Brightwalton C.E. (VA) Primary School

Brightwalton C.E Primary is a small rural school in the middle of the village of Brightwalton, set high on the Berkshire Downs, close to the borders of Wiltshire and Oxfordshire. The school offers an education inspired by Christian values. We believe everyone is precious in the sight of God and value the gifts they bring. Seeking to develop a love of learning, we place equal importance upon academic, moral, social, physical and spiritual development. Together with our families and the community, we aspire to offer an education which will best prepare the children for the opportunities, experiences and responsibilities of our changing world.

Who to contact

Telephone
01488 638337
E-mail
office@brightwalton.w-berks.sch.uk
Website
Brightwalton C.E. (VA) Primary School

Where to go

Address
Common Lane
Brightwalton
Newbury
Berkshire
Postcode
RG20 7BN

Time / Date Details

When is it on
Term Time
Time of day
Afternoon
Morning
Lunchtime

Other Details

Availability

Age Ranges
4-11

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

School Pickups

Offers pickups
Schools
Brightwalton C Of E Primary School

Local Offer

Description

Brightwalton C.E Primary is a small rural school in the middle of the village of Brightwalton, set high on the Berkshire Downs, close to the borders of Wiltshire and Oxfordshire. The school offers an education inspired by Christian values. We believe everyone is precious in the sight of God and value the gifts they bring. Seeking to develop a love of learning, we place equal importance upon academic, moral, social, physical and spiritual development. Together with our families and the community, we aspire to offer an education which will best prepare the children for the opportunities, experiences and responsibilities of our changing world.

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?
  • information from parents
  • referrals from previous settings
  • on going observations
  • information from staff
  • school based screening tools
  • in-school assessment
  • whole school monitoring of assessments
  • information from external advisers/professionals
1.2: What should I do if I think my child has SEND?

In the first instance, speak with the child's Class Teacher who will refer the concern on to the Special Educational Needs Co-ordinator (SENCo)/Headteacher (HT) as appropriate.

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 takes overall responsibility for planning and reviewing a child's education programme. The SENCo may support with this.

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • regular meetings, including parents' evening meetings
  • Support and Achievement Plans (SAPs)
2.3: How will the school balance my child's need for support with developing their independence?

The school has a long term vision for all children to be independent, such that they can cope with the next stage of their learning. There are a wide range of learning opportunities for all children and all staff work towards developing children's independence.

2.4: How will the school match / differentiate the curriculum for my child's needs?
  • individual needs within the context of the school will be identified
  • usual class differentiation applied
  • advice from appropriate professionals considered
  • Class Teacher planning
  • alternative approaches adopted if required
  • specifc work set if needed
  • on occasion alternative provision may be made
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?
  • good teaching practice
  • strategies/programmes known to be effective
  • strategies recommended by other appropriate professionals
2.6: What additional staffing does the school provide from its own budget for children with SEND?

The budget is deployed to best meet the needs of all children, within the constraints of time and staff training/availabilty. at the time of writing, we have qualified teachers, a SENCo, a trained Higher Level teaching Assistant (HLTA),Teaching Assistants (TAs) and a trained Emotional Literacy support Assistant (ELSA) on the staff.

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
ELSA - Emotional Literacy support for self personal, social and emotional needs - this takes a variety of forms and can be 1:1 or group One to one
SNAP on to Maths - individual Maths programme One to one
SPRINT - intensive Reading/Writing programme One to one
Structured Reading Programme One to one
Attack - structured spelling programme Small group
Precision Teaching (Maths or English) - highly structured sessions of overlearning very specific skills/knowledge One to one
2.8: What resources and equipment does the school provide for children with SEND?

We provide resources and equipment deemed appropriate by the school to meet individual needs. This will include physical resources, specific equipment and/ or software.

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

The school follows the guidance on the DfE Statutory Assessment Access Arrangements website.

If the child meets the criteria, the school will make a submission - if that is approved, the school will provide what is required.

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 will monitor through

  • on going observations
  • school based screening/assessment tools
  • in-school assessment
  • tracking information
  • whole school monitoring of assessments
  • information from external advisers/professionals

You will be involved through parents' evenings, review meetings and other ways as appropriate.

 

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

Class Teachers will review curriculum progress and set new targets on a regular basis. These will be shared with parents in terms of expected outcomes. SAPs will also be reviewed with parents and new targets/provision set.

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?

Appointments to meet with the Class Teacher/SENCo can be made throught the school office.

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

The children bring home a reading/homework diary on a daily basis.

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

Research shows that children whose parents show a positive attitude towards the school and become involved in the children's learning at home generally develop a positive attitude towards learning and thus make better progress. Taking an interest in your child's homework, reading to them daily, talking with them about things they are interested in and encouraging them to practise their reading skills by listening to them read/questioning them about what they have read on a daily basis will all support your children's learning in school.

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?

We offer regular support events for parents, eg information sessions on Phonics, Reading, Maths etc

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

The Class Teacher will talk to the child about their learnng and also specificlly seek their views on these areas when they review the SAP

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

None

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?
  • monitoring pupil progress data
  • pupil progress meetings
  • monitoring SAP targets

Parents and pupils can take part in this through SAP reviews and/or parent 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?

All staff work to promote the emotional and social development of children with SEND. In addition, ELSA support is provided when it is available and depending on priority of need. The school also has access to further support from the West Berkshire Mental Health Academy.

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?

We use a consistent approach to positive behaviour management and involve the family at the earliest possible stage. As with any other need, children are scaffolded to be successful. Our ELSA can also play a vital role with this.

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

Basic medical needs are provided by staff with first aid training. Epi pen training is updated regularly and  training for some specific emegency medicines that can be administered by a non-specialist may be taken if the school deems it appropriate.

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

Medicines are administered  in line with our First Aid Policy.

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

Appropriate support is given, depending on needs. The school is developing a personal care policy.

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 uses local services as it deems necessary

  • Cognition and Learning Team
  • Educational Psychologist
  • West Berks Behaviour Support Team
  • Speech and Language Therapist
  • Occupational Therapist
  • ASD advisory staff
  • Mental Health Academy
  • Consortium (for sensory impairment)
  • GP
  • School Nurse
  • etc
5.2: What should I do if I think my child needs support from one of these services?

Talk to the school in the first instance - usually the Class Teacher.

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

These are accessed through the Local Authority

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?

Talk to the school in the first instance - usually the Class Teacher.

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

This is done through the Local Authority.

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

Various training is provided to meet a range of needs, from specific support with writing SAPs, managing individuals and supporting more common needs, through to specific training as required. It is provided within school or an external provider such as the Teaching Alliance or Local Authoirity.

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

As above and training for specific programmes as deemed necessary.

6.3: Do teachers have any specific qualifications in SEND?

No

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

Only specific programme training.

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 reasonable adjustments will be made to try to include children with SEND in all out of school activities and trips.

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

Parents are involved in joint risk assessment planning.

8. Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • single storey building
  • suitable doors
  • Accessible W.C.
8.2: Have adaptations / improvements been made to the auditory and visual environment?

SMART boards can be 'zoomed' to enlarge and volume increased.

8.3: Are there accessible changing and toilet facilities?

Accessible toilet

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • following advice from professionals
  • asking the child how accessible they find them
  • using available guidelines
8.5: How does the school communicate with parents / carers who have a disability?

We aim to use the parents/carers' preferred method of communication wherever possible. Where this is not possible suitable alternatives are sought.

8.6: How does the school communicate with parents / carers whose first language is not English?
  • Use of the Local Authority English as an Additional Language (EAL) Service
  • aim to offer an interpreter if available
  • encourage parent/carer to bring aomeone with them to translate
  • translate written communications into the home language where possible
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?
  • meetings with parents/carers as necessary
  • transition activities and visits for your child
  • home visits by staff to your home
  • visits by staff to the child's existing setting
  • information sessions for parents/carers
  • school will seek necessary advice and training
  • risk assessments as necessary
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • transition activities and events
  • ELSA programme if necessary
  • personalised programmes for children identified by school as needing them
9.3: How will my child be prepared to move on to his or her next school?

As above

9.4: How will you support a new school to prepare for my child?
  • clear handover information
  • school to school staff meetings
  • additional contact if required eg SENCo visits
9.5: What information will be provided to my child's new school?
  • usual pupil file information
  • assessment data
  • SAPs
  • Current provision
  • current outside agency reports
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 Class Teacher

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

No

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

The appropriate person - Class Teacher/SENCo/HT/office staff will sign post as needed.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Parents' Evening meetings
  • Report Card Slip
  • Annual Report Slip
  • Parent Questionnaires
  • Appointments with Class Teacher/Headteacher
  • Complaints Policy

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