Beedon C.E. (VC) Primary School

Last updated: 03/10/2022

Beedon CE Primary School is a very small rural school situated approximately 8 miles north of Newbury, which caters for around 49 children (June 2022) in 3  small classes.  All classes have 2 or 3 year groups in each one. In September 2016, we joined The Downland Federation with Compton CE Primary School and The Downs School.

Who to contact

01635 248284
Beedon C.E. (VC) Primary School

Where to go

Stanmore Road
RG20 8SL

Inclusion Information

Dietary Needs

Has Provision
Able to cater for diabetes and allergies.

Childcare Information


Immediate vacancies
Date updated
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
27 4 11

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

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Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:40 15:05
Tuesday 08:40 15:05
Wednesday 08:40 15:05
Thursday 08:40 15:05
Friday 08:40 15:05

School Pickups

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Local Offer


Beedon CE Primary School is a very small rural school situated approximately 8 miles north of Newbury, which caters for around 49 children (June 2022) in 3  small classes.  All classes have 2 or 3 year groups in each one. In September 2016, we joined The Downland Federation with Compton CE Primary School and The Downs School.

We are very proud of our school's family ethos and our mission statement which permeates all aspects of school life at Beedon CE Primary School.

Mission Statement:

As a church school, we draw our inspiration from John 10.10 'I came so that they could have life-indeed, so that they could live life to the fullest.'

Nurturing every individual's unique skills and talents; inspiring and challenging every child to achieve more than they ever thought possible.

Our school motto "a love of life and learning" is key to everything we do.

Contact Telephone
01635 248284
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. Identification of SEND
1.1: How does the school identify children/young people with special educational needs and disabilities?

Pupils are identified by their Class Teacher as part of the whole school monitoring process. Parents can also express concerns to a member of staff. The Class Teacher can then discuss the child’s needs with the Special Educational Needs Coordinator (SENCo).

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

Speak to your child’s class teacher to discuss your concerns.  If necessary, the class teacher will refer you to our SENCo

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?

The class teacher will plan your child’s SEND programme with support from the SENCo if required.

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

The class teacher will inform you during termly Parents Evenings and also through more frequent informal meetings if needed. We will put in place appropriate interventions or support and meet regularly to discuss progress.

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

While the child’s needs are of great importance, all teachers strive to encourage independence through the focus on learning habits that we endeavor to instill. Possible strategies may involve:

  • Use of a visual timetable and checklists
  • Pre-teaching of vocabulary and content
  • Access to the use of a laptop
  • Chunking of activities
  • Use of individualised success criteria
2.4: How will the school match / differentiate the curriculum for my child's needs?

Through the assessment of individuals, setting targets and monitoring progress, teachers identify where each child is within their learning. Teachers take part in termly Pupil Progress Meetings to discuss the progress of all children in detail and plan the next steps accordingly.  The teaching and learning within classes is differentiated at a variety of levels to support but challenge all pupils.

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?

We develop individualised programmes of intervention through support and advice from external agencies and knowledge held within the school. In class, differentiated teaching and learning is planned for, allowing pupils to access at a level that is appropriate for them, also focusing on preferred learning styles.

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

Learning Support Assistants are employed strategically to provide the best support for as many children as possible - where appropriate a Learning Support Assistant will support specific SEND pupils.

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

Sensory Integration

Small group

Sensory Integration

One to one
Speech & Language

Social Skills


One to one


Small group

Fine Motor Skills/Occupational Therapy

One to one

Fine Motor Skills/Occupational Therapy

Small group
LAL/Post LAL programme One to one
LAL/Post LAL programme Small group

Precision Teaching

One to one
SNAP maths intervention One to one
FFT (Sprint) Literacy One to one
A Structured Approach to Reading
2.8: What resources and equipment does the school provide for children with SEND?

With input from external agencies and expertise within the school, we identify the needs and use resources from in school and out of school.

At Beedon CE Primary School, we are lucky enough to have a range of equipment available to pupils with SEND, such as: 

-       Writing slopes

-       Weighted lap pads

-       Desk screens

-       Wobble cushions

-       Wedge cushions

-       Ergonomic pencil grips

-       Coloured overlays/exercise books

-       Ear defenders

-       A wide range of sensory equipment, including jumping sacks, balance boards, space blankets, fine motor skills equipment, swing ball, Zoom ball, Theraputty etc

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

Depending on the individual’s needs and prior assessment, the school will apply for appropriate special arrangements such as additional time, scribe or reader.

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

Class teachers constantly monitor the progress of each individual and if necessary they will alert the SENCO. A graduated approach (‘Assess, Plan, Do, Review’ cycle) is used to assess and monitor the needs of the individual. A SAP (Support and Achievement Plan) may be put in place to target areas of concern. Progress on these plans is discussed at parent’s evenings and other informal discussions when appropriate.

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

Parents are invited to discuss the setting of new targets and reviewing old targets as part of the SAP process.

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 are requested to make an appointment via the school office to see their child’s teacher after school. Regular meetings are held to discuss the SAP with the class teacher and/ or the SENCO.

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

Parent Evenings are held in the Autumn and Spring term and parents receive a written report in the Summer term. Regular information evenings are held throughout the year. Parents are invited to Class Assemblies and Achievement Assemblies. Classrooms are open on a termly basis where parents can view their child’s work and also teachers are available for informal discussions.

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

Support at home could focus on targets identified in the child’s SAP, supporting the child in an appropriate way and with the resources available at home. Teachers will discuss individual needs with parents.

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?

Parents may be referred to external agencies where advice can be sought in regards to support at home or completing paperwork. Parent Information evenings are held to help parents support their child’s learning.

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

There is regular dialogue between the SEND child and the teacher and/or Learning Support Assistant, which allows the child to see where they are making progress and which strategies can be used to support them. Interventions are also discussed during SAP meetings. Any pupil with an EHCP gets the opportunity to express their view as part of the Annual Review process. All pupils complete an annual questionnaire which allows the school to direct its training activities.

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

Children follow the National Curriculum and are externally assessed at the end of Key Stage 1 and 2.

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?

SEND provision is monitored and evaluated as part of a whole school self evaluation process, which identifies emerging issues which feed into the School Improvement plan. Surveys of the opinions of both pupils and parents are an integral part of this. The SENCO also monitors the overall effectiveness of interventions being carried and alters them appropriately.

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?

Where appropriate the support that we may offer could include:

  • a programme of support planned by class teacher, and supported with advice from the SENCO 
  • Meet and greet at the start and end of the day
  • Emotional Literacy Support
  • Regular parental contact sessions/ home school link book
  • Referral to other external agencies
  • Relevant school policies are in place
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?


  • School behaviour systems are in place and procedures are consistently adhered to across the school that is centred around Therapeutic Thinking (for more details please see our school’s behaviour policy, available on the school website).
  • Protective and educational consequences
  • Sensory breaks where appropriate to a child’s needs
  • Social skills/ behaviour support groups
  • Home/ school contact book.
  • Visual timetable
  • Referral to Therapeutic Thinking Support Team.
  • Referral to CAMHs
  • Provision of resources to help focus attention and meet sensory needs e.g. fiddle toys, ear defenders
4.3: What medical support is available in the school for children with SEND?


  • Individual support plans are produced when necessary depending on the exact needs of the child, and advice from external professionals
  • Access to the community school nurse
  • Individual protocols for children with significant medical needs and allergies (for more details please see our Medical Policy, available on our school website)
4.4: How does the school manage the administration of medicines?

Prescribed medication only is allowed in school. It is handed into the office and a permission form must be filled in by the parent.

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


  • School will seek advice to support individual needs. At least 2 members of staff would be trained to meet needs as appropriate
  • Learning Support Assistants and Lunchtime Supervisors will help pupils as necessary.
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 school is able to access West Berkshire support as follows:

  • Cognition and Learning Team
  • Autistic Spectrum Disorder support team
  • Speech & Language support team
  • Educational Psychologist
  • Therapeutic Thinking Support Team
  • Specialist Inclusion Support Service
  • Child & Adolescent Mental Health service
  • Sensory Consortium Service for children with hearing or visual needs
  • Ethnic and Minority and Traveller Achievement Service
  • Occupational therapy and Physiotherapy
  • School nurse
  • Emotional 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 or SENCO, who will discuss with you the ways forward. This may include referring to an external agency. Each service has set criteria to assess each case individually. In some cases, a GP referral may be necessary.

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

Information about these services can be accessed via the local authority integrated services website. 

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?

Speak to your GP or the class teacher/ SENCO, who will advise strategies and possibly refer your child to the appropriate service if required.

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

School can access the Contact Advice and Assessment Service, who will then assess the needs and if required, refer to further support.

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

Each term opportunities are advertised to all staff in school. Areas of need are identified within each class and teachers are signposted towards suitable courses that may be of benefit. If a teacher has a specific area of interest which would be of benefit to the school, the teacher would be informed of appropriate training courses.

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

Staff are appropriately trained to develop knowledge of SEN issues and in how to deliver interventions. Training is delivered in a variety of ways, whether this is internal or external training.

Interventions and needs of pupils are constantly monitored by the SENCo who identifies gaps in training and is responsive to this information.

6.3: Do teachers have any specific qualifications in SEND?

All teachers are trained in safeguarding, the use of epi-pens and trained in what to do in the case of an asthma attack. All teachers are first aid trained. The SENCo, who works across Beedon and Compton Primary Schools,  holds the Post graduate National Award for Special Educational Needs Coordination.

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

All teaching assistants are trained in safeguarding, the use of epi-pens and trained in what to do in the case of an asthma attack. All teaching assistants are first aid trained and some hold the Paediatric first aid certificate. One teaching assistant has been trained in the use of PECS. All Teaching Assistants have been trained to deliver specific interventions relevant to them and the class.

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?

Risk assessment takes place at an early stage in the planning process. Strategies are devised which will allow the child to participate if at all possible. Extra adult support may be provided and this may include the parent accompanying the trip.

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

We would discuss ways forward with parents ahead of the planned activity.

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

The school is mainly on one level. There are steps to the main reception area but there is wheelchair access from the pedestrian gate to the playground.

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

With support from the Sensory Consortium, we aim to provide suitable support for children with hearing and visual difficulties. We also ensure that classrooms are adapted as required.

8.3: Are there accessible changing and toilet facilities?

We have toilet facilities which are accessible to SEND pupils and staff.

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

We would discuss the child’s needs with the parent and make suitable arrangements. Classroom equipment is accessible to all children regardless of their needs. Each class has a height adjustable interactive whiteboard. The school also has a growing selection of iPads and recordable devices for different ways of learning.

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

The school would make flexible arrangements according to the need of the parent or carer. This may range from contact by telephone or electronic communication or home visit if necessary.

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

If required an interpreter can be accessed to be available to attend meetings or by telephone.

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?

Where possible, visits to the child’s current setting will be made and a transition meeting held between key staff and parents.  Additional visits to Beedon CE Primary School are always welcome in order to aid a smooth transition process.  Where appropriate, a Transition Photo Book will be provided to help children ‘see’ their new setting/members of staff who will be working with them.

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

At the end of every school year we have a transition day, where your child would take part in activities with their new teacher in the new classroom. A PSHE programme is delivered on changes, annually for all children. We always try to arrange additional visits and support to those who would benefit from this.  These children are often encouraged to take the class camera to take photographs of their new setting/staff members.

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

Additional visits will be offered and supported to those who would benefit from this.  These children are often encouraged to take the class camera to take photographs of their new setting/staff members.

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

As part of the transition process to his/ her new school, the school ensures that academic and other information is passed to the next school. Telephone communication may be necessary. In some cases, a meeting and discussion takes place between our SENCo and  the SENCo of the new school about the child’s needs.  Class Teachers can also contribute to this.  Where appropriate, the child is also invited to this meeting.

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

We provide current attainment and achievement at which your child is working, as well as any social and emotional information that may be of benefit to the smooth transition.

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

*Not applicable for Primary*

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 child’s Class Teacher is usually the first point of contact for any issues or concerns.  All parents are welcome to make an appointment to see them for a discussion.

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

The school uses the normal referral processes to refer to outside agencies including accessing the Contact, Advice and Assessment Service, 

the Emotional Health Academy, the Mental Health Support Team and the Therapeutic Thinking Support Team.

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

The school uses the normal referral processes to refer to outside agencies including ‘Parenting Special Children’ or the parent advisor for children with ASD and the Contact, Advice and Assessment Service. If other voluntary agencies advertise their services, this would be passed on to parents.

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

Compliments are always welcome and are shared with school staff.  Teachers are available to meet with parents by appointment or during Open classrooms. Parental views are sought through our parent questionnaire. Complaints about the provision or organisation of SEN will be dealt with through the procedures outlined in the whole school complaints policy.

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