Mortimer St John's C.E. (VC) Infant School

Coronavirus status: OPEN

Alternative provision during COVID-19: Mortimer St Mary's Primary School

Welcome to our School.  Mortimer St John’s provides an education based on Christian principles, which develops the values of courage, service and hope. 

We want every child to feel happy and secure.  We provide a stimulating learning environment for children to realise their full potential, academically, socially, emotionally and morally.  The education of young children is a joint process with parents, carers and teaching staff working together.  Never hesitate to contact us for any query, large or small.  All school policies are available upon request.

Mortimer St John’s is a Voluntary Controlled Church of England School serving the village of Mortimer and the surrounding local areas.  There are six class – two Foundation Stage (Butterfly and Rabbit), two Year One (Badger and Deer) and two Year Two (Fox and Hedgehog).  The original Victorian school was built in 1889 with later additions to the building.  Mortimer St John’s is set in the heart of the village, next to St John’s Church and opposite the village green – known locally as the Fairground.  We are a focal point of the village and proud to play an important role in the life of the community.

Our children come from various Nursery and Pre-School settings, including Mortimer Pre-School, Rainbow Montessori, Little Tots Montessori and Jubilee Gems and Jubilee Day Nursery.  A large majority of our children move onto Mortimer St Mary’s CofE (Voluntary Aided) Junior School, but this is not automatic.  We pride ourselves on the close links between the two village schools.

OUR VISION

Our vision is built on developing the values of courage, service and hope.

Share Your Light
Impartias Lucem Tuam

Who to contact

Contact Name
Claire Peters
Contact Position
Office Manager
Telephone
0118 933 2242
E-mail
officemsj@mortimerschools.org
Website
Mortimer St John's C.E. (VC) Infant School
Facebook
https://en-gb.facebook.com/pages/category/Elementary-School/Mortimer-St-Johns-CE-Infant-School-1709316682633100/

Where to go

Name
Mortimer St. John's CE Infant School
Address
West End Road
Mortimer
Reading
Berkshire
Postcode
RG7 3SY

Childcare Information

Vacancies

Immediate vacancies
Date updated
30/04/2020
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

Waiting List

Do you have a waiting list?
No

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday
Tuesday
Wednesday
Thursday
Friday

Local Offer

Description

Welcome to our School.  Mortimer St John’s provides an education based on Christian principles, which develops the values of courage, service and hope. 

We want every child to feel happy and secure.  We provide a stimulating learning environment for children to realise their full potential, academically, socially, emotionally and morally.  The education of young children is a joint process with parents, carers and teaching staff working together.  Never hesitate to contact us for any query, large or small.  All school policies are available upon request.

Mortimer St John’s is a Voluntary Controlled Church of England School serving the village of Mortimer and the surrounding local areas.  There are six class – two Foundation Stage (Butterfly and Rabbit), two Year One (Badger and Deer) and two Year Two (Fox and Hedgehog).  The original Victorian school was built in 1889 with later additions to the building.  Mortimer St John’s is set in the heart of the village, next to St John’s Church and opposite the village green – known locally as the Fairground.  We are a focal point of the village and proud to play an important role in the life of the community.

Our children come from various Nursery and Pre-School settings, including Mortimer Pre-School, Rainbow Montessori, Little Tots Montessori and Jubilee Gems and Jubilee Day Nursery.  A large majority of our children move onto Mortimer St Mary’s CofE (Voluntary Aided) Junior School, but this is not automatic.  We pride ourselves on the close links between the two village schools.

OUR VISION

Our vision is built on developing the values of courage, service and hope.

Share Your Light
Impartias Lucem Tuam

Contact Name
Gemma Rook (SENCO)
Contact Telephone
0118 9332242
Contact Email
officemsj@mortimerschools.org
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
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 Mortimer St John’s we work  hard to identify children who have a Special Educational Need 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.

Liaise with the Early Development and Inclusion Team.

Assessment and monitoring arrangements that the school has in place for all children.

Children performing below age related expected levels.

Concerns raised by parents/carers via discussion with staff.

School's internal observations and assessments or advice given by external agencies e.g Speech and Language Therapy, Educational Psychologist, Sensory Consortium.

Observations and concerns between staff and the Special Educational Needs Coordinator (SENCO) affecting a child’s attainment and/or well being.

Medical diagnosis by a paediatrician.

At Mortimer St. John's we support children who have a range of Special Educational Needs including: autism, hearing impairment, visual impairment, specific learning difficulties, physical difficulties and behaviour, emotional or social difficulties.

A child is deemed to have a Special Educational Need or Disability when additional strategies and support, beyond that of the class, need to be provided in school because their ability to learn is adversely affected by:

  • Behavioural or social issues
  • Significant difficulties with reading, writing or maths
  • Poor understanding
  • Poor concentration or working memory difficulties
  • Physical needs or impairments

Further information about SEND at Mortimer St. John's can be found by accessing our Special Educational Needs Policy which can be viewed in the policy section of the school website.

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

Talk to us – contact your child’s class teacher or SENCO or Headteacher.  We pride ourselves on our open door policy and seek to establish positive, 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 SENCO oversees all support and progress of any child across the school requiring support which is additional to or different from the usual provision.  This is discussed with the class teacher and the reason for the intervention and support being offered to pupils in their class and why it is necessary, is understood by all parties.

The class teacher will oversee, plan and work with each child with SEND in their class to maximise progress in each area.

There may be a Teaching Assistant (TA) working with your child either individually or as part of a group; if this is seen as necessary by the class teacher. The regularity of these sessions will be explained to parents when the support starts.

More detailed programmes of support may sometimes be provided by external agencies

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 Parent’s evening) to discuss your child’s needs, support and progress.  During these meetings, appropriate targets and strategies will be discussed, which will in turn be included on the Support and Achievement Plan (SAP).

Children with an EHC plan have annual reviews to which parents, teachers, external professionals and the Local Authority are invited.  A copy of the record of review is then sent to all those attend this meeting.

For further information the SENCO 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 TA in the class, school uses a variety of strategies to develop children’s independence in their learning. For example, all children are encouraged to take responsibility for their own belongings and resources. Additional resources may be provided to support independence in tasks such as concrete resources in mathematics.  The schools Learning Gems also provide clear guidance and encouragement for children to show their independence.

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

All pupils in our school benefit from a range of teaching and learning styles and a stimulating curriculum. Where gaps in learning or special needs or disabilities have been identified, the provision is personalised in order to meet the needs of the child through:

  • work that is differentiated at a more appropriate level, including homework if appropriate.
  • the use of additional resources to support the successful completion of tasks.
  • a wide range of visual prompts and support.
  • additional adult support.
  • additional intervention where appropriate
  • opportunities, where necessary, to regulate alertness through movement/sensory breaks.
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 including catch up, small group support, one to one support.

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 high level teaching.

Children who need provision that is different from or additional to class provision will have their support outlined in a Support Achievement Plan (SAP).

SAPs for pupils will detail:

Outcomes that are set for the pupil. These will be specific,  measurable, achievable, realistic and time related (SMART).

Strategies and programmes to be used.

Success criteria.

When the Plan is to be reviewed.

Role of the parent and child as well as their views.

School will use the knowledge and expertise of external professionals, where needed, to support the children in class.  Any training for staff, additional resources or advice from external professionals will be followed. 

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

We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.

We have a team of TAs who are funded from the SEN budget and support children both in class and with specific programmes designed to meet children’s needs.

The budget is allocated on a needs basis. The children who have the most complex needs are given the most support often involving a TA.

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.

We  have a trained Emotional Literacy Support assistants (ELSA) who support children with their emotional wellbeing.

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
The following interventions may be used within the school. The support is carefully targeted with criteria to access the interventions and plan an individual program. One to one
Catch Up One to one
ELSA - 1:1 support or small group. Small group
Precision Teaching One to one
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 where needed.

School will use the advice of external professionals to provide specialist resources or equipment as needed. This may include:

  • Literacy equipment e.g. coloured overlays, coloured paper and coloured square paper.
  • Equipment to support social skills e.g. social stories, co-operative games, Transporters DVD, a range of books
  • Fine motor equipment e.g. sloped surfaces, pencil grips, triangular pencils
  • Gross motor skills equipment e.g. sit and move cushions, balance boards, pull along trolley
  • Sensory equipment e.g - fiddle toys, large bean bags, tents, weighted blanket, weighted toys, weighted jacket

 

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

Specific access arrangements can be made to enable children to access national tests and examinations.  The SENCO will make children and parents aware of this where necessary.  Pupils may not be required to take statutory tests if they are working significantly below the age range of the tests themselves.

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

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 or SENCO and discuss your child’s progress. 

The progress of SEND children is also monitored through the use of a Support and Achievement Plan (SAP). Where appropriate, the children are also involved in discussing and reviewing their targets.

We can offer advice and practical ways that you can help your child at home.

The class teacher will meet with parents at least on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.  Targets will be set in agreement with both parents and class teachers.

Children will be given the opportunity to give their views on their learning and their targets.

Children with an EHC will have additional review meetings.

The governor responsible for SEND meets termly with the SENCO in order to discuss SEND outcomes and is involved in planning and development. Individual children are not discussed and confidentiality is maintained at all times.

The school governors will ensure that:

  • They are familiar with the SEN policy.
  • The necessary provision is made for any pupil who has special educational needs
  • They report to parents on the implementation of the school’s policy for inclusion and Special Educational Needs
  • They have regard for the new SEND Code of Practice and the Disability Rights Code of Practice for Schools
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. 
This is discussed and reviewed with parents on a termly basis and parents are given a copy of the SAP.

Externals professionals eg. Speech & Language, Special Needs Support Team, Occupational Therapy may contribute to these targets.

If your child has complex SEND they may have an EHC Plan, which means that a formal annual meeting will take place to discuss your child’s progress and a report will be written.

Information about effort and progress is also given at each parent/class teacher consultation meeting. These happen on a termly basis.

Written annual reports to parents are sent in the summer term and there is an opportunity for parents to record their feedback and return it to school.

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 SENCO and discuss your child’s progress.

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

We use a range of strategies to enable effective communication with parents, these may include:

  • the school website
  • newsletters
  • emails
  • curriculum information
  • home/school contact book
3.5: How can I help support my child's learning?
  • Parents are welcome and encouraged to attend meetings with external professionals eg. Educational Psychologist, ASD support teacher, to hear their advice in order to support their child’s learning at home and school.
  • A child with a SAP will have strategies/targets for parents to support their child at home.  Your child may have additional homework to support them with their learning.
  • Expectations for home/school learning are set out in our home/school agreement.
  • Regular paired reading with your child will foster their enjoyment of reading.
  • Positive support with other homework is always encouraged.
  • Teachers run Parent Workshops to share the learning expectations for the year group and give ways in which parents can support their children 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?
  • Child specific needs can be discussed with the Class Teacher.
  • The school may be able to sign post parents to specialist courses. 
  • The school offers a variety of learning workshops for parents to attend.
  • Parent Sharing events- We invite parents in to school at the end of most projects so the children can share their learning.  This gives children and teachers the opportunity to share a range of different aspects of the learning that has taken place over the course of the term. 
3.7: How will my child's views be sought about the help they are getting and the progress they are making?

 

  • Your child’s views will be sought in completion of the SAP.
  • Pupil questionnaires are completed throughout the school year to gain the children’s thoughts on a variety of different topics.
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?

As a school we measure children’s progress in learning against age related expectations using the National Curriculum objectives and the Early Years Foundation Stage Curriculum.

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, using a variety of different methods.

Children who are not making expected progress are picked up through meetings with the Class teacher, SENCO 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.

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.

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 wellbeing.
  • 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 SENCO for further advice and support. This may involve support through appropriate small group or 1:1 interventions or staff working alongside outside agencies such as Health Services, Therapeutic Thinking Intervention Team or Social Services.
  • Personal achievement both in school and at home is valued and celebrated. Regular celebrations take place within school to raise the profile of individual personal achievements.
  • The school also has two Emotional Literacy Support Assistant (ELSA) who work with vulnerable children under the direction of the SENCO.
  • Children with severe allergies or medical conditions have care plans and their photos and medical information is distributed in appropriate areas around the school so all staff are aware of their needs.
  • Additional transition visits are given to identified children both when starting school and when moving onto their next school at the end of Key Stage 1.
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 Behaviour Plan (IBP) 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 to the Head teacher and concerns will be discussed with the Educational Welfare Officer.
  • Advice is sought from the Therapeutic Thinking Intervention Team to support children with their behaviour as necessary.
  • Advice may also be sought from additional external professions that are involved with the child.
  • Parents will always be informed of any behaviour that is deemed unacceptable and invited to discuss ways to support their child both at school and at home.
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 is 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. Medicines need to be clearly labelled with the child’s name and stored in an appropriate place.  Some medication is kept in school for the year, such as epi pens and inhalers, in the child’s classroom to use as required.  Class teachers will be responsible for administrating the medicine and completing the paperwork.

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 an agreement that there is a need. These may include the Educational Psychologist, Occupational Therapist, Therapeutic Thinking Intervention Team, Speech and Language Therapist, Specialist Teacher Advisors, Sensory Consortium, CAMHS, paediatricians, school nurse, social services. However, access to external professionals is limited and appointments will be prioritised on a needs basis. 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?

Talk to your class teacher who will consult with the SENCO.  Each service has its own criteria for access but the SENCO is aware of these and will be able to offer advice to parents or carers.

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

A referral for these services is required initially.  Speech and Language therapy can be request by the school, GP or Health Visitor.  Occupational therapy and Physiotherapy, currently needs to be a direct referral from the GP.  Once a referral has been made the services will  arrange an appointment to assess the child in order to identify their areas of need.  A report will follow outlining findings from the assessment, giving the school and parents targets and activities in order to address these key areas.  If ongoing support is required, then the services will arrange further appointments to review the child’s progress.

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?

If you feel that your child requires the advice and support from one of these services then don’t hesitate to contact your child’s class teacher to discuss your concerns.  Alternatively talk with your GP or Health Visitor as they too can help.

5.5: What arrangements does the school have for liaison with Children's Social Care services?
  • The school works closely in partnership with our colleagues in Children’s Social Care, particularly in the areas around safeguarding, where our two agencies cooperate regularly sharing information guidance and support.
  • Looked After/Foster children are supported in school by the Local Authority Children’s’ Social Services (LACES) Team.
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.
  • School has a continued professional development programme which actively targets the specific SEND needs of the current school community.
  • The SENCO receives regular ongoing training through the Local Network meetings and workshops in addition to specific courses.

 

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 in meeting the SEND needs of the children. This may be provided in school by the CALT, Educational Psychologist or other professionals. Courses such as Catch Up reading and Precision Teaching may be attended.
  • To deliver accredited programmes staff will be appropriately training.

 

6.3: Do teachers have any specific qualifications in SEND?

School endeavours to ensure that teachers are appropriately trained and have sufficient experience 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 and have sufficient experience to support the needs of the children in their class.

Specific qualifications in SEND might be:

  • Emotional Literacy Support Assistants
  • Catch Up Literacy Intervention Programme.
  • HLTA
  • Precision Teaching
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?

In accordance with the Equality Act 2010, 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 may liaise with parents to explore the effective strategies used at home.  For example, this may be supported by a social story.

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

The majority of the school site is wheelchair accessible with a disabled toilet.  The school is all on one level with some ramps. The School Assess Plan is available on request

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

Some classrooms have adaptations for the hearing impaired.  The school has an environmental audit to support children with visual impairments.  Further adaptations to the school environment will be completed with support from the Sensory Consortium as required.

8.3: Are there accessible changing and toilet facilities?

The school has a disabled toilet.

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

The school has an Accessibility Plan which incorporates a focus on improving the physical environment of the school for the purpose of increasing the extent to which pupils with disabilities are able to take advantage of education, benefits and facilities offered by the school. The school works closely with parents/carers and professionals to ensure provision and support is put in place for all children.

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

The school would work with parents to ensure that all parents have access and can communicate effectively with the school. For example,

  • We are happy to make separate appointments to avoid busy times in the school building.
  • Parents can contact us by phone for consultations or request that we contact them by phone
  • Email messages can be sent to hearing impaired parents or carers.
8.6: How does the school communicate with parents / carers whose first language is not English?

We liaise with the Ethnic Minority and Traveller Achievement Service (EMTAS) 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?
  • We invite 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 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 offer a series of coffee morning visits to identified families prior to starting school.
  • A meeting with the SENCO can be arranged to discuss concerns and provision.
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, both to support the teachers understanding the needs of their new pupils or to support the children to ‘get to know’ their new teacher.  Activities might be additional story times with their new teacher in their new classroom, circle times to discuss their worries or answer any questions or 1:1 time between class teachers and particular children with SEND. .
  • Class teachers will always spend time with the previous class teacher discussing their new pupils.  Class teachers will always read reports written by external professionals to support the children in their class.
  • There are opportunities for parents to meet their child’s new class teacher.
  • We write social stories with children if transition is potentially going to be difficult.
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.
9.4: How will you support a new school to prepare for my child?
  • All children are offered a range of transitional activities throughout Year 2 to support the children moving onto Mortimer St. Mary’s Junior School.  If children do not go onto to Mortimer St. Mary’s we will work with the child’s new school to ensure they have a smooth transition.
  • We plan additional transitional activities/visits to support identified children.
  • We write social stories with children if transition is potentially going to be difficult.  Additional ELSA sessions can be used to support children if needed.
  • We liaise closely with staff when receiving and transferring children from/to different schools/settings ensuring all relevant paperwork is passed on and all needs are discussed and understood.
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.

Information that may be passed on might include:

  • SEND records and current provision information.
  • Results of statutory tests and assessments.
  • Written 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?
  • First point of contact would be your child’s class teacher to share your concerns.
  • You could also arrange to meet the school SENCO, Mrs Gemma Rook.  She can be contacted through the school
  • You could look at the SEN policy on our website.
  • Contact IPSEA (Independent Parental Special Education Advice) - ipsea.org.uk/
  • Contact SENDIAS - westberkssendiass.info/en/Main_Page.  This is the West Berkshire Special Educational Needs and Disabilities Information and Advice Service.

 

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

School has two trained Emotional Literacy Support Assistant (ELSA) who are able to offer support for both children and their 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 sign post parents to a variety of agencies.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Parent views are sought through annual parent questionnaires, disability discrimination questionnaire, annual report slips, as well as both formal and informal parental discussions of children’s progress.
  • Should a concern not be satisfactorily resolved the school’s complaint procedure can be accessed from our school website.

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