritual, moral, cultural, mental and physical development and prepares pupils for the opportunities, responsibilities and experiences of later lif

The SEN policy builds on our School Aims and Philosophy and Curriculum Policy, which recognises the entitlement of all pupils to a balanced, broadly based curriculum. Our SEN policy reinforces the need for teaching that is fully inclusive. The Governing Body will ensure that appropriate provision will be made for all pupils with SEN

SEN Objectives

  • To ensure that all pupils have access to a broad and balanced curriculum.
  • To provide a differentiated curriculum appropriate to the individual’s needs and ability.
  • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career.
  • To have high expectations for all children, including those with SEN, in order that the attainment gap may be reduced or eliminated where possible.
  • To provide high quality, flexible intervention and support, in order that all children are enabled to achieve their full potential.
  • To ensure that SEN pupils take as full a part as possible in all school activities.
  • To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment and are involved as fully as possible in their child’s education.
  • To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision.
  • Teachers and support staff should have access to high quality training and support in order to develop their skills in supporting the children in their care. 

We recognise that many pupils will have special needs at some time during their school life. In implementing our SEN Policy, we believe that pupils will be supported to overcome their difficulties. 

For complete policy, see school website. 

Who to contact

Telephone
0118 930 2239
E-mail
office@theale.w-berks.sch.uk
Website
Theale Primary School

Where to go

Address
Church Street
Theale
Reading
Berkshire
Postcode
RG7 5BZ

Time / Date Details

Time of day
Afternoon
Morning

Childcare Information

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
No
Are you registered to provide 30 Hours?
No

Local Offer

Description

Brief Description of the School

The History of the School

The original school building dates back to 1833 when the school, under the direction of the Church of England Diocese of Oxford, provided education for the children of Theale. 

West Berkshire Education Authority now maintains the school and provides for its running costs. The Church maintains its influence in the school by the appointment of Foundation Governors nominated by the Diocese with the support of Theale Parochial Church Council.

As the school has grown over the years there has been a need to extend the building to accommodate the growing number of children in the school.

After nearly two centuries our lovely school still stands next door to the church in the centre of the village and enjoys the respect and popularity of the local community. It has been extended to provide a hall, seven classrooms, a foundation unit, an ASD and LAL Resource, a library and an ICT suite. There is a large playground, access to playing fields and a garden.   

Recent Development

“The provision for those who have special educational needs, including the resource-based pupils, results in pupils being successfully integrated into all aspects of the school’s work. Staff work diligently to promote equality of opportunity, making certain that all potential barriers to pupils’ progress and discrimination are eradicated.”

Outstanding Ofsted 2012

In March 2014 we were designated a Teaching School, a National Support School and our Head teacher, Mrs Morley a National Leader of Education. Mrs Kedar (SENco), is also a Specialist Leader of Education. This is in recognition of the outstanding work in our school and as leading improvement in other schools locally and nationally.

We have a firm collaboration with Enborne School, where Mrs Kedar is also SENco. 

Church School Status 

Theale is a Voluntary Controlled Church of England Primary School. As a church school we teach explicit shared Christian values to our children, we aim to show them the importance of being committed to a set of values by which we live our lives.

School Aims and Philosophy

The importance of an individual child’s education should never be underestimated. His/her education is the major factor in creating life opportunities. Theale CE Primary School with the help of all outside agencies will provide the best education that a child can receive

The staff and school will be effective and enable children to reach the highest standards possible. The school will develop a child’s knowledge, experience and imaginative understanding and create an awareness of moral values and capacity for enjoyment. This will give children the vital skills they will need in later life.

Every child will be regarded and valued as an individual person with academic potential, needs, problems and aspirations; a person who can make a distinct contribution to the life of the school.

The school will provide an exciting and stimulating learning environment where the children will be able to learn, create and experience and where their efforts are celebrated by being displayed.

The school will be well organised, efficient, and well resourced.

Parents, pupils and staff will create a warm and happy atmosphere in which the children will be willing to accept responsibility for their behaviour and their work.

Children will be encouraged to have an understanding, sympathy and tolerance for cultures and societies other than their own. The care and concern we show for our children will help them to develop both self-respect and sensitivity to others.

A good rapport between pupil, teacher and parents is the corner stone for security and success for each and every child. The years that the child spends in this school are formative years, when they discover themselves, their individuality, their abilities, their interests and their strengths. Their talents may display themselves in many ways. We will provide a vehicle for these talents to be nurtured, encouraged, developed and praised.

Aims of SEN Policy

Theale Primary Vision Statement

Theale C of E Primary School, with the help of outside agencies, will provide the best education that a child can receive.

At Theale Primary School we value the abilities and achievements of all our pupils, and we are committed to providing for each pupil the best possible environment for learning. We firmly believe that all pupils have the right of equal access to a broad, balanced and relevant curriculum, which contributes to their spiritual, moral, cultural, mental and physical development and prepares pupils for the opportunities, responsibilities and experiences of later life.

The SEN policy builds on our School Aims and Philosophy and Curriculum Policy, which recognises the entitlement of all pupils to a balanced, broadly based curriculum. All children are entitiled to an education which is aspirational and helps them to achieve the best they possibly can. 

SEN Objectives

  • To ensure that all pupils have access to a broad and balanced curriculum, delivered by Quality First Teaching.
  • To provide a differentiated curriculum appropriate to the individual’s needs and ability.
  • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career.
  • To have high expectations for all children, including those with SEN, in order that the attainment gap may be reduced or eliminated where possible.
  • To provide high quality, flexible intervention and support, in order that all children are enabled to achieve their full potential.
  • To ensure that SEN pupils take as full a part as possible in all school activities.
  • To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment and are involved as fully as possible in their child’s education.
  • To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision.
  • Teachers and support staff should have access to high quality training and support in order to develop their skills in supporting the children in their care. 

We recognise that many pupils will have special needs at some time during their school life. In implementing our SEN Policy, we believe that pupils will be supported to overcome their difficulties. 

Legislation

In formulating the SEN Policy, SEND Report and Local Offer, we have considered the following publications and sources of information:

  •   Equalities Act 2010
  •   Children and Families Act 2014
  •   SEND Code of Practice: 0-25 years July 2014
  • The Special Educational Needs  and Disability Regulations, 2014Part 3: Duties on Schools
  •   Statutory Policies for Schools September 2014
  •   West Berkshire SEND reform Toolkit

 Other Useful  Policies

The SEN Policy should be read in conjunction with the following policies:

  • School Admissions
  • Accessibility Plan
  • Child Protection Policy
  • Supporting Pupils with medical conditions
  • Behaviour Policy

Responsibility for co-ordination of SEN Provision

The SEN team of the school is:

Headteacher:      Mrs. Catherine Morley

SENco:               Mrs. Sue Kedar (Also Teacher in Charge of ASD Resource)

SENco Support:  Miss Cathy Pullan (Also ASD Resource Teacher)

SEN Governor:   Mrs. Margaret Elliott

Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done to overcome them by parents, teachers and pupils working together.

Roles and responsibilities of SEN team

SEN Governor

  • Meet regularly with SENco
  • Raise awareness of SEND within the Governing Body
  • Be part of the Review of SEN Information Report
  • Have knowledge of SEN processes within school regarding funding, identification of pupils with SEN, monitoring of progress and attainment of pupils with SEN

Headteacher, Senior Management Team and SENco

  • Provide strategic direction and development of SEND
  • Support CPD of staff
  • Ensure high quality teaching is delivered with appropriate differentiation
  • Ensure interventions are evidence based, appropriate and effective
  • Ensure strong partnerships with parents
  • Provide support for SENco in monitoring the impact of SEN provision

SENco

In addition to above should:

  • Oversee the management of SEN provision, including support staff in the early identification of SEN, planning provision and monitoring impact of provision
  • Meet with SEN Governor, Head teacher and Senior Management Team, Class teachers, teaching Assistants and parents.

Class teachers

  • Plan, teach and monitor the attainment and progress of all pupils
  • Use a cycle of ‘assess, plan, do, review’ for all pupils to enable the early identification of pupils with SEN
  • Monitor progress of those already identified as having SEN
  • Monitor the impact of class teaching, differentiation, and other provision, including intervention
  • Have a commitment to CPD in SEN
  • Liaise with other staff, including SENco and teaching assistants

Teaching Assistants

  • Be appropriately trained with a  good knowledge of SEN and have a commitment to CPD
  • Focus support for pupils on learning and development
  • Provide appropriate support in class
  • Deliver evidence based interventions

Liaise with other staff (Teachers, SENcos)

Local Offer Age Bands
5 to 7
7 to 11

Mainstream

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

"A child or young person has SEN 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 or 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."

(SEND Code of Practice:2014)

Early identification of pupils with SEN is a priority. The school will use appropriate screening and assessment tools, and ascertain pupil progress through:

  • Evidence obtained by teacher observation/ formative assessment.
  • Their performance in the National Curriculum judged against level descriptions.
  • Pupil progress in relation to national measures.
  • Standardised screening or assessment tools.
  • Discussions with parents

 

For information relating to assessment tools in use, please refer to the Theale Primary Assessment and Marking Policy

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

Theale C of E Primary School believes in developing a strong partnership with parents and that this will enable children and young people with SEN to achieve their potential.  The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership.

If parents are concerned that their child has Special Educational Needs, they should first discuss their concerns with the class teacher. If concerns still persist, then the class teacher will arrange a meeting with the School SENco, Mrs. Kedar. However, Mrs. Kedar has an open door policy and parents are encouraged to pop in to make an appointment with her to discuss any worries or concerns relating to their child’s progress or Special Educational Needs.

Parents, teachers and SENco will jointly formulate a plan of action and decide whether outside agencies need to be involved. 

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 are responsible for overseeing and planning the education programme for all children in their classes. However, they are supported in this by the School SENco, who may also seek advice from other professionals as appropriate.

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

The school operates an open door policy and all parents are encouraged to discuss any concerns they may have. Parents of children with SEND will be invited to a meeting with class teacher and SENco in the Autumn term to jointly plan a Support and Achievement Plan for their child, which will be reviewed termly. This plan will be reviewed with the parents termly. 

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

At Theale Primary School, we have high aspirations for all our children and this includes the encouragement of all children to develop their independent learning skills. Children are supported in a sensitive and flexible manner according to needs. This support is adapted as the child’s needs evolve.

 

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

All children learn in different ways and at a different pace. Children’s learning needs are assessed through observation, assessment and marking. Class teachers differentiate the curriculum for children in their care, taking into account their individual needs in terms of language and communication, cognition and learning style, social, emotional and behavioural difficulties and sensory or medical needs.

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?

Theale Primary has teachers with qualifications in teaching children with autism and visual impairment. The school seeks advice and support from Local Authority Advisory teachers and health professionals. A child’s needs are individually assessed in order that an individual plan is developed, employing a range of suitable support strategies.

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

The school provides a range of intervention, some as one to one support and some in small groups. This is flexible and planned according to identified needs.

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
The school does not adhere to rigid pre-planned programmes of support. At Theale Primary School, we have an eclectic approach and experienced staff choose interventions according to the needs of the children at the time. Some interventions may be delivered by Specialist Teachers or HLTAs, some may be in intervention groups, out of class, groups within the class or on a one to one basis. The effectiveness of this approach was recognised in our Outstanding Ofsted in 2012. “All groups of pupils, including those in the resource base and those supported by the pupil premium, make excellent progress. This is because rigorous checking of individuals’ progress pinpoints gaps in learning, and teachers then ensure that all tasks and activities are carefully matched to pupils’ needs. This supports their excellent learning and achievement.” “Teachers’ expert knowledge of the needs of disabled pupils and those with special educational needs means that intervention and support sessions, including those in the resource base, are skilfully shaped according to pupils’ different abilities, to promote high achievement.” (Ofsted 2012) One to one
2.8: What resources and equipment does the school provide for children with SEND?

SEN support may be one to one or in small groups, or within class. Children may need specific resources, such as visual time-tables, specialist seating, social stories, etc. These are provided on a needs led basis.

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

Children’s needs are assessed and support is provided according to Current Access Arrangements and may include things such as scribes, readers, separate quiet room and/ or 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?

At Theale Primary School, all children are subject to a rigorous assessment schedule. Progress is carefully tracked and monitored. Parent consultation evenings are held in the autumn and spring terms. Formal school reports are provided in the summer term. Additionally, all children with SEND will also have Support and Achievement Plans (SAPs), which are drawn up with parents and monitored on a termly basis. Parents are invited to contribute to the SAPs and are encouraged to support their child's learning at home too, through activites, games and learning opportunities. 

 

 

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

When progress is reviewed, targets will be set, according to the child’s individual needs identified. Parents will be invited to consider the implications of assessment results and will be invited to contribute to the formulation of  the Support and Achievement Plan, including how they might contribute to the outcomes with support from home.

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?

Parents of children with SEND will be invited to discuss progress on the Support and Achievement Plan termly with class teacher and/or SENco which may form part of the usual parents’ evenings. However, they may meet with class teacher and/or SENco whenever concerns arise. Class teachers and SENco operate an open door ploicy.

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

The School operates an open school policy and if teachers or SENco cannot meet with the parent immediately, then an appointment will be made to do so as soon as possible.Where children have specific SENs, then an additional home-school diary may be operated to share information between home and school on a daily basis. Parents of SEND children also have email contact with SENco. 

 

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

There are many ways a parent can help and support their child in their learning. Parents can read aloud to their children, listen to them read, support homework tasks, share activities such as games, puzzles and craft activities. The ways to help a child are as individual as the children. Parents looking for ways to help may like to consult with the class teacher, who may be able to make specific suggestions, tailored to the individual.

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?

Theale Primary holds a parent information evening, where parents are invited into the classrooms to find out what methods and strategies are employed in each year group. We hold a family learning week each year, where parents are invited into classes to work alongside and share in their children’s learning journey. Specific SEN information events for parents will be held as needs arise. For example the school recently hosted a Time Out for Sepeicla Needs: Autism course for school parents. 

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

As part of the Support and Achievement Plan review, children will be asked to contribute their ideas about how they feel about school and what they consider their strengths and areas of difficulty are. They will also be asked to think about what they feel they need in order to improve their learning experience and ways they think they can improve.

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

Children with SEND are offered the same opportunties as all children in our school. Additionally, those who attedn RDA lesson work towards RDA Certificates. 

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 of all children is tracked across the school. Children with SEND are monitored carefully to consider how effective provision is and whether they are actually achieving the outcomes we would wish or expect. Parents and children will be expected to contribute their views through questionnaires.

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 Theale Primary, we understand that in order to achieve their full potential, a child needs to feel safe and secure. We have a holistic apporach to education, whihch involves offering opportunities for children to succeed in other areas, not just academically, such as sport, visual and perfomring arts. This sense of achievement gained, raises self-esteem and enables children to develop the resilience they need to tackle tasks they may not be so good at.

 

Within school, we employ ELSAs (Emotional Literacy Support Assistants) who work closely with class teachers to support the emotional needs of vulnerable children. Parents can request ELSA support for children at times of need. We also have specialist SEN lunchtime controllers to support social inclusion and a Play Leader to develop play skills. Within school, we offer social skills groups, run by specialist staff from the ASD Resource. One of hte Emotional Health Workers from the Emotional Health aCademy is based atthe school for one morning per week. Parents who feel their child would benefit from such support, should contact the SENco in the first instance 

4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

All children are seen as individuals. Behavioural difficulties are seen as part of the spectrum of SEND in school. Children are assessed and supported according to needs. The school is able to call upon the West Berkshire Behaviour Intervention Team to seek advice and to develop appropriate strategies to manage the behaviour and to support children to develop self-managing strategies. We try to work with parents, child and outside agencies where necessary to support the child to reman in school and avoid exclusions wherever possible. 

For more details, see Theale Primary School Positive Behaviour Policy.

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

Theale Primary School accesses support and advice from the School Nursing Service. The School Nurse provides annual training of use of Epi-pens and supporting children with particular medical needs, such as epilepsy or diabetes, according to medical needs of children in the school. School staff receive first aid training.

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

We are able to administer prescription medication once a medicines form has been completed and signed by parents.

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

Personal care needs should be discussed with the class teacher and SENco, prior to the child’s admission to the school, as we need to ensure that support is in place so that children can be appropriately supported. This can be in terms of staffing or resources.  We may need to access training and advice may from parents, School Nurse or Occupational Therapist. We may also need time to access suitable resources.

5. Specialist services available / accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

The SENco, Mrs Kedar is a Specialist Leader of Education. She is also a qualid=fied teacher of children with autism and of the blind and visually impaired. Mrs Dawn Dance, the LAL teacher is able to support Theale Primary sChool with some literacy skills support.

Theale Primary School accesses the full range of SEND support services provided by West Berkshire Local Authority. Some service are provided to schools with no addtional charge, such as:

  • Specialist Inclusion Service
  • Behaviour Intervention Team
  • ASD Advisory Service
  • Early Development Inclusion Team
  • Home Education
  • Sensory Consortium

However, someof hte specialist services are now traded services and the school currently buys into 

  • Educational Psycholgy Services
  • Cognition and Learning Team
  • Emotinal Health Academy

 

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

Speak to the class teacher and SENco, who will be happy to discuss your child’s needs and to arrange visits from specialists where needed.

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

Where parents and school staff feel that children require therapy, a referral is made in the first instance through the CYPIT (Children and Young People’s Integrated Therapies) website which can be found at: https://www.berkshirehealthcare.nhs.uk/our-services/childrens-healthcare/cypit-toolkit-the-school-years . There is a single point of entry and Triage process and schools may refer children for Speech and Language Therapy. They may also refer children to Occupational Therapy or Physiotherapy if they have a statement or EHC plan. However, in rEading and Newbury area, all other children must be referred via the family GP. 

 

 

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?

Please make an appointment to see the SENco, who will discuss your concerns with you. The CYPIT website holds many resources which may be supportive in the first instance and we shold endeavour to try a range of support ideas available prior to making a referral. If a referral is appropriate, then the SENco can support parents to complete relevant documentation or signpost parents to other agencies.

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

The school has a good working relationship with Children’s Social Care services. Parents are welcome to discuss their needs with the SENco, who will support them to self-refer to social services for support where needed. We will support social services in facilitatiing meetings and liaising with parents. Should safeguarding concerns arise, children will be referred in accordance with our safeguarding policy. 

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

As part of their Continual Professional Development, school staff receive training on the SEND code of Practice, EHC plans and the provision of Support and Achievement plans.  Teachers also receive training on supporting children in class with a range of SEND, such as dyslexia, ASD and speech and language and sensory needs. All staff have training on autism and supporting children with challenging needs. 

 

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

As part of their Continual Professional Development, school staff receive training on the SEND code of Practice, EHC plans and the provision of Support and Achievement plans.  Teachers also receive training on supporting children in class with a range of SEND, such as dyslexia, ASD and speech and language and sensory needs. All staff have training on autism and supporting children with challenging needs. 

 

 

6.3: Do teachers have any specific qualifications in SEND?

Yes. School SENco is qualified teacher of blind and visually impaired and teacher of children with autism.

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

All Teaching Assistants receive SEND training, for example Autism, but do not hold specific SEND qualifications. All staff are encouraged to study for further professional qualifications. 

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?

Theale is fully inclusive school. All children are supported as necessary to take part in the full range of out of school activities and trips. Risk assessments and planning visits are carried out as necessary. Support plans are implemented so that a child’s physical, medical, communication and behavioural needs are fully supported. This may be achieved with one to one support, provision of special diet, a space to calm down and relax etc. The plans are child specific and flexible.

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

Parents are always consulted, as they have a wider experience of taking the child out and about and may have invaluable advice to offer. Often the parents need support and reassurance to trust that the school has considered all needs. It is important to communicate and share ideas and concerns. With regard to residential visits, parents work closely with school to ensure that special diets are catered for and that where necessary, some children with SEN may choose to participate on a flexible boarding basis. 

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

Most areas of the school are accessible by children with mobility difficulties and wheelchair users. There are ramps into most buildings. However, due to the nature of the building, which was started in 1833 and added to over the years, some parts of the school have small numbers of steps and the newest modular building has a first floor classroom with staircase but no lift. 

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

Not currently, as major building works to extend/rebuild the school are long overdue and adaptations and improvements are planned as part of this process.

8.3: Are there accessible changing and toilet facilities?

There are two accessible toilets. One is in the Victorian building, as part of the ASD Resource and one is inside the modular building located close to the reception area.

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

The needs of all children with SEND are considered in the planning of activities and events.

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

Parents and carers are encouraged to inform school of any difficulties they experience in communicating with school. Where needed, written commuincation is followed up by phone calls. Parents are encouraged to bring friends or family supporters to meetings. Where appropriate, parents are encouraged to make use of independent support agencies, such as Adviza and West Berkshire SENDIASS (Special educaiotnal needs and disability information, advice and support serivce). 

 

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

For parents whose first language is not English, commuincation can be via a family member or family supporter. Where this is not possible, the school would contact EMTAS (Ethnic Minority and Traveller Advisory Service) for help in securing the services of a reliable interpreter. 

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?

When a child with SEND is joining the school, the SENco will usually visit the child in the current school prior to transfer. The SENco will meet with parents and current teachers, plus any advisory teachers involved in order to plan the transition. A series of visits will be arranged. Usually the child will visit the first time after school, when the school is quiet in order that they can explore more confidently. They will then have further visits, which can either be with current Learning Support Assistant or parents. The transition plan is flexible and usually tailored to the needs of the child on an individual basis, in order to build up confidence and ensure success. Where appropriate, transition books will be provided in order that the child may prepare themselves in the weeks leading up to transition.  

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

A similar programme is put in place when a child moves on to next class or next stage within school. The child may have visits to meet the next teacher and to explore the new classroom. All children have at least one transition morning in the summer term. Children may also have transition books, dependent on need. All children within the school are taught by a variety of teachers, which means that the children are used to working with a range of adults.

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

The receiving school generally leads on transition. However, where this is not so, the Theale SENco will take the lead role in supporting transition. Transition visits will be supported by Theale staff and transition books will also be provided by the school.

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

Staff from the receiving school will be encouraged to visit the child at Theale, so that they might gain an understanding of the child and their support needs. The SENco and class teacher will met with new school staff to liaise and share important transition information. All school records will be collated and shared with the receiving school.

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

All records held by the school will be transferred to the new school. This is vital so that the new school has a sense of the child’s history, development and strategies which have been successful.

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

N/A

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

The first point of contact for any worries or concerns would usually be the class teacher. However, for SEND issues or concerns, the SENco is always willing to meet with parents to offer support and advice. 

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

Theale Primary School can offer support form a part time Family Support Worker when this is deemed to be helpful. Support is also offred via the Emotional Health Worker. 

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

The SENco can assist parents in making contact with outside agencies who may offer further support.

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

At Theale Primary School we encourage parents to communicate openly with staff involved. It is lovely to hear what we are doing well, so that we might continue. Comments in a written form, either through letters or emails are easier to share with others.

 

Parents are encouraged to contribute to an annual parental questionnaire to help us to ascertain views about what we are doing well and where we can improve.

 

Where parents wish to complain the School also has an open door policy and parents are encouraged to contact the Head Teacher in the first instance.

 

If further concerns are raised then the School’s Complaint’s Policy should be consulted. This can be accessed via the school website.

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