St Sebastian's CE Primary School and Nursery

Saint Sebastian’s C of E Primary School and Nursery, is a small semi-rural church school. We are part of The Keys Academy Trust since December 2017. We serve the educational needs from children 3-11years. There are currently 144 on roll, with a capacity of 24 children in each class. There is currently one class per year group.

We recognise that children achieve most in their learning when they feel happy, motivated and safe. Therefore, staff prioritise their pastoral as well as academic role in nurturing pupils. Within our classrooms and school, pupils know their ideas and opinions will be accepted and consequently, are prepared to take risks in their learning. A nurture group is also available for pupils who need additional emotional support.

Our School Vision:

We want our school to be a place where:

Everyone is loved and cared for as part of our Christian community;

Every child is a successful learner who is inspired to achieve their full potential;

Children are encouraged to develop a living relationship with God;

We share a close partnership with the Church and wider Saint Sebastian’s community;

Children are happy and develop responsibility, maturity, confidence and independence;

Staff, governors, parents and children support each other in an inclusive caring environment.



Contact information

St Sebastian's CE (Aided) Primary School
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Contact Name
Mr Martin Gater
Contact Position
Head Teacher
01344 772427 01344 772427


St Sebastian's CE Primary School and Nursery
Nine Mile Ride
RG40 3AT
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Accessing this service

Type of School
Age Ranges
3 yrs - 11 yrs
Local Offer

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

Contact Name
Brigid Cook
Contact Telephone
01344 772427
Contact Email
Local Offer Description

Local Offer last reviewed 18/01/2023

Identification of Special Educational Needs and Disabilities (SEND) 1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Children may already enter having being identified in pre-school/nursery or by other health services
  • Ongoing teacher observations, assessments, experience
  • Screening tests e.g. reading, spelling, dyscalculia, maths, phonics
  • Low attainment and/or progress not in line with expected progress in English and maths every year
  • Outside agency assessments, observations and reports
  • Talk to parents/carers and use their knowledge
  • Experiences shared from previous schools and settings
1.2: What should I do if I think my child has SEND?
  • If already in school, contact the class teacher initially regarding any concerns
  • Meet with the SENDCO and/or classteacher
  • If a pre-schoo/Nursery child, due to commence Reception class, contact the school to arrange a meeting with the SENCO and Classteacher or Headteacher
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 teacher and SENCO

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Parent evening consultations
  • Regular meetings with the class teacher and SENCO (as and when needed)
  • Annual written reports
  • Annual reviews for EHCP's
  • If necessary, the child will have SEND Provision Map (Individual Education Plan-IEP) and termly meetings will take place with parents to discuss and review progress towards targets 
  • Home / School communication log books
2.3: How will the school balance my child's need for support with developing their independence?
  • Provision map / Individual Education Plan (IEP)
  • Visual timetables
  • Planners (Year 6)
  • Small group inputs or support to recap key learning points
  • Learning scaffolds (visual timetables, widgets, word banks, writing templates, timers, talking tin voice recorders, math apparatus, technology)
  • Teaching Assistant (TA) support is used to support children to become independent learners, who are able to access mainstream education.
2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated based on each child’s individual needs, the classroom being the first point of contact with an emphasis on Quality First Teaching. Class teacher assessments, school assessments and advice from outside agencies will also determine the need for small group or 1:1 support or if specific interventions are needed. The class teacher will be expected to differentiate all class work to suit the learning needs and abilities of all children.



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?

Each child’s needs are individually assessed and various strategies are developed according to the child’s needs.

Various teaching strategies including modelling, scaffolds and differentiation and other strategies as suggested by external agencies will be used.

Other strategies include:

  • Read, Write, Inc phonics and literacy programme
  • Read, Write, Inc 1:1 phonics intervention
  • Read, Write, Inc Fresh Start
  • Dancing Bears Reading Programme
  • SALT Programme  set by Speech and Language Therapists
  • Visual timetables (using words, pictures or widgets)
  • Visual support using pictures, writing frames, word banks, cubes or number lines
  • Reward systems
  • Sensory Tents
  • Safe spaces in the classroom and school
  • ICT support
  • Work areas
  • Small steps with specific achievable targets
  • Multi-sensory approach to activities
  • Bubble’ time (talk time)
  • Social skills groups
  • Nurture groups
  • Now and Then cards
  • Sequencing activities
  • Sentence building activities (Colour Semantics)
  • Lego Therapy
  • External support from Sensory Consortium / SALT

This list is an example only. Different children require different types and levels of support and the school will do its best to provide this.

2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Teaching assistants
  • Learning support assistants
  • Teaching assistants and teacher to support additional interventions
  • Nurture assisstants
  • Additional transition activities

Currently, we provide some level of support in many classrooms, but this may not be full time. Please be aware that staffing may change.

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
RWI 1:1 interventions (phonics) One to one
Speech and Language Therapy One to one
Occupational Therapy One to one
Dancing Bears (alternative phonics programme) One to one
Social Skills groups Small group
Nurture Group Small group
Maths interventions Small group
Reading Interventions Small group
Precision Teaching One to one
2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each child, but we will endeavour to provide resources as each child with SEND requires. Any resources and equipment that a child needs will be considered based on recommendations made by specialist services.

Equipment currently available in school:

  • Sloping desks
  • Pencils and pencil grips
  • Coloured paper
  • Coloured reading guides
  • Posture ‘Move and Sit’ cushions
  • Sensory tent
  • OT ball
  • (OT) Moveable Trolley for core stability
  • weighted blanket (sensory needs)
  • Specialist Chairs
  • Visual Timetables
2.9: What special arrangements can be made for my child when taking examinations?

Our policy is in line with Assessment and reporting arrangements for Key Stage 1 National Phonics Screening and Key Stage 1 and 2 (SATs) tests. This specifies that a small number of children may require additional arrangements to enable them to take part in tests. Access arrangements are adjustments that schools must consider before the tests and should be based on normal classroom practice for children with additional needs. Therefore children who have access arrangements made for all tests during key stage 1 and 2 must be part of their Individual Education plan, Provision Map, SEND support plan or EHCP.

Examples of access arrangements include:

  • Additional time
  • Scribe for writing in examinations
  • Readers
  • Quiet areas
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 assessments using Target Tracker
  • Standardised tests that give standardised scores and comparative ages
  • IEP meetings, EHCP Annual review meetings, additional meetings with class teacher and SENCO, parent consultation evenings – a chance to give input from home experiences
  • Home/ School communication books for daily communication
  • Assessment from outside agencies
  • Annual written reports
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

See above

  • IEPs/Provision Maps are regularly being reviewed and are updated based on teacher and support staff observations, as well as advice from outside agencies and parents.
  • If your child has an EHCP, the targets set will reflect the objectives outlined. This plan will be reviewed annually.
  • IEP targets are updated termly or when achieved.
  • If your child has support from outside professionals, targets will be set based on their recommendations
  • Progress may be reviewed on a more regular half-termly basis depending on the type of intervention and needs of the child.
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?
  • IEP meetings for children who have additional special educational needs
  • Annual review meetings if the child has an EHCP (Educational and Health Care Plan)
  • Personal Education Plan meetings
  • Pastoral Support Plan meetings for children who have behavioural issues
  • Class teacher, SENCO and Headteacher are happy to arrange meetings to discuss issues at any time
  • Review meetings with outside professionals
3.4: What arrangements does the school have for regular home to school contact?
  • Teachers are always happy to meet with parents to discuss issues regarding a child
  • Home / School communication log books may be used for some children.
  • Emails
  • Telephone Calls
3.5: How can I help support my child's learning?
  • The school may hold curriculum evenings throughout the school year for specific subjects where ways to support your child are shown.
  • Class teacher and SEND team can suggest ways to support your child at home, e.g. strategies and home learning packs.
  • Support you child with Home-learning activities.
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?
  • The school may hold curriculum evenings throughout the school year for specific subjects where ways to support your child are shown.
  • Parenting courses can be arranged through outside agencies
  • Advice can be shared with parents about courses or support
  • School can share information leaflets or useful websites
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Children are invited to attend IEP / Provision Map review meetings
  • Children’s views are sought prior to Annual review meetings, pastoral Support Plan meetings and on Annual written reports and meetings where it is not appropriate for the child to attend
  • Children (if appropraite) are invited to EHCP review meetings. Children's view's are sought prior to these review meetings.
  • Pupil Voice for different subjects
  • SEND questionaire to gather pupil's views completed annually
  • Children's views are gathered for the One Page Profiles
3.8: What accredited and non accredited courses do you offer for young people with SEND?


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?

Effectiveness of SEND provision is such that enables a child to make adequate progress. This can be monitored in a number of ways:

  • Monitoring progress via Teacher Assessments and standardised scores using Target Tracker
  • Outside agencies review objectives set and progress made towards these
  • Meetings with class teacher, Assessment coordinator and SENCO to track and discuss children’s progress
  • Impact of interventions
  • Teaching Assistants to feedback to class teacher and SENCO
  • Discussion with children and parents as appropriate
  • Children are aware of their own learning targets and next steps
  • We use the graduated approach: Assess, Plan, Do, Review
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?
  • Specific Interventions e.g. circle time, circle of friends, buddies, ‘bubble’ talk time, Social stories, Social skills groups
  • Social Skills Groups / Nurture group
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?
  • Pastoral Support Plans
  • Inside and outside quiet areas can be set up
  • Safe areas
  • Clear guidelines of choice
  • Rewards for good behaviour
  • Bubble Time
  • Support from Foundry College (Behaviour support)
  • De-escalation techniques (TEAM TEACH Methods)

See Behaviour Policy for further information

4.3: What medical support is available in the school for children with SEND?
  • First Aid
  • Staff will be trained to support medical needs of children
  • Health Care Plans / Risk Assessments
  • Defibrilator (staff trained to use this in event of an emergency- guided by ambulance service)
4.4: How does the school manage the administration of medicines?
  • First aiders
  • Specifically trained adults according to the individual needs of children (First Aid Trained Staff)
  • Medicine Policy
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

A disacbled toilet is available. 

See Intimate Care Policy

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?

The school is able to access a number of services if this need is identified. 

These include:

  • Educational Psychologist
  • Learning Support Service
  • Foundry College (Behaviour support)
  • Occupational Therapists
  • Speech and Language Therapists
  • Parenting Support through the Early Help Hub
  • School Nurse
  • The Sensory Consortium - hearing / visual impairments
5.2: What should I do if I think my child needs support from one of these services?

In consultation with SENCO , class teacher and parents a decision will be made on the most appropriate route to determine progress for the child which may or may not include access to additional services. The SENCO will then advise parents on how the referral will be actioned and include them in this process.

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

A referral is requested by the school through CYPIT or the GP. Then an initial triage takes place to decide if an assessment should be carried out at point of service. Services are reviewed termly based on need, often within the school setting and targets set which can be supported by school’s SEND provision.

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?

A single point of entry referral can be made via the SENCO. This can also be done through the GP for Nursery aged children.

5.5: What arrangements does the school have for liaison with Children's Social Care services?
  • The school has designated safeguarding teachers who liaise with social care when necessary via the Referral and Assessment team.
  • The school has a safeguarding governor who ensures that school policy is being followed appropriately.
  • The school has robust safeguarding training, policy and framework to ensure all staff know the procedures to follow in the event of a social care concern.
  • School will contact the Referral and Assessment team immediately with any concerns, and where appropriate liaise with parents prior to contacting the social care team.

See Safeguarding Policy

Training of school staff in SEND 6.1: What SEND training is provided for teachers in your school?
  • SEND CPD at staff meetings
  • Training is provided dependent on current needs e.g. Autism, Behaviour Strategies, Dyslexia etc.
  • A time to discuss children with SEND with the SENCO and support given.
  • SENCO attends Cluster and Network meetings, and other training sessions and feedback to staff.
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Staff training is provided dependent on current needs e.g. Autism, Behaviour Strategies, Dyslexia etc.
  • Sharing of experience and good practice in dealing with a range of SEND
  • In school / Academy Trust led CPD sessions
  • Training courses led by Wokingham Borough Council
6.3: Do teachers have any specific qualifications in SEND?


Diploma in Personal Social Emotional Health Education (PSHE)

MA in Inclusive Education.

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

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND (depending on needs).

Recent courses include, Nurture Assistants, Behaviour Support, Autism, Speech and Language Support, Occupational Therapy Support, Precision Teaching,  Dyslexia and Team Teach.

Activities outside the classroom including school trips 7.1: How do you ensure children with SEND can be included in out of school activities and trips?

All children are included where appropriate in out of school activities and visits in discussion with parents. A risk assessment is undertaken in line with the Local Authority guidelines. 1:1 or small group support is provided or on occasion parents may accompany their child if necessary depending on the level of need.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Through discussions with parents and school staff.
  • Advice is also taken from outside agencies if necessary
  • Advice from the place to be visited in terms of their facilities and accessibility.
Accessibility of the school environment 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • Disability toilet
  • Main entrance and children’s entrance have ramps to access the building
  • Wide corridors
8.2: Have adaptations / improvements been made to the auditory and visual environment?

Advice is sought from relevant agencies regarding adaptation in teaching areas for each child concerned.

8.3: Are there accessible changing and toilet facilities?

Yes - disability toilet

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

 Accessibility audit to be carried out as needed

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

Regular meetings and reviews



Home/school communication log book

Informal daily converssations

8.6: How does the school communicate with parents / carers whose first language is not English?
  • Use an interpreter
  • Translator apps
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 (if necessary) for children starting in Reception class
  • Liaison with current pre-school or school setting and visits to meet the child in that setting
  • Planned transition visits into the school for the child
  • Photos and transition books
  • Booklets with Key Stage information
  • Meetings with the family and SENCO, Class teacher and Headteacher
  • SENCO to attend Annual reviews of EHCPs, TAFs etc. if appropriate.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Additional transition visits (for both parents and the child)
  • Transition books, including photos of key adults and rooms
  • Child will have regular opportunities to meet their new teacher in their new class setting
  • Parents introduced to and have meetings with new class teacher and LSA / TAs as appropriate
  • SENCO and teachers meet to pass on additional information, including academic and social needs, specific strategies that work and medical details.
  • If a child has an EHCP, the Headteacher/ SENCO of the new school the child will be transitioning to will be invited to the Annual Review meeting in year 6.
9.3: How will my child be prepared to move on to his or her next school?
  • Additional transition visits (for both parents and the child)
  • Transition books, including photos of key adults and rooms
  • Child will have regular opportunities to meet their new teacher in their new class setting
  • Parents introduced to and have meetings with new class teacher and LSA / TAs as appropriate
  • SENCO and teachers meet to pass on additional information, including academic and social needs, specific strategies that work and medical details.
9.4: How will you support a new school to prepare for my child?
  • Meet and discuss individual needs in Year 5 if the child has an EHCP
  • Suggest new school to come and meet the child in current setting
  • Share good practice and strategies with the new school staff
  • Teaching Assistant may accompany visits to the new school
  • A vulnerable child transition programme is offered by some schools
  • Teachers and SENCO meet to pass on information, including academic and social needs, specific strategies that work and medical details.
9.5: What information will be provided to my child's new school?

In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carries out), diagnosis and strategies that have been developed and been successful.

Transition and pastoral information will also be provided.

(In line with GDPR)

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


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


  • School can contact Family and Parenting Support team or Vulnerable Children’s Education team should home schooling be needed.
  • The SENCO or Headteacher can offer support to 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 tries to keep up to date contacts for agencies such as Reach, Assist and PACT, and is always happy to help and support parents/ carers or find support groups as needed.

SENDCO / Headteacher can support families.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Feedback via Annual parent questionnaire
  • Regular parent forums with the Headteacher
  • Contact SENCO, Deputy Headteacher or Headteacher to deal with complaints or to give compliments.
School Admissions and Policy Documents

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

School admission arrangements

Fair Access

The school participates in Wokingham LA’s Fair Access Protocol. This covers, for example, children who have moved into our area after the normal admission round, or who need to move school as a result of severe bullying or social issues. Children qualifying under the Fair Access Protocol may be offered a place even if there are no places available in the relevant year group and also take priority for admission over any child on the waiting list.


School Admission Link

11.2: School Accessibility Plan

Accessibility Plan Link
Accessibility Plan and Policy

11.3: Special Education Needs Policy

SEN Policy Link
SEND Policy

Last Update

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