All Saints CE Primary School

All Saints is an all through Primary and Nursery School for children aged 3 to 11 years in Wokingham. We are proud of our inclusive and caring school family where we strive to ensure that every child achieves their potential whilst enjoying the support of friendly, experienced staff. We have children on role from nursery to year 6 and all our children benefit from an extensive and well equipped outdoor area.

We are a Church of England school and use the Christian ethos as the basis for our values.
Our school plays an important part in developing trust, openness and strong links with our families and community. We endeavour to meet the needs of all our children. Our school family is diverse; something that we feel is our strength. Driving past our school gates you would never imagine the facilities and space that we have to offer our children in which to support, develop and extend their learning. Our children and staff are very proud to wear the All Saints badge and they work hard to earn their house points, swimming cups, super commendations and termly past pupil award, The Sophie Christiansen Award for Sporting Endeavour.

All our children are challenged, regardless of their academic level; we consistently have some children in Year 6 who leave us having achieved above the national average. Although the academic achievement is something which can be measured, it is the importance of developing the whole child and their resilience which prepares them for the future. Learning to live is a vital component in the education of our children.

Our aim is to ensure that all our children develop independence, resilience and readiness for the next stage of their lives. Our school motto is 'Let your light shine' and through this we always strive to improve ourselves as a school and as learners.

Contact information

Website
All Saints CE (Aided) Primary School
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Contact Name
Ms Louise Quinell
Contact Position
Head Teacher
Telephone
0118 978 7173 0118 978 7173
E-mail
admin@allsaints.wokingham.sch.uk

Location

Name
All Saints CE Primary School
Address
Norreys Avenue
Wokingham
Berkshire
Postcode
RG40 1UX
View RG40 1UX on a map

Facilities and Accessibility

Facilities
Wheelchair access
Toilets
Easy Access for Prams and Buggies
Accessible toilet
Free Parking

Accessing this service

Type of School
Maintained
Age Ranges
4 yrs - 11 yrs
Local Offer

Local Offer - Support available for children and young people with additional needs

Contact Name
Linden wilkinson
Contact Telephone
01189787173
Contact Email
senco@allsaints.wokingham.sch.uk
Local Offer Description

Local Offer last reviewed 13/09/2022

Identification of Special Educational Needs and Disabilities (SEND) 1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Ongoing teacher assessment and observation.
  • Termly progress meetings are held with Senior Leaders and SENCO where each child's progress is discussed
  • Teacher referrals to SENCO for assessment, which includes screening programmes for literacy skills 
  • Outside agency referrals including attendance at LA school planning meetings
  • Parental advice and knowledge.
  • Experience and knowledge from staff members.
  • Information shared from previous settings that the child has attended
1.2: What should I do if I think my child has SEND?
  • Contact your child’s class teacher in the first instance and discuss your concerns.
  • An in-school referral can be made to the SENCO by class teachers
  • SENCO may monitor the child's progress for a term and get to know them
  • Meetings may be arranged with the SENCO and an Individual Support Plan written, if deemed necessary, outlining concerns and setting desired outcomes
  • Refferals can be made to external professionals to gather more information
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 in consultation with the SENCo.
  • Key stage leaders will support class teachers with implementing additional provision
  • Class Teachers will be responsible for writing and reviewing Individual Support Plans
  • Parents will be asked to contribute to the plan
2.2: How will I be informed / consulted about the ways in which my child is being supported?

All Saints views informing and consulting parents and carers as one of the most important parts of the SEND process. We view our relationship with parents and carers as a partnership .

  • Meetings with the class teacher e.g. parent/teacher consultations.
  • Annual reviews (if your child has an EHC Plan)
  • Annual reports.
  • Meetings as needed with the class teacher or SENCo.
  • Your child's individual support plan will outline the provision in place for them - what we are doing to meet their SEND needs.
  • Your child’s individual support plan will also show desired outcomes and specific targets set to achieve these outcomes; set by the class teacher and approved by the SENCo.
  • Parents will be asked to contribute to the plan
  • Contact with a Family Support Worker can be made available
2.3: How will the school balance my child's need for support with developing their independence?

At All Saints we pride ourself in developing independent young people who are ready for Secondary school.

 

  • Support staff are trained in balancing the need to work closely with children but being able to step back at the right time, to allow indpendent learning and developement
  • Many of our interventions are aimed at developing life skills, such as Riding for the Disabled or fully inclusive sports clubs
2.4: How will the school match / differentiate the curriculum for my child's needs?

At All Saints we provide a scaffolded curriculum for our pupils. We support them to have access to the full mainstream curriculum through adaptations and interventions such as pre or post teaching, small group or one to one work. We aim to make our curriculum as accessible as possible for all our pupils.

Advice from outside agencies may be sought to support your child’s learning. 

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 school has some very experienced staff who have a wealth of strategies to support children with a wide variety of needs.

Some strategies include:

  • Differentiated teaching and learning
  • Visual support, including visual timetables – both group and individual
  • Word banks and books
  • Knowledge organisers
  • First, next and then boards
  • Small group or individual intervention programmes
  • Multi Sensory interventions, including sensory circuits every morning
  • Reward systems
  • ICT support
  • Nurture interventions
  • Learning Mentor interventions
  • Implementation of external specialist advice
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Experienced and qualified SENCO
  • Attendance Officer
  • Family Support Worker
  • Teaching assistants in each year group
  • Specialist HLTA’s
  • Staff to support complex needs
  • Learning Mentors
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
Read, Write, Inc. Small group
Social skills Small group
SALT One to one
Precision Teaching One to one
Reading and Writing Conferences Small group
Maths Groups Small group
Reading Groups Small group
Phonics Groups Small group
Writing Groups Small group
Nurture Group Small group
Times tables Groups Small group
Learning Mentor One to one
Zones of Regulation Small group
Riding for the Disabled Small group
2.8: What resources and equipment does the school provide for children with SEND?

The school provides a wide range of resources and equipment, some of which are listed below:

  • Behaviour and concentration aids.
  • Sloping desks.
  • Pencil grips and easy write pencils.
  • Specialist chairs after consulation from CYPIT
  • Occupational Therapy equipment e.g. therabands, theraputty, sensory aids.
  • Sensory room.
  • Support with specialist IT equipment such as AAC devices.
  • On site Physiotherapy for children with an EHC plan if appropriate, after consultation with CYPIT
  • SALT
2.9: What special arrangements can be made for my child when taking examinations?
  • Additional Time
  • Readers
  • Scribes
  • Fatigue Breaks
  • Quiet rooms

 

My child's progress 3.1: How will the school monitor my child's progress and how will I be involved in this?
  • Ongoing teacher assessment and observations
  • Standardised tests that give standardised scores and comparative ages.
  • Termly pupil progress meetings with Class Teachers and Senior Leaders
  • Individual support meetings and parent/teacher consultations – where you can discuss your child’s needs and give input from your home experiences
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

Through consultation with your child’s class teacher and the SENCo.

Parents will be asked to contribute to the reviewing and writing of Individual Support Plans.

Attainment and Progress data will be used to inform the setting of new targets.

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?
  • Additional meetings with your child’s class teacher and the SENCO
  • Individual support meetings.
  • Annual reviews for child’s on an EHC plan.
3.4: What arrangements does the school have for regular home to school contact?

Teachers and staff are always happy to arrange meetings to discuss the learning and needs of children in their care. Meetings can be arranged through the school office or with the member of staff themselves at drop-off and pick-up times. If necessary, home-school communication books can be set up.

Our Family Support Worker and Attendance Officer have school phones, to ensure parents can contact them easily.

3.5: How can I help support my child's learning?
  • Read with your child every day.
  • Support them with their Home Learning.
  • Work on the same targets at home that your child is focussing on in school.
  • Provide your child with consistent support similar to that which they receive at school.
  • Engage enthusiastically with the school.
  • Encourage your child to have ‘Pride in the badge’.
  • Attend meetings when requested and contribute to the Individual Support Plan.
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?
  • Meet the teacher evenings – where you can meet with your child’s class teacher and find out what they will be learning for the year.
  • Parent coffee mornings – where you can meet up with other parents of children with SEND. An informal setting where issues can be discussed but also some training can be provided.
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Children are asked to contribute to their individual support plans, thinking about how they can meet the targets set for them.
  • Children on an EHC plan are asked to contribute their thoughts and opinions of the school to their Annual Review.
  • Children are asked to review their own targets within the classroom.
  • We take 'The child's voice' reguarly as part of our review process.
3.8: What accredited and non accredited courses do you offer for young people with SEND?

N/A

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 progress via Teacher assessments, standardised scores.
  • Outside agencies review objectives set and progress made towards these.
  • Monitoring of the impact of interventions.
  • Discussion with children as appropriate and parent’s
  • Children are aware of their own learning targets and next steps.
  • Termly meeting between SENCo and SEN Governor to evaluate impact of SEN provision
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?
  • Social skills groups
  • 1:1 bubble time
  • Social stories
  • Learning Mentor time
  • Family support worker
  • Zones of Regulation Intervention
  • Robust PSHE curriculum
  • Daily assembly and worship time
  • Access to Mental Health Support Team with an allocated Mental Health Practitioner
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?
  • School Golden Rules.
  • Consistent consequences and rewards.
  • Time out places.
  • Safe spaces
  • Behaviour support plans.
  • Pastoral Support Plans
  • Nurture group trained staff.
  • Learning mentor relationships
  • Advice from Foundry College
  • Daily access to sensory room if appropriate
4.3: What medical support is available in the school for children with SEND?
  • First Aid.
  • Specialist trained staff
  • Onsite Physiotherapy
  • Staff willing to be trained in supporting the medical needs of children with SEND.
  • Care Plans
  • Medical register overseen by SENCO
4.4: How does the school manage the administration of medicines?
  • Specialist trained staff according to individual children’s needs.
  • First aiders.
  • The schools Medicine Policy.
  • Clear procedures as outlined on Care Plans
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Staff experienced in toileting and changing children with additional needs.
  • 1:1 support for feeding
  • 2:1 support for intimate care if deemed necessary
  • Three disabled toilets. Two are wet rooms.
  • Weekly visits from support asssitants, integrated care therapy team (physiotherapy)
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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?

Examples include:

  • Family support worker.
  • Educational Psychologists
  • CAMHS
  • Physiotherapists
  • Occupational Therapists
  • Speech and Language Therapists
  • Foundry College
  • MHST / EMHP
5.2: What should I do if I think my child needs support from one of these services?

Make an appointment with the SENCo who will advise you on the next steps.

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

We have the capacity for on site physiotherapy and staff who are experienced in delivering the programmes set by all of the therapy services for children identified as our PD Resource base pupils. The other therapy services come in to support various children according to their needs.

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?

Make an appointment to speak to the SENCo who can advise you on the referral system. Referrals can also be made through your GP.

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

The school has access to Children’s Social Care services if needed. The school has a designated safeguarding lead and two designated safeguarding deputy leads who liaise with Social Care and the Early Help Hub.

Training of school staff in SEND 6.1: What SEND training is provided for teachers in your school?
  • Regular SEN training during staff meetings.
  • High levels of SEND training for the SENCo and Inclusion team who then support staff across the school
  • Regular contributions to Senior Leadership Meetings by the SENCo.
  • Regular consultations between the SENCo and Class Teachers.
  • Ongoing support from external agencies personalised for individual needs
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • All the Teaching Assistants are trained in various interventions and support techniques. Some have more experience than others in various areas.
  • The SENCo provides advice and support for all the staff. 
  • Teaching Assistants are provided with medical training where needed.
  • Teaching assistants can attend certain training sessions that are deemed of high importance to the school.
6.3: Do teachers have any specific qualifications in SEND?

The SENCo has undertaken the NASENCo accreditation

We have staff who are Team Teach accredited

6.4: Do teaching assistants have any specific qualifications in SEND?
  • All the Teaching Assistants are trained in various interventions and support techniques. Some have more experience than others in various areas.
  • The SENCo provides advice and support for all the staff. 
  • Teaching Assistants are provided with medical training where needed.
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?

The school endeavours to include all children in out of school activities. Risk assessments are undertaken in line with guidance from the Local Authority and decisions are based on these assessments. If necessary, you may be asked to accompany your child in order to best support them in the activity. The school has purchased a mobile hoist that can be taken on trips, if appropriate, for our PD resource base pupils.

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

Class teachers will talk to you about how best to support your child on an out of school activity. Advice will also be sought from the venue that is to be visited. Integrated therapy support staff can also be consulted.

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

The site is fully accessible throughout. For many years we have been a resourced school for Physical Disabilities and the school has been adapted to suit the needs of this group of children.

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

The school will seek advice from external agencies and professionals when meeting the needs of children with auditory or visual impairment and make changes as appropriate within the classroom.

 

8.3: Are there accessible changing and toilet facilities?

Yes. We have two large disabled changing/toilet facilities in a wet room style with adjustable beds and hoisting equipment.

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

The site is fully accessible throughout. For many years we have been a resourced school for Physical Disabilities and the school has been adapted to suit the needs of this group of children.


8.5: How does the school communicate with parents / carers who have a disability?
  • All parents are welcome to talk to staff at the school to discuss their child’s needs. Please make an appointment through the school office.
  • The SENCo will be in regular contact with parents of children with SEND.
  • Often a Home/School communication book is set up for children who arrive by Taxi.
8.6: How does the school communicate with parents / carers whose first language is not English?

Where English cannot be used we would seek the assistance of an interpreter.

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?
  • Home visits with school staff and SENCo
  • Liaisons with current pre-school or setting. Visits to meet the child in that setting.
  • Planned transition
  • Photos of staff and teaching areas can be provided.
  • Meetings with family and school staff can be arranged
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

We are a fairly small school so the children get to know the other teachers easily but we complete a number of activities in the summer term to prepare your child for their transition.

These include:

  • Teacher change over days: your child will spend a number of days in their new classroom with their new teacher
  • Transition plans for complex cases
  • Phased transitions if necessary
  • Sharing of Individual Support Plans between staff teams
9.3: How will my child be prepared to move on to his or her next school?
  • The school works closely with your child’s new school to ensure a detailed transition plan.
  • Many discussions will take place outlining your child’s individual needs and levels of support.
  • These plans will be discussed prior to the transition at your child’s Transition Annual Review.
9.4: How will you support a new school to prepare for my child?
  • Meet and discuss individual needs and support required.
  • Suggest that the new school observe your child in the current setting.
  • Teaching Assistant may accompany the child on a visit to the new school.
  • Share good practice.
  • Your child’s notes will be forwarded to their new school.
9.5: What information will be provided to my child's new school?

In consultation with parents and school staff the following may be shared:

  • Teacher assessment and tracking data.
  • Any good practice or strategies that work really well.
  • Records of interventions provided and the impact of these. 
  • Your child’s EHC plan.
  • Past ISP’s.
9.6: How will the school prepare my child for the transition to further education or employment?

N/A

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?
  • Class teacher

Following that:

  • SENCo
  • Family support worker
  • Head of Key Stage
  • Head Teacher
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

Yes, we have the following support on site:

  • Family Support Worker ( Four days a week )
  • Attendance officer ( Three days a week)
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

The school keeps up to date contacts for agencies such as ASSIST. If you require such information please contact the SENCo or the Family Support Worker 

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

We are always happy to hear your views. You can contact any of the following people to provide feedback to the school:

  • SENCo
  • Deputy Head
  • Head Teacher
School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School admission arrangements

Please follow Wokingham LA guidelines for admission

School Admission Link
All Saints CE (Aided) Primary School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

Last Update

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