Curridge Primary School

Last updated: 05/11/2021

We are all very proud of our school. It is safe, respectful and supportive and we warmly welcome children into a friendly and caring environment. To ensure that each child enjoys their learning journey with us, a committed and dedicated group of staff provide a wide variety of stimulating curriculum opportunities. In addition, a rich menu of extra-curricular activities encourages children to continue their learning beyond the school day. We aim to create an environment where all achievements and talents are recognised and celebrated so that children develop as well-rounded, confident, independent learners.

Who to contact

Contact Name
Mrs Debs Tully
Contact Position
School Secretary
Telephone
01635 200486
07936 045797 Woodlands Club during sessions
E-mail
office@curridge.w-berks.sch.uk
Website
Curridge Primary School

Where to go

Address
Curridge
Thatcham
Berkshire
Postcode
RG18 9DZ

Other Details

Availability

Age Ranges
4-11
Other notes

Woodlands Club at Curridge Primary School

Woodlands Club provides before and after school care for children at Curridge Primary School. The club is managed and run by the school, and offers a variety of creative activities including outdoor play in our lovely school grounds. Woodlands Wake-Up Club is open five mornings a week during the school term and runs from 8.00-8.45am. Breakfast of cereal, toast and fruit is offered daily but children may bring their own packed breakfast, or eat at home before the club. Woodlands After-School Club is open from 3.15-6.00pm Monday to Thursday. Parents are asked to provide a snack/packed tea for children attending the After-School Club. Bookings can be made in advance (half termly or longer) or at short notice, subject to places being available.

Childcare Information

Vacancies

Immediate vacancies
Details
Places are currently available in years R, 1 and 6.
Date updated
16/07/2020
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
4 4 years 5 years
2 5 years 6 years
1 10 years 11 years

Funded Places

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:00 18:00
Tuesday 08:00 18:00
Wednesday 08:00 18:00
Thursday 08:00 18:00
Friday 08:00 18:00

School Pickups

Offers pickups
Schools
Curridge Primary School
Details
For Breakfast and After School Club

Local Offer

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?

In line with the 2014 Special Educational Needs and Disabilities (SEND) Code of Practice, Curridge Primary School recognises that children have a learning difficulty or disability if they have a significantly greater difficulty in learning than the majority of others of the same age, or have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools.

Early identification of special educational needs and disabilities is vital to enable children to make the best possible progress. We have good links with local nurseries and schools in order to identify and make supportive transition arrangements for all children with SEND before they join our school. Where children join our school from further afield we endeavour to contact each nursery or school so that information is shared quickly for the benefit of the child.

Rigorous whole-school monitoring, including baseline entry assessments, is in place for all children. This enables us to identify any child whose attainment, or progress, falls outside age appropriate expectations. We do not assume that the attainment of children with SEND will be below age appropriate levels however and we will raise concerns about any child’s emerging learning and development needs. Where appropriate, and where assessment criteria are met, we will involved external agencies to identify any SEND needs.

We also recognise that families know their child best and will endeavour to address concerns about any child’s development, whether raised by parents or carers, or the child themselves. Where concerns are raised, we work with children, parents and carers to identify needs and introduce effective provision. The purpose of any identification of special educational needs or disabilities is to help us work out what action we need to take to best support your child and your family.

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

If you have any concerns about your child please arrange an appointment with your child’s Class Teacher. You may also wish to make an appointment with the Inclusion Leader.

If your child has not yet joined Curridge Primary School please contact us as soon as possible so that we may begin to support your child, and your family, with the transition to our school.

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?

Class teachers are responsible for planning the education programme for every child in their class. All pupils, including those with SEND, have access to a broad and balanced curriculum, that is relevant and demonstrates coherence and progression in learning.

The Inclusion Leader is responsible for coordinating day-to-day provision for pupils with special needs. The Headteacher has responsibility for the management of all aspects of the school’s work, including provision for pupils with SEND. There is also a named Governor with responsibility for SEND and Inclusion. The Governing Body as a whole ensure that high quality provision is made for all pupils.

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

Partnership with parents and carers plays a key role in enabling children with SEND to achieve their full potential. Curridge Primary School recognises that parents and carers hold key information; they have knowledge and experience to contribute to the shared view of their child’s needs, and the best ways of supporting them. Where information is being gathered to make an identification of SEND parents are involved to help us gain a good understanding of their child’s areas of strength and difficulty and agreed next steps. Where it is decided that a child has SEND, parents and carers are informed.

Support and Achievement Plans (SAPs) are drawn up for every child who is identified as having SEND. These plans detail adjustments, interventions and support which will enable children to make progress and close any gaps with peers. Plans are drawn up with parents and carers, and the involvement of the child. SAP Meetings to review impact and plan next steps are held with parents and carers, class teachers and the Inclusion Leader, in addition to Parent Teacher Meetings.

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

Children with SEND are supported by additional resources and staffing as appropriate to ensure they benefit from the same educational experiences and activities as their peers. The aim of all additional support is to enable children to access learning independently and close any gaps with their peers. Children are supported to become familiar with school and intervention routines so that they may be as independent as possible throughout the day. We have well-developed transition arrangements to support children as they move through our school and on towards the next stage of learning.

Please be aware that where children are supported by additional adults we endeavour to make regular staffing changes to promote independence and avoid over-dependence on support from individual adults.

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

All pupils have access to a broad and balanced curriculum, which is relevant, and demonstrates coherence and progression in learning. Teachers differentiate and use a range of strategies to meet children’s needs. We have rigorous monitoring in place to identify and assess the learning and development needs of all children. Assessment information is used to make decisions regarding the needs of every child.

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?

Curridge Primary School believes that high quality teaching is the best way for all children to make progress. Inclusive teaching strategies are used throughout the school and may include: visual timetables, mind mapping, buddies, talking partners, social stories, seating adaptations, radio aids, coloured interactive white board backgrounds and reading filters, enlarged text and delivering instructions in small steps.

Curridge Primary School also works closely with external agencies including: Autism Advisory Teachers, Cognition and Learning Team, Educational Psychologists, Emotional Health Academy, Sensory Consortium, Speech and Language Therapy Service and the Therapeutic Thinking Support Team.

Wherever reasonably possible we implement strategies recommended by specialist agencies.

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

Teaching assistants are trained to lead interventions to enable any child working outside age appropriate expectations to close gaps with their peers. The school has a specialist Emotional Literacy Support Assistant (ELSA). The Inclusion Leader has dedicated non-contact time each week to support children with SEND.

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
Emotional Literacy Support Programmes One to one
Nurture groups
Speech and Language programmes
SPRINT (FFT) English intervention
Catch-Up reading intervention
Toe by Toe intervention
Acceleread Accelerwrite
Precision Teaching
SNAP mathematics intervention
Numicon mathematics intervention
2.8: What resources and equipment does the school provide for children with SEND?

Curridge Primary School has resources available to support children’s mild to moderate needs in speech and language, English and mathematics needs, in addition to specialist Emotional Literacy Support. Additional needs are supported as appropriate by supplementary resources following specialist external advice.

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

Key Stage One

Phonics Screening Check, Year 1

Children who have not shown any understanding of grapheme-phoneme correspondences, use British Sign Language, or are mute may be withdrawn from the phonics screening check. This decision will be made by the Headteacher in consultation with the Class Teacher, Inclusion Leader and the child’s parents.

End of Key Stage 1 assessments

Schools may make additional arrangements to support individual children to access the tests. Children who have hearing impairments may answer questions in their usual method of communication such as British Sign Language, or Makaton. Children with visual impairments may access the tests through enlarged text, or Braille, as appropriate. Children may also have additional time, take the tests in smaller parts and use a scribe, or a computer, to record their responses. All additional arrangements will be based on normal classroom practice for each child, and must never provide an unfair advantage.

Where children are unable to access the tests, they will be assessed on work completed throughout the year. This decision will be made by the Headteacher in consultation with the Class Teacher, Inclusion Leader and the child’s parents.

Key Stage Two

End of Key Stage 2 assessments

Children working below the level of the Key Stage 2 national curriculum tests are not required to sit the statutory tests.

Schools may also make additional arrangements to support individual children to access the tests. Applications may be made to enable children to have additional time, use a scribe, make a transcript of their writing, access tests via translations, or have compensatory marks applied. The additional arrangements will be based on normal classroom practice for each child, and must never provide an unfair advantage.

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

Curridge Primary School has rigorous tracking in place throughout the school to monitor every child’s progress, and ensure that every child makes the best possible progress.

SAPs are drawn up for every child who is identified as having SEND. These plans detail adjustments, interventions and support which will enable children to make progress and close gaps with their peers. Interventions are monitored by the Inclusion Leader to ensure that children make accelerated progress. Interventions are reviewed where children are not making accelerated progress.  SAP Meetings to review impact and plan next steps are held with parents and carers, class teachers and the Inclusion Leader.  

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

SAP Meetings to review impact and plan next steps are held with parents and carers, class teachers and the Inclusion Leader.  New targets are set at these meetings. Children's views of their aspirations, progress and needs are sought and also contribute to these meetings.

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?

SAP Meetings to review impact and plan next steps are held with parents and carers, class teachers and the Inclusion Leader, in addition to Parent Teacher Meetings.  At any other time, the school has an open door policy and all parents and carers have the opportunity to make an appointment with their child's Class Teacher or the Inclusion Leader.

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

Younger children have a reading record to communicate between home and school. Parents and carers of Early Years Foundation Stage and Key Stage One children are able to drop off and collect their children from within the school site and have daily contact with their Class Teacher. In all key stages, the school has an open door policy and all parents and carers have the opportunity to make an appointment with their Class Teacher or the Inclusion Leader. Parent communication slips are available in the school entrance to ask any questions, or request a phone call or meeting.

Weekly reminders and a message from our Headteacher are sent out by Parent Mail, or hard copy for parents and carers who do not have internet access.

Parent Teacher Meetings are held throughout the year and additional SAP meetings are offered to parents and carers of children with SEND.

Additional contact arrangements may be introduced according to the needs, and circumstances, of individual children.

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

Your child’s Class Teacher will set regular homework to reinforce learning in the classroom, as preparation for the next lesson or to extend their previous learning. We recommend that parents hear their children read aloud every day, including in Key Stage 2. SAPs address learning and development priorities for children with SEND and contain information on how parents can support their child to achieve their targets.

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?

Curridge Primary School holds regular information meetings to help parents support their child’s learning.

In addition we are able to signpost training and events, such as parenting courses, which are held by external agencies and volunteer groups throughout West Berkshire. Information about these courses is available on the school website, or may be sent by the Inclusion Leader to individual parents according to the needs of their child.

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

Curridge Primary School aims for children to be involved in decisions about their support and what they want to achieve. Children's views of their aspirations, progress and needs are sought for SAP meetings. Children are asked their views before beginning interventions, for example to find out about their confidence in a subject or areas where they would like support, and their view of their progress before an intervention ends.

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

This information is only applicable to secondary schools.

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?

Curridge Primary School evaluates the effectiveness of SEND provision through school self-evaluation and reporting activities such as data analysis and benchmarking; monitoring the quality of classroom practice and interventions; parental feedback and questionnaires; financial monitoring; monitoring of procedures and practice by the SEND and Inclusion Governor; an annual SEND review to set new targets for the School Development Plan; visits from Local Authority personnel and Ofsted inspection arrangements.

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?

The school has a whole-school Personal, Social, Health and Economic development curriculum that demonstrates coherence and progression in learning for all children. Curridge Primary School has a specialist Emotional Literacy Support Assistant to work with children for emotional, mental health or social reasons, and to develop self-esteem. Nurture groups are also available. Additional support may be introduced according to the needs of individual children.

For children needing extra social support, buddies may meet children at the school entrance & offer support throughout the day. During lunchtimes, our older children run lunchtime clubs and friendship support initiatives. 

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?

Curridge Primary School believes that good behaviour is an essential condition for effective learning to take place. The school's Positive Management of Behaviour Policy details how we support children to achieve good behaviour in our school. The policy is available on the school website. Good behaviour must be carefully developed and supported by schools; it is the responsibility of parents and carers to work in partnership with the school to help their children achieve good behaviour. Parents are requested to sign the school’s Home School Agreement as a commitment to support their child’s behaviour.

SAPs are drawn up for every child who is identified as having SEND. These plans detail adjustments, interventions and support which will enable children to make progress and close any gaps with peers. Plans are drawn up with parents and carers, with the involvement of the child. Where appropriate, Behaviour Support Plans (BSPs) are created (for children with or without SEND) for individual children who need additional support to achieve positive behaviours.

Curridge Primary School has a specialist Emotional Literacy Support Assistant to work with children with emotional, mental health or social reasons and to develop self-esteem. We also seek specialist external advice from the Emotional Health Academy and Therapeutic Thinking Support Team. Additional support would be introduced according to the needs of individual children.

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

The school has first aid trained staff, and staff are trained in the administering of Epipens. Staff are trained as appropriate according to the medical needs of individual children joining the school.

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

Medication is administered to individual children by the duty first aider. Parents are asked to complete and sign a permission form detailing the medication and dosage required. Details of the medication given are recorded by the duty first aider in the school medicines log.

Further information is available in the Supporting Children with Medical Conditions Policy. This is available on the school website.

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

Help with toileting is provided in line with our Intimate Care Policy. Support with intimate care is provided by a designated adult with an Intimate/Personal Care Plan drawn up for each child where appropriate.

Lunchtime assistants provide children with support to cut food where appropriate.  Additional support with eating, or other aspects of personal care, would be introduced according to the needs of individual children.

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?

Curridge Primary School is able to access, and works closely with external specialist services such as Autism Advisory Teachers, Child and Adolescent Mental Health Services (CAMHS), Cognition and Learning Team, Emotional Health Academy, Educational Psychologists, School Nursing Service, Sensory Consortium, Speech and Language Therapy Service and the Therapeutic Thinking Support Team. Please be aware that each service has its own assessment criteria prior to referral. Where the assessment criteria are met, specialist advice and support is always sought where appropriate for the benefit of each child.

5.2: What should I do if I think my child needs support from one of these services?

If you are concerned that your child may benefit from support from an external specialist service please speak to your child’s Class Teacher, or the Inclusion Leader.

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

Information about these services can be accessed via the CYPIT (Children and Young People's Integrated Therapies) service. Please follow the link http://www.berkshirehealthcare.nhs.uk/ServiceCatInfo.asp?id=128 or contact the Berkshire Healthcare Health Hub on 0300 365 1234.

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 are concerned that your child may benefit from support from an external specialist service please speak in the first instance to your child's Class Teacher, or the Inclusion Leader. Further information about speech and language therapy referrals and services can be accessed via the CYPIT (Children and Young People's Integrated Therapies) service. Please follow the link www.cypf.berkshirehealthcare.nhs.uk or contact the Berkshire Healthcare Health Hub on 0300 365 1234.

Further information about occupational therapy referrals for children with Education Health and Care (EHC) plans or a Statement of Special Educational Needs can also be accessed via CYPIT. If your child does not have an EHC plan or Statement of Special Educational Needs please discuss any concerns with your child's doctor.

Please contact CYPIT for further clarification regarding physiotherapy services and referrals.

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

Curridge Primary School is able to access Children's Social Care services through the Contact Advice and Assessment Service (CAAS).

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

Staff training is fundamental to ensure that all children achieve their full potential. The Headteacher, who is responsible for the Continuing Professional Development of all staff, and the Inclusion Leader plan training to raise the level of staff knowledge and expertise in SEND. In addition, further training may be organised in response to any identified needs of a particular child. External advice and training is sought whenever appropriate. Audits of SEND training needs are carried out by the Inclusion Leader and Headteacher.

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

Staff training is fundamental to ensure that all children achieve their full potential. The Headteacher, who is responsible for the Continuing Professional Development of all staff, and the Inclusion Leader plan training to raise the level of staff knowledge and expertise in SEND. In addition, further training may be organised in response to any identified needs of a particular child. External advice and training is sought whenever appropriate. Audits of SEND training needs are carried out by the Inclusion Leader and Headteacher.

6.3: Do teachers have any specific qualifications in SEND?

The Inclusion Leader has the statutory National Award for Special Educational Needs Coordination. This is a postgraduate level qualification.

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

Our teaching assistants are trained to deliver interventions throughout the school. Currently our teaching assistants are trained to deliver interventions in Emotional Literacy Support, Speech and Language Support, Catch Up reading, Sprint (FFT) literacy, Precision Teaching, Toe by Toe, Acceleread Accelerwrite, SNAP Maths and Numicon.

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?

Curridge Primary School is committed to ensuring that all its pupils take as full a part as possible in all aspects of school life. Risk assessments are carried out for all out of school activities and trips to keep all children and adults safe. Children with SEND are supported by additional resources and staffing as appropriate to ensure that they are able to benefit from the same educational experiences and activities as their peers. Personalised arrangements are dependent on the needs of each child and the demands of each activity, or trip.

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

Where personalised arrangements are required for children to access activities and trips, the Class Teacher and the Inclusion Leader will discuss plans for additional support with parents and carers.

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

Curridge Primary School continually seeks to improve access and facilities for all its pupils. There is a designated area for parking immediately in front of the school gates for children, or parents and carers, with mobility difficulties.  The main school building and modular building are both on one level. Although there is ramped access, both the external and internal doors are currently unsuitable for people with mobility difficulties and wheelchair users to use independently. The school grounds include a steep, wooded dip where children play under supervision at lunchtime. These grounds are not currently suitable for children with mobility difficulties and wheelchair users. The Early Years Foundation Stage garden has a sloped area which is covered with a rubber safety surface; this is also unsuitable for wheelchair use. The main school playground is tarmacked, level and fully accessible. If you are considering Curridge Primary School for your child we recommend that you visit us.

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

External doors and new fire exits in the modular building are fitted with visual identifiers and yellow handrails. Class teachers utilise coloured interactive whiteboard screens according to the needs of each class. We would endeavour to make further adaptations according to the needs of individual children following specialist external advice.

8.3: Are there accessible changing and toilet facilities?

There are accessible toilet facilities.

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

Curridge Primary School continually seeks to improve access and facilities for all its pupils, parents and staff. The Accessibility Plan states the school’s current priorities regarding improvements. The plan is reviewed every three years by the Governing body. It is available on the school website.

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

Partnership with parents plays a key role in enabling children to achieve their full potential. We endeavour to communicate with parents/carers who have a disability in the method of their choice.

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

Partnership with parents plays a key role in enabling children to achieve their full potential. Where parents are unable to communicate in English, we endeavour to communicate with parents/carers whose first language is not English in the language of their choice.

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?

All families are offered an initial tour of our school and all children are invited to attend transition visits before they join our school. 

In the Early Years Foundation Stage, the Early Years Leader endeavours to visit all children in their pre-school or nursery setting. All children are then invited to visit Rowan Class for two mornings in the summer term (with lunch on the second morning). An information meeting for parents is held at the end of the second visit. In Key Stage One and Two children are usually invited to visit for a morning and stay for lunch.

Additional arrangements, such as extra visits, social stories and meetings with class teachers and the Inclusion Leader are arranged according to the needs of individual children.

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

Curridge Primary School is a small, friendly community and children quickly become familiar with our school. We have well-developed transition arrangements to support children as they move through our school and ‘move-up’ days are held in the summer term. Additional arrangements, such as extra classroom visits, social stories and transition support from our Emotional Literacy Support Assistant are arranged according to the needs of individual children.

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

It is usual for all children to participate in ‘move-up’ days to their new school. Where children are moving to a local school, secondary staff visit Year 6 and the children have the opportunity to ask questions about their new school. Member(s) of the Inclusion Team from the secondary school are included in that visit as appropriate. Additional arrangements, such as extra visits, social stories and transition support from our Emotional Literacy Support Assistant are arranged according to the needs of individual children.

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

Curridge Primary School has good links with local schools and liaison meetings are held for all children between class teachers and secondary school staff to share information. The Inclusion Leader will contact the new school’s Special Educational Needs Coordinator directly where appropriate. Where an Education, Health and Care plan is in place, reviews and amendments will be completed within statutory timescales to enable new schools to plan for, or commission, support and provision. Staff from the new school will be invited to attend review meetings. Where a child has a diagnosis of ASD, an additional transition meeting is organised by the Autism Advisory Teacher.

Where children are moving to a new primary school the Inclusion Leader, or the Headteacher where appropriate, will share information with staff from the new school prior to transition.

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

We provide new schools with all paperwork received by us prior to your child’s admission to Curridge Primary School. We share information regarding safeguarding, family circumstances where appropriate, medical needs, attainment and progress, attendance, referral information including the involvement of external agencies, details of interventions and copies of SAPs, as well as friendship information where appropriate.

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

Curridge Primary School has high expectations and aspirations for all its pupils. We will support your child to make progress and close any gaps with their peers so that they have the best possible opportunities in the future.

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?

If you have any concerns, your first point of contact should always be your child’s Class Teacher. You may also wish to make an appointment with the Inclusion Leader, or Headteacher.

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

Curridge Primary School does not currently offer specific support for parents/carers. We are able to signpost parents and carers to support provided by other organisations.

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

Information about external agencies, such as voluntary organisations, is available on the school website, or may be sent by the Inclusion Leader to individual parents and carers according to the needs of their child.

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

Please approach your child’s Class Teacher in the first instance. You may also wish to make an appointment with the Inclusion Leader. For further information please see the school's Complaints Policy and Procedure on the school website.

Parent surveys are carried out regularly. Survey results are analysed and an action plan is implemented to address any identified areas for improvement. The action plan is monitored by the school’s Governing Body.

Quality checks

  • DBS check

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