The Cedars

Coronavirus status: OPEN


The Cedars School is a small Independent Day School for children between the ages of 4 and 11 years set in the pretty, rural village of Aldermaston. The school was established in 1992 by O'Halloran, the Head Teacher. Classes are small and our children receive a great deal of care and attention. Our staff are well qualified, enthusiastic members of a team that works well together and who build strong, close relationships with our families. This children support each other and boys and girls of all ages play together - they regard the school as one large family.

Who to contact

Contact Name
Mrs Jane O'Halloran
Contact Position
0118 9714251
The Cedars School

Where to go

Cedars School
Church Road

Other Details


Table of costs
Table of costs
AmountCost Type

Inclusion Information

Dietary Needs

Has Provision

Childcare Information


Immediate vacancies
Date updated
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
2 3 5
2 5 7
2 8 +

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
Are you registered to provide 30 Hours?

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.00am 4.00pm
Tuesday 8.00am 4.00pm
Wednesday 8.00am 4.00pm
Thursday 8.00am 4.00pm
Friday 8.00am 4.00pm

School Pickups

Offers pickups

Local Offer

SEN Provision Type
Specific Literacy Difficulties, Speech & Language Difficulties, Moderate Learning Difficulties
Local Offer Age Bands
1 to 4

Early Years Private, Voluntary & Independent Settings

1: How does the setting identify children with additional needs or SEND?

As a small school with high teacher to children ratios we are able to closely monitor each child's progress on a daily basis. We can therefore identify any child who may be having more difficulty than expected with a certain area of the curriculum. Once we have identified this we would closely monitor the child's progress. Our information on each child is based on observations both in and out of the classroom, completed by experienced members of staff. In addition we establish baseline evidence when a child commences with us and then the Early Years Outcomes enable us to see if a child is in line with, above or below National expectations. Once we have identified that a child may have a difficulty we would arrange to speak to the child's parents or guardian. We greatly value the close working relationship we have with parents. Our parents/ guardians are welcome to come into their child's classroom and chat with staff in the morning. They can speak to staff at the end of the school day, arrange to meet or call the child's teacher or the Head Teacher at any time should they have a question or concern. We are proud to have an open school policy and parents/ guardians are encouraged to fully participate in their child's education.

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

If we believe a child would benefit from additional support, either within the classroom or on a 1:1 basis outside the classroom, we would first discuss our thoughts and plans with the parents/ guardian. The class teacher works closely with the person who has overall responsibility for monitoring any child who may have additional needs. This person is our SENCO, Special Educational Needs Coordinator. Additional support may be delivered by a specially trained Teaching Assistant or it may be delivered by the SENCO. How often this additional support is given depends on the level of needs. A child who is having slight difficulty with learning the phonic sounds may have additional help in class with a teaching assistant however, a child who has more severe learning difficulties may need twice weekly sessions with the SENCO. 

3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?

As a a small school we are able to adapt the Early Years Foundation stage to meet each child's needs, ensuring that they are secure at one level before moving to the next. We encourage each child to be independent as soon as possible whilst offering support where it is important for correct development. The class teacher carefully monitors progress and adapts the curriculum to meet an individual child's needs. This is done by a constant cycle of assessing, through observations and then to careful planning. If, after speaking to a child's parents we all believe that a more individualised approach would best provide a child with the educational opportunities to make the most progress and attain their potential, an Individual Play or Learning Plan would be put in place.

4: What teaching strategies does the setting use for children with additional needs or learning difficulties?

In the classroom there are many ways in which we help our children learn and understand. We have a visual timetable so they can see what is going to happen during their day. We have many visual prompts to assist with the auditory information that our children will receive. We plan different activities which result in the same learning outcome so that children with different learning styles can all access the curriculum equally.

5: What additional support does the setting provide for children with additional needs or SEND?

We have a variety of programmes designed to help our children. Some of our children may have speak and language difficulties or auditory difficulties, and we have lots of different activities that we can do with them to help target their specific area of difficulty. If we believed that your child would benefit from additional support services, for example a professionally trained Speech and Language therapist or an Educational Psychologist, we could consult with the child's parents/ guardian so that this expert advice can be sought. If a child undertakes professional testing, a report will be generated and the class teacher, SENCO, the child and their parents/ guardians will meet to work out how best to implement any recommendations. These recommendations are then closely monitored and assessed and changes made if required. At all times parents are kept up to date with what is happening to their child, their views are sought and taken into full consideration.

6: How will the setting monitor my child's progress and how will I be involved in this?

In addition to parents being welcome to talk about their child at any time, we also have regular parent meetings for all our children. If a child has an Individual Learning or Play plan then regular, termly meetings are scheduled to discuss progress and work out the best way forward. The Early Years Goals are updated regularly (at least every half term) so that plans for further learning can be out in place. We encourage our children to have a 'say' in their education and their views are sought, using child centred approaches to work out how they feel about school, their work and friendships.

7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?

We are a very warm, caring school with a strong family atmosphere where, not only do staff care for the children but the children 'look out' for each other. All of our activities take account of the needs of every child and we would only organise outings and activities that would enable each child to take part. This may mean that we have to take additional staff or specific select routes. Parents know our ethos and we would tell them if we had to make any special arrangements e.g providing 'ear defenders' for a child who may not like the load noise in a theatre setting. When a child starts with us we invite parents to tell us about their child with particular note regarding how they might behave or react in situations outside school.

8: How accessible is the building for children with mobility difficulties / wheelchair users?

In terms of the physical aspects of the building, the school has two floors with the upstairs only accessible by stairs. downstairs is readily accessible by all. If a child is unable to access the upstairs we would ensure that all lessons and activities for that child would take place downstairs.

9: How will you support my child's transition to a new setting or school?

As children progress to secondary school age, we have ongoing conversations with the parents/ guardians about their child's future needs. Once we know which secondary school a child will attend, we ensure that all reports, tests and other information are forwarded to the new school. Our SENCO would contact the SENCO in the new school to discuss the child and their needs. Our SENCO is happy to visit the new school if parents request this.

10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

We constantly monitor our performance in terms of providing the correct support for children with SEND. Our SEND policy is on the website and a paper copy is also available. Parents know that we have an Open School policy and that we are open to discussion regarding our policies and procedures. There are ongoing assessments to ensure that our children are meeting targets and are making, as a minimum, expected progress. Parents meet class teachers and the SENCO regularly and they are most welcome to speak about any aspect of the school's policies, their child's need and/or progress.

11: Who should I contact if I am considering registering for a place at the setting?

We would be delighted to answer any questions you may have about The Cedars and you can do this by phone at 01189 714 251 or email You will find many of our policies on our website at

If you would like to visit us, please either come along to an Open Morning (details are available on the website) or contact us to arrange a more convenient time to suit you.

12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

We have a strong relationship with our parents and invite them to comment about any aspect of the school, in whatever light, at any time. We have many very positive comments that can be found on the website and our parents are always happy to chat to prospective parents to give their views about the school. We invite parents to take part in questionnaires and we have a Parent Forum each term at which parents are able to discuss any aspect of school life.

A member of staff welcomes parents into school each morning and is able to pass on any information to relevant members of staff and to me, the Head Teacher, Jane O'Halloran. We respond quickly to any request for information, requests to meet with class teachers or the Head. Should a parent have a complaint then we hope that this could be dealt with swiftly and informally however, where the parent/ guardian is not entirely satisfied with the outcome the school has a Complaints Procedure.

West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.

Back to top of page