Crazies Hill CE Primary School

Small rural Church of England Primary School
NOR 90 - 100

We seek to provide an education to the highest quality based on Christian values. As a Church of England School we aim to:

Motivate children to achieve their full potential through excellent teaching which will challenge, extend and enrich
Develop children socially, emotionally and spiritually, promoting a positive self-image through tolerence, respect and praise
Provide a secure, caring, welcoming and enjoyable environment where children can flourish
Welcome all children and their families into the school irrespective of their faiths and beliefs

Our Christian values of love, respect, trust, honesty, forgiveness and fairness are central to our ethos to promote the excellent behaviour and achievements of our children.

Contact information

Website: Crazies Hill CE Primary School
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Contact Name: Mrs Jo Shell
Contact Position: Head of School
Telephone: 01189402612 01189402612
E-mail: head@crazieshill.wokingham.sch.uk
office@crazieshill.wokingham.sch.uk
senco@crazieshill.wokingham.sch.uk
Social Media

Location

Name: Crazies Hill CE Primary School
Address: Crazies Hill
Reading
Berkshire
Postcode: RG10 8LY; View RG10 8LY on a map

Accessing this service

Type of School: Maintained
Age Ranges: 4 yrs - 11 yrs

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

Contact Name: Mrs Polly Gresswell
Contact Telephone: 0118 940 2612
Contact Email: SENCO@crazieshill.wokingham.sch.uk

Local Offer Description

Local Offer last reviewed 07/09/2023

Identification of Special Educational Needs and Disabilities (SEND)

1.1: How does the school identify children/young people with special educational needs and disabilities?

On-going teacher and TA observations
Parent consultation
Individual tracking records updated half-termly for reading, writing and maths
Assessment materials administered by the school
Specialist agency reports
More specialist materials administered by SEN professionals to pin point specific issues
Transition information from other settings or schools
Half termly phonics tracking
Phonics screening
Key Stage 1 and 2 Statutory assessments

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

Speak to Class Teacher initially
Meet with SENCO and/or Head Teacher
If pre-school child – speak to Head Teacher and SENCO

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 plans provision and outcomes (Using advice from any relevant professionals and agencies) supported by SENCO

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

Meetings with Class Teacher / SENCO / Head Teacher
Meetings with specialist professionals from outside agencies
Sharing of Individual Provision Plans (IPPs) and discussion of progress / next steps at Parents' Evenings if child is on our School Provision Map
Annual reports
Annual reviews if child has an Education Health Care Plan (EHCP)
Additional meetings as needed
Review meetings with outside professionals/agencies

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

TAs are used in different ways to support children's individual needs
Specific targets for individuals are developed within the IPP to promote independence and good learning behaviours - these are reviewed regularly
Opportunities for more independent working are built into classroom planning by teachers (Visual timetables, visual prompts and scaffolds)

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

Differentiated work in class
Targeted adult support for individual, paired or small group working
Booster (Wave 2) support and targeted individualised (Wave 3 support)
Use of resources from other year groups
Use of more specialised / adapted support resources, often advised by external agencies
Identify strengths and build on these

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?

Pupil's needs are considered individually to inform the best strategies of support. These may include:

Visual timetables
Task boards
Now and next boards
Small achievable instructions / targets
Reward systems
Multi-sensory approaches to activities
Speech and Language resources
Differentiated tasks, resources and support
Support from ASSIST
Strategies and advice from Learning Support Service, outside agencies such as ASSIST and other outreach services through Wokingham Borough Council
Individual work stations/ careful seating in class
Emotion-Coaching
5 Point Scale
Social stories and comic strip conversations
Sensory/Movement breaks

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

TAs – in class, leading booster programmes and delivering individual provision
Trained Nurture Assistant

Staffing is reviewed ongoing basis so resources are targeted to those with additional needs

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 / Title	Intervention Type
Nurture	Small group
Nurture	One to one
Speech and Language Therapy	One to one
Preteaching	Small group
Phonics support	One to one
Phonics support	Small group
Numeracy Support	Small group
Precision Teaching	One to one
Fine Motor/ Handwriting	Small group
Sensory Circuits	One to one
Lego Therapy	Small group
Attention Autism/Bucket Time	Small group
Words First	One to one
Write from the Start Handwriting	One to one

2.8: What resources and equipment does the school provide for children with SEND?

We endeavour to provide resources required to fit specific needs eg writing slopes, weighted blankets, ear defenders, pencil grips, fiddle toys and sensory boxes, OT/physio equipment
We have made modifications and adapted access around the school which are reviewed for children with physical disabilities and sensory needs
Specific equipment eg walker, standing frame and a special chair are accommodated

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

Additional time
Reader
Scribe
Quiet room free from distraction
Rest breaks

My child's progress

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

Discussion with parents underpinned by :

On-going formal and informal Teacher assessments
Assessment tests that standardise scores
Termly review of IPP and School Provision Map using the Graduated Approach
Reports from any outside agencies involved
Pupil progress meetings with Headteacher and class teacher

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

Termly shared evaluation of IPP (using the Graduated Approach) reflecting upon progress being made as a result of support in place (This is informed by day to day observations, informal and formal assessment and the advice of returning professional)

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?

Class teacher (with /without SENCO as appropriate) will arrange meetings with parents as required
IPPs are reviewed through termly meetings
Children with EHCPs have an Annual Review in addition to their IPP reviews

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

We have an open door policy to discuss any queries or concerns
Teachers and the Headteacher are available on the playground at pick up and drop off for informal discussions or to arrange further meetings if required
The children have diaries or reading record books for home/school communication about reading
Additional home/school communication logs ( books or virtual) are set up if required particularly to support children with specific behavioural or emotional needs
Email communication from parents is quickly responded to via the school office or SENCo.

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

Class pages on the website and targeted games on the Learning Platform
Curriculum evenings (held as required)
School will offer support strategies for use at home when necessary
Information about relevant courses for parents is passed on by the school e.g. parenting, raising resilient children
Differentiated homework activities, which might include resources supplied by Outside Professionals e.g. Speech and Language Therapist
Regular phonics, reading and multiplication fact practice

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 regularly holds phonics, spelling and other training opportunities for parents to attend
Parents are given information about courses / events held by the Wokingham team
Parents are directed towards other information that comes into school if it is relevant to their child (courses / training)

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 important to us and pupils are given opportunities to share their views
Staff use AfL strategies with pupils to involve them in assessing and evaluating their own learning
Children's views are incorporated into the targets and outcomes of IPPs, Educational Health Care Plans and Annual Reviews

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

All our children follow the Early Years/ National Curriculum at their appropriate level.

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?

The progress SEN children are making is evaluated and resources are adapted to meet the needs of the children working with them (measuring the impact of the intervention)
Teacher Assessments are carried out to measure the progress a child is making in class
Parents are encouraged to attend and contribute to evaluation meetings with the Class Teacher and SENCO as required
Children are involved as appropriate in evaluating the progress they are making and what their next steps could be
Returning professionals such as Educational Psychologists and Speech and Language Therapists review previous targets set and the progress children have made towards achieving these

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?

Nurture sessions for individuals
Social Skills groups take place and children are organised into age appropriate groups
Social Stories are developed to support children with individual issues
Circle of Friends activities are carried out with small groups or classes as required
Buddies are available on the playground daily to support children as required during their play
Caring and inclusive culture of the school helps all children to feel a valued part of our school family
Staff share observations about individual children including their well being and emotional literacy

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?

Reward charts and appropriate sanctions are systematically used in order for the children to be encouraged to demonstrate positive behaviours
Behaviour Support Plans
Additional guidance can be sought from the School Behaviour Policy
Expectations of behaviour are outlined in the Home School Agreement
Access to a quiet space
Positive handling plan
Movement breaks
Differentiated curriculum where needed
Monitoring systems to help identify triggers for behaviour

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

All staff have received basic First Aid training
Two members of staff have more advanced First Aid training
All staff have undertaken epipen, asthma and defibrillator training
Where appropriate staff will undertake training to meet specific medical needs

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

A form must be completed to administer any medication
Office staff administer medicines
Inhalers are kept in accessible boxes either in the staff room or classroom depending on the age and independence of the child
All staff are able to administer an epipen to a child for which the pen has been prescribed in the event of anaphylactic shock
A Medicine Policy is available for viewing

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

Acessible toilets with modified equipment
Spare clothing and wipes
One to one support for toileting if required
Lunchtime Controllers will supervise children accordingly if a child has issues with eating
Care plan written for children with personal care needs

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 following services can be accessed (parental consent is sought as required):

Learning Support Service
Educational Psychologists
Speech and Language
Parenting and Family Support services
CAMHS
OT (if a child has an EHCP)
Physiotherapist
Education Welfare Service
ASSIST
Foundry College for behaviour support and emotional therapies
Addington Outreach
Emotional Well-Being Hub
Berkshire Sensory Consortium

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

Parents should contact the Class Teacher who will then liaise with the SENCO
A joint completion of the appropriate referral form will then be made in conjunction with the parents

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

Staff in school will follow programmes that have been created by the specialist services
If a particular programme of support is required a specialist may arrange to come into school and work directly with a child for a period of time

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?

Referral for Speech and Language and Physio services can be made through the SENCO - currently this is only if a child has an EHCP
Speak to your GP to make a referral for OT unless your child has an EHCP

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

The Headteacher is the Designated Lead for Safeguarding. Children's Social Care and School work together to support families to access services as needed.

Training of school staff in SEND

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

SEND INSET and Staff meetings as required
SENCO attends Network meetings and training and then disseminates to staff as appropriate
SEND issues are discussed as appropriate at Teaching Staff Meetings and Teaching Assistant Staff Meetings
The SENCO leads TA staff meetings as and when required to give SEND training
The link EP and LSS offers specific training and advisory sessions as requested by the school

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

EP provides workshops tailored to meet the needs of the children in school
SENCO and TAs have undertaken training related to supporting children with ADHD and ASD
Training regarding writing Social Stories has also been carried out
The school sources outside training as appropriate
Teachers and teaching assistants are able to attend training to support their development and interests

6.3: Do teachers have any specific qualifications in SEND?

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

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 invited to participate in out of school activities
Risk Assessments are carried out for all off site activities
TA support is available as required to enable all pupils to participate

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

Preliminary work may be carried out with the child as required to prepare for the experience
Consultation with parents to ensure provision meets the needs of the child
Special requests for reasonable adjustments will be considered
Liaison between the school and the place being visited are carried out if particular needs require discussion in terms of availability of provision

Accessibility of the school environment

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

Main entrance, Key Stage 2 classrooms, Computer Suite have wheelchair access
Ramp and hand rail to Y1/2 classroom to enable children with limited mobility to access the building
Disabled toilet
School is committed to making further modifications as needs arise

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

Adaptations are made on the advice of professionals to meet the needs of specific children

8.3: Are there accessible changing and toilet facilities?

One disabled toilet
No changing facilities

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

We have successfully accommodated a child with a physical disability
Where possible, modifications are made as they are required

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

Parents are invited into school to discuss a child’s particular needs with the SENCo

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

We would refer to WBC's EAL department if support required
We would contact an interpreter from Wokingham's directory
Refer to EAL toolkit folder located in school for supporting children or new arrivals

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?

Preliminary visits to school
Home and pre-school visits by FS2 teacher prior to child starting school
Additional transition visits if required
TA supporting transition visits to secondary setting if required
Meeting with parents and specialist services if required
Meeting with SENCo if needed

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

Movement between classes in KS2 already in place
Move up morning for children in all classes
Additional visits made to new class if required
Teacher to visit child in their current class setting
Very small school means that all children know all teaching and non-teaching staff
Teacher transition meetings to discuss academic, social, medical needs and effective strategies already in place
Photo books, social stories and an opportunity to visit on the INSET day are offered as appropriate
Transition Interventions run for individuals or small groups if needed

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

Transition work through PSHE lessons in Y5/6
Links with The Piggott School through Piggott outreach
All children carry out transition visits to their new secondary settings
Additional transition visits organised for more vulnerable children
Nurture sessions given where needed

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

Transition meetings between primary school staff and senior school staff (including SEN team members)
Visits from secondary team to meet the child in their primary setting
Teacher transition meetings to discuss academic, social, medical needs and effective strategies already in place
Child's paperwork sent to new setting

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

SEND records-IPPs, Annual Reviews, intervention records and professional reports etc
Safeguarding records

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 would be first point of contact followed by SENCO and / or Head Teacher

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

The Early Intervention Service will be contacted if a child and their family requires particular support
We sign post parents to other organisations who may be able to provide support
Complete a Multi-Agency Early Help Assessment between head/SENCo and Parents

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 Office sends out emails to parents about courses that are applicable
Specialist courses, workshops and local services are suggested to parents of individuals if they are relevant to supporting the child with their particular special needs
The SENCo signposts external agencies that can offer support to families

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

The school invites parents to contact the school by phone or email to discuss queries
Surveys are sent to the parents to gain feedback about current provisions and procedures
Teaching Staff and Head Teacher are available at the end of each school day for parents to speak to
SENCO and Head Teacher available to offer support and advice about SEN issues
Complaints procedures in place

School Admissions and Policy Documents