Burghfield St Mary's C.E. (VC) Primary School

Burghfield St Mary's C of E Primary is a single form entry primary school which serves Burghfield and the surrounding villages. Pupil numbers have increased significantly recently. Children in the Early Years Foundation Stage are taught in the Reception class. There are single aged classes in Key Stage 1 and Key Stage 2. The proportions of disabled pupils and those who have special educational needs are similar to other schools. Their difficulties are wide-ranging and include autism, hearing impairment, specific learning difficulties and behavioural, emotional or social difficulties. The proportion of pupils who are known to be eligible for additional government funding, known as the 'Pupil Premium', is above the national average. Almost all of this group are children who have a parent serving in the armed forces, and largely accounts for the above average proportion of pupils who leave before the end of Key Stage 2 or who start at the school in year groups other than in the Early Years Foundation Stage. Most of the pupils are of White British heritage.

At Burghfield St Mary's we create a caring Christian learning environment that inspires each individual in the school community to fulfil their unique potential and become a responsible, concerned and active member of God's world.

Our school aims are to:

  • provide a religious education encompassing the Christian foundation of the school and understanding, recognising and celebrating other faiths.
  • enable every child to learn to understand their responsibilities and rights within the wider community and become a responsible world citizen.
  • provide an education that gives equal value to the academic, creative, physical and spiritual well being of every member of the school community.
  • enable each child to develop spiritual awareness and aesthetic appreciation of, and respect for, the environment.
  • provide a safe, supportive and stimulating environment that enables every child to reach their full potential.

Who to contact

Contact Name
Mrs Karen Carmichael
Contact Position
SENDCO
Telephone
0118 983 6387
E-mail
office@burghfield.w-berks.sch.uk
Website
Burghfield St Mary's C.E. (VC) Primary School

Where to go

Name
Burghfield St Mary's C of E Primary School
Address
Theale Road
Burghfield
Reading
Berkshire
Postcode
RG30 3TX

Other Details

Availability

Age Ranges
4-11

Inclusion Information

Dietary Needs

Has Provision
Yes
Details
The school lunch provider will be able to cater for individual dietary requirements.

Childcare Information

Vacancies

Date updated
05/07/2021
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?
No

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8:55 15:15
Tuesday 8:55 15:15
Wednesday 8:55 15:15
Thursday 8:55 15:15
Friday 8:55 15:15

Local Offer

Description

Children at Burghfield St Mary’s C of E Primary School may have special educational needs either throughout, or at any time during, their schooling. Whilst Burghfield St Mary’s recognises that individual intervention and specific support may be required for individual children’s needs, wherever possible support within the classroom environment is preferred. This means each child has the best possible teaching and support that can be offered through appropriately qualified staff. Children are therefore also supported socially within their class group in order to promote inclusion and emotional wellbeing. 

 

The school’s SEND aims are to: 

•             create an environment that meets the special educational needs of each child; 

•             ensure that the special educational needs of children are identified, assessed and provided for; 

•             involve parents and children in developing a partnership of support, enabling full confidence in the strategy adopted by the school; 

•             clearly identify the roles and responsibilities of staff in providing for children’s special educational needs and/or disabilities; 

•             enable all children to have full access to all elements of the school curriculum; 

•             work in partnership with a wide cross section of organisations and agencies to provide the relevant specialised support for the child. 

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
Low

Mainstream

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

At Burghfield St Mary's we work hard to identify children who have Special Educational Needs as early as possible. Information to support identification is collected in the following ways.

  • Liaison with the child's pre-school or school from which the child has transferred.
  • Discussions with the Early Development and Inclusion Team where applicable.
  • Assessment and monitoring arrangements that the school has in place for all children.
  • Children performing below age expected levels or making below expected progress.
  • Concerns raised by parents/carers via discussion with staff.
  • Assessment or advice given by external agencies e.g. Special Needs Support Team, Speech and Language Therapists, Educational Psychologist, Sensory Consortium.
  • Observations and concerns between staff and the Special Educational Needs Coordinator (SENDCO) affecting a child's attainment and/or well being.
  • Medical diagnosis by a paediatrician.
1.2: What should I do if I think my child has SEND?
  • Talk to us - contact your child's class teacher or SENDCO or Head teacher. We seek to establish open and honest relationships with parents and carers.
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?
  • Our SENDCO oversees all support and progress of any child requiring additional support across the school. 
  • The class teacher will oversee, plan and work with each child with SEND in their class to ensure that progress in every area is made.
  • There may be a Teaching Assistant (TA) working with each child either individually or as part of a group if this is seen as necessary by the class teacher or SENDCO. The regularity of these sessions will be explained to parents and carers when the support starts.
2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • The class teacher will meet with parents at least on a termly basis (this could be as part of a Parent's evening) to discuss your child's needs, support and progress.
  • We would also ask for and include the child's opinions alongside the parents.
  • For further information the SENDCO is available to discuss support in more detail.

 

 

 

 

 

 

 

 

 

 

2.3: How will the school balance my child's need for support with developing their independence?
  • Whilst your child may be supported by a Teacher or TA in the class, we also ensure that children are given the opportunity, with the right scaffolding, to gain independent skills. It is important that children do not gain ‘learned helplessness’ and are encouraged to strive towards independence to gain those life skills they will need as they develop.

 

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

Using assessment and knowledge of individual children, work within class is pitched at an appropriate level so that all children are able to access learning according to their specific needs. Children are taught in class according to the individual year group curriculum and supported where necessary. The school has adopted a Mastery approach to teaching and children are taught to master specific skills. If they are finding this difficult they are given additional support in learning and reviewing the information. The school would also take into account the advice given by other professionals that might be involved with the child in order to meet the child’s 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?
  • School will use a personalised approach depending on the needs of the individual child and plan accordingly using a range of strategies.
  • School promotes inclusion and supports the child's needs within the classroom.
  • Every teacher has responsibilities under the new SEND Code of Practice and does their best to make reasonable adjustments to meet individuals' needs through their classroom teaching. A Graduated Approach is adopted to ensure any needs are met. Children will be monitored and their progress may be recorded on a Graduated Approach Plan (GAP).
  • Children who need provision that is different from or additional to class provision will have their support outlined in a Support and Achievement Plan (SAP). SAP's for pupils will detail outcomes that are set for the pupil, strategies and programmes to be used, success criteria, when the plan is to be reviewed and the role of the parent/carer and child.
2.6: What additional staffing does the school provide from its own budget for children with SEND?

 

  • We ensure that the needs of all children who have Special Educational Needs are met to the best of the school's ability within the funding available.
  • We have a team of TA's who are funded from the SEN budget and support children both in class and with specific programmes designed to meet the child's needs. 
  • The budget is allocated on a needs basis.
  • The children who have the most complex needs are given the most support.
  • Children with Education Health and Care Plans (EHC) may be allocated specific funding to meet their individual needs. How this budget is used to create a package of support will be shared with parents.

 

 

 

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
School does not generally use published interventions but offers one to one and small group interventions within the class setting through Precision Teaching. Specific guidance from specialist reports is taken into account when delivering specific programmes eg 1:1 Occupational Therapy or Speech and Language Therapy or advice through the Cognition and Learning Team. Small group
2.8: What resources and equipment does the school provide for children with SEND?
  • The school will respond to personal needs and provide individualised support and resources within the constraints of the budget whilst following advice from outside agencies and parents/carers.

 

2.9: What special arrangements can be made for my child when taking examinations?
  • Specific arrangements can be made to enable children to access national tests and examinations. These might include readers or more time given. The SENCO or class teacher are able to provide more information for a specific child.

 

3. My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • The school adopts the Graduated Approach of Assess, Plan, Do and Review.
  • We believe that your child's education should be a partnership between parents and teachers.
  • We offer an open door policy where you are welcome to make an appointment to meet with either the class teacher and/or SENCO to discuss your child's progress.   
  • We can offer advice and practical ways that you can help your child at home.
  • The class teacher will meet with parents on at least  a termly basis (this could be part of a Parent's Evening) to discuss your child's needs support and progress.
  • Children with an EHC Plan will have additional review meetings.
  • At these meetings pupil voice is important and your child will be asked to either contribute their views via written contribution by themselves or a scribe or attend part or whole of the meeting themselves.  
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • If your child is on the SEN register they will have a Support and Achievement Plan (SAP) which will have individual  outcomes. These are based on the class teacher’s weekly evaluations and records.
  • This plan will be discussed on a termly basis with parents and parents will be given a copy.
  • External professionals (eg. Speech and Language, Cognition and Learning Team, Occupational Therapy), may contribute to these outcomes and targets.
  • If your child has complex SEND they may have an EHC Plan, which means that a formal annual meeting will take place, in addition to termly meetings, in order to discuss your child's progress and a report will be written which will be shared with the Local Education Authority.
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?
  • We offer an open door policy where you are welcome to make an appointment to meet with either the class teacher or SENDCO to discuss your child’s progress. We may invite you to participate in an extended parent meeting to discuss your child’s progress.
3.4: What arrangements does the school have for regular home to school contact?
  • School offers a variety of strategies to enable effective communication with parents, these may include the school website, newsletters, emails, texts, curriculum information, home/school contact book.
3.5: How can I help support my child's learning?
  • Parents are encouraged to discuss their child’s progress in class with the class teacher and ideas can be shared to support home and school.
  • Parents are welcome and encouraged to attend meetings with external professionals (eg. Educational Psychologist, Speech and Language Therapist, ASD support teacher, Sensory Consortium Service), to hear their advice in order to support their child’s learning at home and school.
  • A child with a SAP will have strategies/outcomes for parents to support their child at home.
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?
  • A child's specific needs can be discussed with the Class Teacher.
  • The school may be able to signpost parents to specialist courses.
  • The school offers a variety of learning workshops for parents to attend.
  • The school can arrange meetings with other professionals in order to support home and school in providing the best opportunities for the child. 
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • The child's views are sought when completing the SAP and during their work in class. Children will be encouraged to contribute their views about the outcomes they would like to achieve and the progress they are making. This may happen through discussion with a teacher or teaching assistant or with an external professional. Some children may like to record their views on paper through drawing or writing.
  • Children are an active part of the learning process and will therefore have input into the strategies which may support their learning. 
3.8: What accredited and non accredited courses do you offer for young people with SEND?
  • N/A 

 

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?

 

  • As a school we measure children's progress in learning against age related national expectations.  
  • The class teacher continually assesses each child in areas where they are improving and where further support is needed. 
  • As a school, we track children's progress from entry.
  • Children who are not making expected progress are picked up through meetings with the Class teacher, SENDCO and Head teacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. This will form part of the Graduated Approach.
  • When the child’s SAP is reviewed comments are made against each outcome to show what progress the child has made. If the child has not met the outcome, the reasons for this will be discussed, then the outcome may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
  • Parents will also be invited to contribute their views during termly meetings and at the SAP review. In line with our open door policy, parents are encouraged to discuss any issues or achievements with class teachers as and when they need to.
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?
  • We welcome and celebrate diversity. Staff believe that high self esteem is crucial to a child’s well being.
  • The class teacher has overall responsibility for the pastoral, medical and social care of every child in their class. If further support is required the class teacher liaises with the SENDCO for further advice and support. This may involve working alongside outside agencies such as Health Services or Social Services.
  • Personal achievement both in school and at home is valued and celebrated. Weekly celebrations take place within school to raise the profile of individual personal achievements.
  • Many of our Teaching Assistants have completed a year long course in Nurturing Compassionate Schools which trained our staff to recognise the emotional and social needs of children and to enable them to promote and develop the child's well being. This would be done under the supervision of the Class Teacher.
  • Our whole school staff have been trained in Emotion Coaching which supports the child's understanding of how their brain works and how their emotions work. 
  • We have a trained Emotional Literacy Support Assistant (ELSA) in school who may support children with specific emotional needs.
  • The school has a planned curriculum to enable Personal, Social and Mental Health to be promoted and supported. 
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?
  • As a school we have a positive approach to behaviour management with a structured reward system that is followed by all staff and children.
  • For those children that need more support an Individual Plan is written to identify the specific issues and put relevant support in place and set targets.
  • Attendance of every child is monitored closely. Lateness and absence are recorded and reported upon to the Head teacher and concerns will be discussed with the Educational Welfare Officer.
4.3: What medical support is available in the school for children with SEND?
  • The school has a policy regarding the administration and managing of medicines on the school site.
  • Children with severe allergies or medical conditions have care plans and their photos and medical information are distributed in appropriate areas around the school so all staff are aware of their needs.
  • As a staff we have regular training and updates of conditions and medication affecting individual children so that all staff are able to manage medical situations.
4.4: How does the school manage the administration of medicines?
  • Parents need to contact the school office and complete relevant paperwork if medication is recommended by Health Professionals to be taken during the school day. Class teachers will be responsible for administrating the medicine and completing the paperwork whilst following the school policy on administering medication. 
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • When circumstances arise that require additional personal care for an individual pupil, advice will be sort from external agencies including medical professionals.
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?
  • As a school we pride ourselves on the positive working relationship that we have with outside agencies.  Advice and support from outside agencies for individual children will be obtained if there is agreement that there is a need. These may include the Educational Psychologist, Early Development and Inclusion Team, Cognition and Learning Team, Occupational Therapist, Speech and Language Therapist, Specialist Teacher Advisors, Emotional Health Academy, Parenting Special Children, Sensory Consortium, CAMHS, Paediatricians, school nurse, social services.  Parents are always consulted and encouraged to be involved in any school consultations with outside agencies.
5.2: What should I do if I think my child needs support from one of these services?
  • Firstly please speak to the class teacher or SENDCO about your concerns
  • If your child requires specialist support each of the services has its own criteria to access the support and the SENDCO will help with the referrals.
5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • We recommend you talk to the SENCO or class teacher if your child requires specialist support as each of the services has its own criteria to access the support and the SENCO will help with the referrals. We can then follow the advice that each professional recommends using our school resources and those professional services.
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?
  • We recommend you talk to the SENDCO or class teacher if your child requires specialist support as each of the services has its own criteria to access the support and the SENDCO will help with the referrals.
  • School can make a referral for Speech and Language support through the CYPIT hub and talking to the school's link therapist. If your child has an EHCP, Occupational therapy referrals can be done through the school, however, if your child does not have an EHCP, your GP will make the referral.

 

5.5: What arrangements does the school have for liaison with Children's Social Care services?
  • The school uses the formal processes through West Berkshire to access these services as and when needed.
6. Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Awareness of SEND needs of the children within the school is part of the staff induction process.
  • Our school has a continued professional development programme which actively targets the specific SEND needs of the current school community.
  • Some members of staff have targeted training to support them meeting the SEND needs of the children.
  • Some members of staff have had specific training to help them deliver accredited programmes.
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Awareness of SEND needs of the children within the school is part of the staff induction process.
  • School has a continued professional development programme which actively targets the specific SEND needs of the current school community.
  • Some members of staff have targeted training to support them meeting the SEND needs of the children.
  • Some members of staff have had specific training to help them deliver accredited programmes.
6.3: Do teachers have any specific qualifications in SEND?
  • School endeavours to ensure that teachers are appropriately trained to support the needs of the children in their class.
6.4: Do teaching assistants have any specific qualifications in SEND?
  • School endeavours to ensure that teaching assistants are appropriately trained to support the needs of the children in their class.
  • We have a trained ELSA (Emotional Literacy Support Assistant).
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?
  • All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. As far as we are reasonably able we will provide the necessary support to ensure that this is successful.
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health & safety will not be compromised.
  • Children with their own individual risk assessments will be individually named.
  • In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • School will liaise with parents to explore the effective strategies used at home. This may be supported by a social story or advice on specialist equipment or specific needs.
8. Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • We follow the guidance laid down in the Equality Act 2010.
  • The whole of the school site is wheelchair accessible with a disabled toilet. The school has access ramps.
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • We follow the guidance laid down in the Equality Act 2010.
  • Some classrooms have adaptations for the auditory impaired.
  • All classrooms have visualisers enabling class teachers to provide support for visual impairments.
8.3: Are there accessible changing and toilet facilities?
  •  We follow the guidance laid down in the Equality Act 2010.
  • The school has a disability toilet.
8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • The school works with parents, the local authority and other agencies to ensure access for all children.
8.5: How does the school communicate with parents / carers who have a disability?
  • The school works with parents to ensure that all parents have access and can communicate effectively with the school.
8.6: How does the school communicate with parents / carers whose first language is not English?
  • We liaise with EMTAS (Ethnic Minority and Traveller Achievement Service) who assist us in supporting our families with English as an additional language.
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?
  • The school invites all new children to visit the school prior to starting. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.
  • We visit new pre school children in their current setting.
  • We offer home visits.
  • We write social stories with children if transition is potentially going to be difficult.
  • We provide transitional booklets for identified children.
  • We plan additional transitional activities/visits to support identified children.
  • We liaise closely with parents/carers and staff when receiving and transferring children to different schools/settings ensuring all relevant paperwork is passed on and all needs are discussed and understood.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • All children are offered a range of transitional activities.  We plan additional transitional activities/visits to support identified children.
  • We write social stories with children if transition is potentially going to be difficult.
  • We provide transitional booklets for identified children.
9.3: How will my child be prepared to move on to his or her next school?
  • All children are offered a range of transitional activities. We plan additional transitional activities/visits to support identified children.
  • We write social stories with children if transition is potentially going to be difficult.
  • We provide transitional booklets for identified children.
9.4: How will you support a new school to prepare for my child?
  • We would contact the new school to ensure all information is transferred and that relevant strategies can be continued.
9.5: What information will be provided to my child's new school?
  • We liaise closely with staff when receiving and transferring children to different schools/settings ensuring all relevant paperwork is passed on and all needs are discussed and understood.
  • We will send on all SEND records and current provision information.
  • Results of statutory tests and assessments will also be sent to the new school.
  • New schools are also welcome to contact us for advice as transition begins.
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?
  • First point of contact would be your child’s class teacher to share your concerns.
  • You could also arrange to meet the school SENDCO.
  • You could look at the policy on our website
  • Contact the SEND Information Advice and Support Service (SENDIASS)http://www.westberkssendiass.info/en/Main_Page

 

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
  • The school SENCO can help signpost agencies to support families.
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • School holds a range of information to signpost parents to a variety of agencies. 
  • Class teachers or SENDCO can direct parents to these services.
  • SENDCO also sends on any information that is received in school that may be of interest to the individual parents/carers.
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • In the first place, please come and talk to the Class teacher, SENDCO or Head teacher. School will be responsive and supportive of parent's views and comments.
  • Parent views are also sought through Parent View, school questionnaires, annual report slips and both formal and informal parental discussions of children’s progress.
  • Should a concern not be satisfactorily resolved the school’s complaint procedure allows parents to seek support from the School Governing Body. Details can be found on the School Website.

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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