Woolhampton C.E. (VA) Primary School
Last updated: 11/11/2022
Woolhampton Church of England Primary School is a small, rural school, where the uniqueness of the individual is recognised and valued. We place particular emphasis on developing children's social skills and try to ensure children leave school with good learning behaviours as well as achieving their academic potential.
Who to contact
- Contact Name
- Mrs K Burns
- Contact Position
- 0118 971 2270
- Woolhampton C.E. (VA) Primary School
Before and After School Club
The school offers an 'Early Bird' breakfast club which starts at 7:45am. It is supervised by members of staff. Enquiries for a place should be directed to the school office.
We plan to start an after school club starting January 2023. Enquiries should be directed to the school office.
Where to go
- Woolhampton CE Primary School
- RG7 5TB
- Has Provision
- Experience with
- School kitchen on site.
- Immediate vacancies
- Please contact the school office for up to date information about current vacancies
- Date updated
- Vacancy range(s)
Vacancy range(s) Places Start Age End Age 0 4 11
- 3 & 4 year old funding
- 2 year old funding
30 Hours Extended Entitlements
- Are you registered to provide 30 Hours?
- Do you have a waiting list?
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Monday 08:30 15:15 Tuesday 08:30 15:15 Wednesday 08:30 15:15 Thursday 08:30 15:15 Friday 08:30 15:15
- Offers pickups
- Woolhampton C of E Primary School
- Our school minibus offers a pick up and drop off service to children in catchment.
- Contact Name
- Mrs Cox
- Contact Telephone
- 0118 9712270
- Contact Email
- 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
- 1.1: How does the school identify children/young people with special educational needs and disabilities?
Early identification of pupils with Special Educational Needs is facilitated by liaison with parents, playgroups and nurseries. Screening and assessment is carried out throughout the school using standarised assessment tools. Teacher and teaching assistant observation and monitoring, along with consultation with the SENCo are important in the identification of SEN.
Parents are always consulted if there is a concern about their child. If it is felt that the child would benefit from being placed on the SEN register, that does not happen unless it has been discussed with parents and they have given their permission.These discussions may take place between the class teacher and the parents and/or the SENCo and the parents. When parents agree to their child going on to the SEN register, they are sent information which gives a brief summary of the Code of Practice and other relevant matters and includes a glossary of terms used in SEND. Parents can contact the SENCo by telephone or by arranging a meeting.
- 1.2: What should I do if I think my child has SEND?
The first step would usually be to discuss concerns with the class teacher either informally or by arranging a meeting. The SENCo can be asked to attend the meeting by either the parents or class teacher.
Alternatively, a telephone call can be made to the SENCo, or a meeting with the SENCo can be arranged.
1. Identification of SEND
- 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
Each class teacher has an important role in ensuring that they meet the individual needs of each pupil. They will use a range of resources and strategies to support the children in their class, for example, visual prompts, careful seating, TA support, alternative methods of recording. They will work with the SENCo to plan provision that is over and above the Quality First Teaching and differentiation that is incorporated into lessons. These additional interventions may be implemented by the class teacher, another teacher, or by a teaching assistant. Interventions may be delivered on a one to one basis, small group or even whole class basis. Interventions are available in literacy, numeracy, social skills, behaviour, communication needs, and within those areas there are a range of different interventions aimed at addressing different needs. Outside agencies may request that the school carry out interventions designed by, for example occupational therapists or speech and language therapists.
The impact of the interventions will be monitored by the class teacher and SENCo, working on a cycle of 'assess, plan, do, review'. Details of specific interventions are included in a support and achievement plan (SAP). These support and achievement plans are reviewed at least once a term. Parents are sent copies of plans at least three times a year, and are given the opportunity to discuss the plans and their child's progress every term. Parents can also request more frequent meetings.
Parents can talk to the class teacher and/or the SENCo and receive advice about how to help their child at home. Staff may also be able to 'signpost' parents to organisations that can offer advice and support.
Progress is monitored by class teachers against targets and age related expectations.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
Parents are always consulted before a pupil goes on to the SEN register. They do not go on to the register unless parents know and give their permission. Parents are sent copies of support and achievement plans usually at least three times a year and are given the opportunity to meet with the class teacher and/or the SENCo at least three times a year. The support and achievement plan details how a child is being supported.
- 2.3: How will the school balance my child's need for support with developing their independence?
Woolhampton School encourages all pupils to become good learners and take responsibility for their own learning, while at the same time ensuring that all pupils are supported in their learning. We aim to develop the metacognitive abilities of all students, so that they can reflect on their learning. This means that pupils do not become over dependent on adult support but instead develop good learning behaviours.
- 2.4: How will the school match / differentiate the curriculum for my child's needs?
Quality First Teaching is the foundation on which good learning takes place. Class teachers' planning includes differentiation of the curriculum so that it can be accessed by all pupils. This differentiation takes many forms, for example, use of word processors to do written work, tailored internet resources, concrete equipment to carry out numeracy calculations, use of TA support etc.
- 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?
The school uses a wide variety of teaching strategies to support all pupils including those pupils with learning difficulties. These strategies include directed differentiated questioning, use of visual prompts, repeated instruction, presentation of information in alternative formats, using simplified language, avoiding idioms. Teachers take advice from professionals and take part in Continuing Professional Development, including training courses to ensure that they can choose the most appropriate from a range of strategies.
- 2.6: What additional staffing does the school provide from its own budget for children with SEND?
The school employs a SENCo and funds TA support in classes. In addition, the school has an Emotional Literacy Support Assistant.
- 2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / Title Intervention Type Reading intervention sessions One to one Toe by Toe reading and spelling One to one Phonics intervention sessions One to one Specific spelling scheme Small group Numberstacks Maths intervention One to one Social stories One to one Numicon One to one Snap on 2 Maths One to one Times Table Rockstars / Numbots - numeracy One to one Ed Shed - maths and spelling One to one Wordshark One to one Emotional Literacy Support Assistant (ELSA) support sessions covering social skills etc One to one Emotional Literacy Support Assistant (ELSA) support sessions covering social skills etc Small group Precision teaching (literacy and Maths) One to one
- 2.8: What resources and equipment does the school provide for children with SEND?
These are many and varied and include: Additional TA support, access to laptops and desktop computers, writing slopes, specialised seating cushions, pencil grips, specialised scissors, coloured overlays, reading schemes, intervention manuals, additional numeracy resources.
Additional resources are made or purchased when necessary to meet individual needs.
- 2.9: What special arrangements can be made for my child when taking examinations?
There are no examinations taken at the school.
Primary School children are assessed using the Standarised Assessment Tests. Special arrangements include: additional time, use of a reader, use of a scribe, transcribing answers, large print or coloured paper printing of question papers.
2. Support for children with special educational needs
- 3.1: How will the school monitor my child's progress and how will I be involved in this?
Supportand Achievement plans are reviewed each term and sent out to parents. Copies of reviewed support plans are sent out to parents with the new support plans. The SENCo monitors pupil progress measured against targets, standardised assessment tests and age related expectations. Parents are offered the opportunity to telephone and/or meet the SENCo.
Class teachers monitor progress daily and record and/or assess progress at regular intervals throughout the year. Progress is formally reviewed with the Head teacher once a term. Parents evenings and Annual Reports are used to inform parents. The school operates an Open Door Policy and parents can ask to meet with class teachers.
Interventions are monitored by class teachers and the SENCo, and impact is measured.
- 3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
Support and Achievement plan targets are written by class teachers in consultation with TAs and the SENCo. Parents are offered the opportunity to attend meetings with the class teacher and SENCo to write the Autumn term SAPs and/or respond to the new SAP by telephone, using e-mail, a formal written reply or in a meeting. A further two parent meetings are held throughout the year where progress and new SAP targets can be discussed.
- 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?
All parents can request informal or informal meetings with class teachers, the SENCo or the Headteacher.
Staff are present at the beginning and end of the school day. There are letters and a comprehensive website. Telephone calls are made as necessary.
- 3.4: What arrangements does the school have for regular home to school contact?
The school website gives details of the curriculum, the latest news and a weekly newsletter. A class information sheet is sent out to parents.
Teachers escort the children down for collection at home-time, so there is the opportunity for regular contact with parents then.
- 3.5: How can I help support my child's learning?
There are homework tasks, which parents are encouraged to share with their children. These tasks provide opportunities for pupils to work at their own level as well as extend their learning. There is an expectation that child learn their tables, learn spellings and read every day (as appropriate to the age of the child).
- 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 website and noticeboard publicise any information/training that is available for parents.
- 3.7: How will my child's views be sought about the help they are getting and the progress they are making?
Class teachers regularly discuss progress with pupils. Children are encouraged to become reflective learners who are able to identify how they can help themselves, when they need additional help, and what are their next steps for progress. Class teachers have the responsibility to discuss support plans with those children who have them.
- 3.8: What accredited and non accredited courses do you offer for young people with SEND?
- 3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
Individual pupil progress is measured and recorded and compared to local and national data.
Individual pupil progress is discussed with pupils and parents regularly.
Parent surveys give an opportunity to parents to express their views.
3. My child's progress
- 4.1: What support is available to promote the emotional and social development of children with SEND?
The SENCo and/or a TA works with children with these difficulties.
The school has an Emotional Literacy Support Assistant (ELSA) who works with pupils with a variety of social skills difficulties.
The school can make referrals to the Educational Psychologist and other outside agencies (with parental knowledge and permission).
The school also 'signposts' parents to services such as CAMHS which provide support for pupils.
All class teachers and TAs are aware of the importance of the emotional and social development of all pupils.
The school raises awareness of emotional health through assemblies and the PSHE programme.
- 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?
Quality First Teaching includes an element of behaviour management. The school recognises that different children respond to behavioural expectations in different ways with class teachers and TAs working together to support pupils to meet behavioural expectations. There is a school behaviour policy.
Additional support may be sought, such as: A Behavioural Support Plan being written for individual children. The school can ask the West Berkshire Behaviour Support Team to visit the school and offer advice. In addition, there are outreach services and pupil 'training courses' that can be accessed from the Re-integration Team. There is a West Berkshire vulnerable pupils fund - applications can be made for funding to support pupils at risk of exclusion.
- 4.3: What medical support is available in the school for children with SEND?
There is a list of members of staff who are qualified first aiders. Courses are arranged and accessed by staff as appropriate e.g epipen training. There is close liaison between staff and parents of pupils with medical needs.
Care Plans will be requested from medical personnel as appropriate.
There is a list of pupils with medical concerns available to staff.
- 4.4: How does the school manage the administration of medicines?
If a child requires medication to be administered or self-administered, for example antibiotics, parents must complete and sign a form detailing the specific time and dosage of the medicine.
- 4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
Staff are made available as required after consultation with parents and where necessary appropriate training can be accessed.
The school has an Intimate Care policy.
4. Support for my childs overall well being
- 5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
The school accesses support services as required. Teachers from the Special Needs Support Team, the ASD teacher-advisor, and occasionally the behaviour support team teacher are asked to come into school as part of support for specific pupils. In addition, the sensory consortium offers support around specific pupils with hearing difficulties and/or visual impairment. The Ethnic Minorities and Traveller Support Service, the outreach services from Castle Special School and Brookfields Special School, are also available on referral. The school can also refer pupils to CAMHS, the Speech and Language Service and the School Nurse.
No referral is made to outside agencies without the knowledge of, and permission from, parents.
- 5.2: What should I do if I think my child needs support from one of these services?
Parents should talk to the class teacher and/or the SENCo.
- 5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
These services are provided by the National Health Service.
All these services offer appointments in clinic and/or at school. Reports are written by the professionals and recommendations given for support at home and at school.
- 5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
Parents can discuss a referral to the Speech and Language Therapist with the SENCo because schools can make referrals.
In most cases, referrals to an occupational therapist or physiotherapist should be made by the GP and therefore parents should contact their local surgery.
- 5.5: What arrangements does the school have for liaison with Children's Social Care services?
This is in line with West Berkshire Council procedures that apply to all schools.
- 6.1: What SEND training is provided for teachers in your school?
Training courses are provided by West Berkshire and accessed as appropriate.
Many of the outside agencies that are used by the school provide training for teachers.
Staff can access online training courses and training on DVDs provided as part of the Inclusion Development Progamme and other initiatives.
Staff who attend training 'cascade' training to other members of staff.
The SENCo provides training to staff.
- 6.2: What SEND training is provided for teaching assistants and other staff in your school?
Training courses are provided by West Berkshire and accessed as appropriate.
Many of the outside agencies that are used by the school provide training for TAs and other staff.
Staff can access online training courses and training on DVDs provided as part of the Inclusion Development Programme and other initiatives.
Staff who attend training 'cascade' training to other remembers of staff.
The SENCO provides training to staff.
- 6.3: Do teachers have any specific qualifications in SEND?
No. This is not a requirement. Staff do have a wide range of experience and expertise.
- 6.4: Do teaching assistants have any specific qualifications in SEND?
No. This is not a requirement. Staff do have a wide range of experience and expertise.
- 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
The school has a duty of inclusion and uses additional staffing, resources and equipment as required.
Risk assessments are drawn up to ensure safety of the group.
- 7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
There is close liaison between the school and parents of pupils who need support to access trips and activities.
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
There is an Accessibility Plan and access audits have been carried out. Access is generally good but limited in some respects by the school site.
- 8.2: Have adaptations / improvements been made to the auditory and visual environment?
Yes. The school has recently been refurbished and improvements such as blinds to reduce glare and acoustic ceiling tiles and contrasting wall and floor colours have been introduced.
- 8.3: Are there accessible changing and toilet facilities?
Yes, in both the main building and the school hall building.
- 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
This is part of the school's duties and is detailed in the Accessibility Plan.
- 8.5: How does the school communicate with parents / carers who have a disability?
The school's inclusive approach extends to parents and carers.
- 8.6: How does the school communicate with parents / carers whose first language is not English?
We have access to the Ethnic Minorities Service who provide translation services and information in various languages.
- 9.1: What preparation will there be for both the school and my child before he or she joins the school?
Opportunities are available for parents and staff to meet prior to children joining the school including a 'stay and play' session. Parents and children are also encouraged to visit the school. New parents will be invited to the SEND Information and coffee morning.
- 9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
Staff formulate transition plans. These take into consideration the needs of individual pupils. Social stories may be implemented where necessary.
- 9.3: How will my child be prepared to move on to his or her next school?
The school has a well structured transition procedures (including visit days) which have been formulated in consultation with local secondary schools. These take into consideration the needs of individual pupils and meetings with relevant school staff in the secondary school take place where appropriate.
- 9.4: How will you support a new school to prepare for my child?
Liaison meetings provide an opportunity for sharing of information.
- 9.5: What information will be provided to my child's new school?
Schools are advised of the academic attainment, level of support and specific needs of all pupils including those with SEND. In addition, SEND records are transferred between schools.
- 9.6: How will the school prepare my child for the transition to further education or employment?
- 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
The class teacher.
- 10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
The school can 'signpost' parents to support.
- 10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
Information can be obtained from the headteacher or the SENDCo.or by going onto the school website.
- 10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
The parent survey gives an opportunity for parents to comment on all aspects of the school, including SEND. Parents can express their opinions about the school via e-mail or letter or verbally. The school has a formal complaints policy, which guides parents through the complaints procedure. Like all policies, parents can access this policy via the school website or from the office.
- DBS check
5. Specialist services available / accessed by the school
6. Training of school staff in SEND
7. Activities outside the classroom including school trips
8. Accessibility of the school environment
9. Preparing my child to join a new school / next stage of education
10. Who can I contact to discuss my child?
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