Yattendon C.E. (VA) Primary School

Yattendon Church of England Primary School is a small school that aims to provide big opportunuties, enriching every pupil with a love of learning within a happy and inspirational environment..

Our school is situated in a beautiful village location, and delivers educational provision for approximately 75 children. The proportion of pupils with learning difficulties and/or disabilities is in line with national averages, with no EHC plans in support of special educational needs. 96% come from White British backgrounds, and noone has English as an additional language. 

Who to contact

Telephone
01635 201397
Email
yoffice@yattendon.w-berks.sch.uk
Website
Yattendon C.E. (VA) Primary School 

Where to go

Venue address
Yattendon
Thatcham
Berkshire
Postcode
RG18 0UR

Local Offer

Last Localoffer Updated
12/07/2017
Age Bands
5 to 7,
7 to 11
Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?

A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision which is different from and addtional to that normally available to pupils of the same age. Using the Code of Practice 2014 definitions, SEN requirements are identified as follows:

  • Through whole school monitoring
  • Professional dialogue in staff meetings
  • Parental concerns
  • Referral from outside agencies

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

If you have any concerns about your child, please speak to the class teacher in the first instance. You can do this at the end of any day as staff are availble on the playground or by contacting the school office to make an appointment.


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 is responsible for identifying specific needs, planning work to meet these needs and monitoring progress. Targets will be set with support from the Special Needs Coordinator. 


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

Yattendon CE Primary School has an open door approach and staff welcome the opportunity to talk to parents as often as possible in support of your child’s progress. There are also opportunities for provision review meetings. Parents' evenings are held twice a year.

If specific support is required, you will be informed by the class teacher.


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

Your child may need intervention with an adult, however your child will be engaged in a wide range of learning opportunities to ensure that they become as independent as possible.


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

Teaching staff in liaison with the Headteacher consider the needs of every child when designing the curriculum and the opportunities provided within this, in order to ensure that they are able to move confidently to the next stage of their learning. Lessons are carefully and skilfully differentiated through teachers’ planning and timetabling. 


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?

The following are currently available:

  • Breakout space
  • Visual timetables
  • Pre-teaching

 

 


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

Every class has teaching assistant support. We employ an ELSA and we can access the Emotional Health Academy.

 


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 are available subject to staff availability: Numicon SNAP Maths SPRINT Structured Approach to Reading 1-1 tuition ELSA One to one
Acceleread/Accelewrite Small group
2.8: What resources and equipment does the school provide for children with SEND?

The school currently has the following resources available:

  • Breakout space
  • Writing slopes
  • Wobble cushions
  • Fiddle toys
  • Pencil grips
  • Coloured overlays
  • Nessy
  • Wordshark
  • Acceleread/Accelerwrite
  • ELSA

 


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

The school will follow the guidance on the DfE statutory assessment access arrangements website and make provision accordingly if your child meets the criteria.

https://www.gov.uk/government/collections/key-stage-2-tests-administer-the-tests

 Options include managed breaks, scribe, transcribe, extra time, own room, reader. Arrangements should reflect  usual classroom practice.


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

The class teacher is responsible for identifying specific needs and setting targets with support from the Special Needs Coordinator, using a Support and Achievement Plan (SAP). You will be invited each term to discuss your child’s progress and to review their targets, with your child. The targets will be specific, manageable, achievable, relevant and timebound (SMART). You will also receive a progress letter three times a year, with a full report in May. There will be two parents evening every year. Yattendon CE Primary School has an open door approach and staff welcome the opportunity to talk to parents as often as possible in support of your child’s progress.


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

You will be invited each term to discuss your child’s progress and to review their targets. The targets will be specific, manageable, achievable, relevant and timebound (SMART) and positive. Targets will relate to your child's primary need as identified on the school SEND register.


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?

There will be two parents' evenings every year. Yattendon CE Primary School has an open door approach and staff welcome the opportunity to talk to parents as often as possible to support your child’s progress. You can speak to your child’s class teacher at the end of the day or by contacting the school office to make an appointment.

 


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

Every child has a reading record, which can be used to make comments about reading progress. The school has a weekly newsletter which celebrates the achievements of children. Class letters are sent to parents every term. You can always contact the school through the school office. Where appropriate, in certain cases, a home school contact book may be necessary.


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

The school has a home school agreement which parents are expected to sign and adhere to. The school expects parents to support their child with home learning, eg by supporting with daily reading and weekly homework tasks.

 


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?

Periodically the school will provide training sessions for parents resulting from an identified need or in response to parent feedback. 

Parenting workshops are also available through the school.


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

Pupil voice is an important part of the educational provision at Yattendon CE Primary School. Their views will be sought on the Support and Achievement Plan (SAP) and through discussion with the class teacher. Certain intervention programmes also capture pupil views to support learning and self esteem. A confidence scale is used at the start and review stage of each intervention as an additional progress measure.

 


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

None available


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?

Six times every year, the Standards Committee (Governors) meets to hold the headteacher accountable for pupil progress including SEND children. There is also an SEN Governor who meets regularly with the SENCO for updates. Views of children with SEN and their parents are part of the review of SAPs. 

 


Support for my child's overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?

The school holds the Anti-Bullying Accreditation. There is a weekly nurture group for pupils working with an older member of the wider community (Full Circle) and the school currently has a trained Emotional Literacy Support Assistant.

There is also access to the Emotional Health Academy. Provision from this service includes a pet therapy dog.


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?

The school has a clear behaviour policy. A range of staff and TAs have been trained in behaviour management (Teamteach). Breakout space is available, with individual plans to use a 'safe space' if required. All staff work closely with parents in partnership to support each other in the management of challenging behaviour. 

 


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

Staff are trained in the use of Epi-pens and a range of staff hold paediatric first aid certificates.


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

Administration of medicines is based on personal need under advice from professionals and follows the DfE guidance on medicine administration. A form must be completed by the parent/carer to enable staff to administer medicine.


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

The school has a physical contact policy, which contains a section on guidance on personal care. 

A high level of lunchtime playleaders is available to encourage healthy eating and to supervise this as necessary.


Specialist services and expertise available at or 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?
  • Cognition and Learning Team
  • ASD Specialist Teacher
  • CAMHS
  • Educational Psychologist
  • Speech and Language
  • EMTAS
  • Sensory Consortium
  • Emotional Health Academy
  • School nurse

 

 

 


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

The services above can be accessed through talking to the school or by consulting with your GP. Each service has referral criteria.


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

The services above can be accessed through talking to the school or by consulting with your GP.


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?

Speak with the classteacher in the first instance. The school will then signpost you depending on the service required. Alternatively, the services above can be accessed through your GP.


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

The school has contact information to use as necessary.


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

The school responds to the needs of individuals and endeavours wherever possible to train teachers accordingly. Opportunities to discuss and update training are delivered through staff meetings and INSET days where appropriate. The school has a clear induction programme for new staff. Staff understand the need to make reasonable adjustments under the Equalities Act 2010. Teachers are able to access training through the Local Authority.

 


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

TAs, lunchtime staff and governors are updated on individual issues as appropriate and as necessary ensuring that confidentiality is maintained at all times. Staff understand the need to make reasonable adjustments under the Equalities Act 2010. TAs and lunchtime staff are able to access training through the Local Authority.


6.3: Do teachers have any specific qualifications in SEND?

Not at present.  The Head Teacher is currently SENCo and undertaking SENCo accreditation.


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

No


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?

Clear risk assessments and procedures are put in place to allow SEND children to be fully included. We always talk to parents and pupils about trip provision.


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

Parents are fully informed of trip arrangements and may be allowed to accompany the school trip, should the headteacher decide that this course of action is appropriate. Parents should be advised, however, that they are not permitted to supervise their child directly unless there is an emergency and the headteacher decides that this course of action is appropriate.


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

The school has a ramp at the front of school. There is a main entrance door at the top of the ramp which is 90cm wide. The school is on one level, except for access to the staff room.

 


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

No 


8.3: Are there accessible changing and toilet facilities?

The school has a disabled toilet facility.


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.


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

The school communicates on a daily basis through a home school contact book. Additional arrangements with be dependent on need and will be looked at on an individual basis. The parents/carers will be consulted as to what they feel would be appropriate and steps will be taken to incorporate these.


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

The school would liaise with appropriate agencies to support communication with parents and carers whose first language is not English. Parents are encouraged to speak their mother tongue at home with their child. This ensures accurate modelling is presented and learned at school.

A translator would be used if required.


Preparing my child to join the school or to transfer to a new school or the next stage of education and life
9.1: What preparation will there be for both the school and my child before he or she joins the school?

The school offers tours to prospective parents and their children by arrangement through the school office. The school can also offer trial mornings or afternoons for new children before they start at the school. This is personalised according to need.

The school will liase with the feeder establishment and ensure records are transferred promptly through a common transfer file.


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

The school holds transition sessions in July for children to meet their new class teacher. Your child, through discussion with their teacher, will have their thoughts and concerns carefully monitored.

Our PSHE provision will address 'Changing me' as a unit during the final term in the school year to help prepare with transition.


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

The school has a good relationship with its main secondary school, The Downs School in Compton. Transition days are fully supported and the school welcomes teachers from the Downs School to meet with Year 6 children and their teacher.

Where children are feeding to other providers, transition visits are encouraged and the school provides information as requested. The school would endeavour to communicate with staff and they would be invited to meet the child in the primary setting.


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

The SENCO of the school will liaise with the SENCO of your child’s next school to brief them fully on the needs of your child.


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

The school will provide your child’s next school with all the information that Yattendon has collected concerning your child’s progress and needs.


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

Not applicable


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?

Please talk to your child’s class teacher or teaching assistant in the first instance.

 


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

The school works in partnership with parents and local external agencies to support families according to need. It does not have a designated Family Support Worker.


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

This is done according to need. There is an information station with leaflets about local services in the school’s foyer and a parent notice board with local opportunities posted.  Flyers are also emailed out to parents accordingly.

 

 


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

The school has an open door policy and encourages all parents to talk about any concerns they may have about their child. The school endeavours to respond to any comments as quickly as possible. The school has a Complaints Procedure, uses an annual parent questionnaire and makes use of the views of parents collated on ParentView. Parents email the office with compliments and complaints which are passed on to the Headteacher.


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Address: Yattendon  Thatcham  Berkshire