Wescott Infant School

Wescott Infant School

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Wescott Infant School

We are a small infant school in the centre of Wokingham, where children are placed at the heart of all we do. We have high expectations for all our children; encouraging them to ‘have a go’, be brave, take risks in their learning, reach for the stars and believe ‘Anything’s Possible’. We encourage our children to explore, investigate, discover and question the world around them.

We believe every child at Wescott should continually aspire to further develop and extend their learning as well as become happy, confident, independent and resiliant learners. We encourage all children to develop a love of learning and to take an active and lead role in their own learning and progression.     

At Wescott we recognise the importance of personalising learning to ensure we meet the needs of all children. We recognise that children learn in different ways and at different times and plan for this accordingly. We create learning experiences which bring together all the areas of the curriculum and present these in themes which are fun, exciting and engaging.

If you are currently choosing an infant school for your child, you are warmly invited to come and visit us to have a look around. Please contact the school office on 0118 9786313 to book an appointment.

Thank you for taking an interest in our school.

Mrs S Holding
Head teacher

Contact information

Wescott Infant School
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Contact Name
Mrs S Holding
Contact Position
Head Teacher
0118 978 6313 0118 978 6313
Social Media


Wescott Infant School
Goodchild Road
RG40 2EN
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When is it On/Open ?

Date & Time Information

The school day is 8.45am to 3.10pm 

Facilities and Accessibility

Wheelchair access
Autism friendly
No parking facilities

Complaints Procedure

Executive Headteacher
Complaints link
The Circle Trust Complaints Policy

Accessing this service

Type of School
Age Ranges
4 yrs - 7 yrs

Provision For

Supporting people with
Autism Spectrum Conditions
Local Offer

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


Wescott Infant School also includes an 8 place mainstream autism resource known as Little Acorns; where children with a diagnosis of autism and an Education, Health, Care Plan (EHCP) in place are supported. Places in Little Acorns are allocated via Resource Panel Meetings held by the Special Educational Needs (SEN) Department of Wokingham Borough Council.

Please contact the SEN Department on 0118 9746216 for further information.

Contact Name
Wokingham SEN
Contact Telephone
0118 9746216
Local Offer Description

Local Offer last reviewed 07/02/2022

Identification of Special Educational Needs and Disabilities (SEND) 1.1: How does the school identify children/young people with special educational needs and disabilities?

At Wescott School we identify children with Special Educational Needs and Disabilities by:

  • Initial identification may come from parents, teachers or other professionals. It can also come from results of screening tests which give rise to concern.
  • Careful monitoring and ongoing assessment allow the teacher the opportunity to identify when intervention is necessary.
  • When initial concern is expressed and identifications are made the Wescott skills checklist (available from the SENCO) is completed which covers all areas of a child’s development.
  • The checklist is completed by the class teacher or the SENCo as appropriate. The Wescott skills checklist together with evidence from classroom observations, school tracking, intervention work already undertaken and professional conversations with staff will help identify children who require further assessment from external agencies, e.g. Children’s Services.
  • At the point where the Wescott Skills checklist is completed the child is not included in the SEN register. 
  • The parent will be invited to discuss our concerns before the child's name will formally be considered for inclusion in the SEN register. It is important that we aim to approach the task of expressing such concerns to parents in a sensitive and confidential manner. If, at any time, parents object to their child's name being included on the list then the name is removed.
  • Following these interventions if a child is still making inadequate progress or these interventions are not closing the gap between them and their peers, these children would be considered for further support from external specialist services and identified at School Action Plus.

Differentiated Teaching

At Wescott, following identification of a child’s individual learning difficulties class teachers would aim to differentiate to meet the needs of the individual child by:

  • In class differentiation
  • Small group work with a teaching assistant
  • Wave 2 (1: 1) and Wave 3 interventions (Small group) strategies such as 
    • Letters and sounds
    • White Rose Maths
    • ELSA
    • Catch-Up
    • Handwriting
    • Book Club
    • Social skills groups
1.2: What should I do if I think my child has SEND?

If you have any worries or concerns about your child, please come into school at the earliest opportunity to arrange a mutually convenient time to speak to your child’s class teacher, school SENCo 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?

If your child is identified as having SEND their education programme will be planned and overseen by their class teacher and SENCo.

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

At Wescott we regularly inform and consult with parents about the ways in which their child is being supported by:

  • Twice yearly parents evenings
  • Meetings with SENCo
  • Meetings with class teacher
  • Meeting with Headteacher
2.3: How will the school balance my child's need for support with developing their independence?

At Wescott your child’s need for support and their development of independent skills will be addressed through intervention programmes such as: Social skills/ Nurture groups / ELSA

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

At Wescott the curriculum is differentiated to support your child’s individual learning needs by your child's class teacher.

Each child with SEND will have a personalised SEND plan which will be discussed with parents, the class teacher and SENCo on a half termly basis.

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?

Wescott staff use a variety of strategies to support children with learning difficulties including autism, hearing impairment, visual impairment and speech, language and communication difficulties.

The teaching strategies and special arrangements made by Wescott for those children will be individual to each child and these provisions would be discussed in advance by parents, class teacher and the SENCo.

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

The provision of additional staff made by Wescott for those children with learning difficulties will be individual to each child.  If appropriate, the level of additional staffing required would be discussed in advance with parents, head teacher, SENCo and the class teacher.

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

The special resources and provision of equipment made by Wescott for those children with learning difficulties will be individual to each child. These provisions would be discussed in advance by parents, the head teacher, SENCo and the class teacher.

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

Individual support provided for SAT's / Phonics in accordance with statutory guidance.

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

At Wescott staff monitor children’s progress through:

  • Ongoing observations and discussions
  • Half termly pupil progress meetings
  • Analysis of Whole School Electronic Data Tracker
  • Annual Review meetings for those children with an EHCP.

All parents are encouraged to discuss any worries or concerns about their child’s progress as soon as possible with the class teacher or SENCo at a mutually convenient time.

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

At Wescott, your child's progress is reviewed informally on an ongoing basis as well as formally at parent evenings offered twice yearly; in addition parents of children with SEND are invited to attend discussions to review their child’s progress and set 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?

All parents are encouraged to discuss any worries or concerns about their child’s progress as soon as possible with the class teacher or SENCo at a mutually convenient time.






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

At Wescott children with an EHCP may have home/school books which are annotated by staff and parents daily.   A home/school book may be issued to children who do not have an EHCP if appropriate.

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

In the home/school books are details of how the parents can support their child’s learning outside of school and details of any events/training / courses that may be of interest.

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?

Wescott staff regularly host learning sessions for parents and carers to attend and/or publish up to date guidance on the school website, recently these sessions have included; 

  • Growth Mindset
  • E safety
  • Writing
  • Reading
  • Maths

Wescott have also hosted information / learning sessions provided by external agencies e.g. parenting classes. 

In Year Two, and in addition to receiving termly topic newsletters and Year Two booklets; parents are invited to an informal 'meet the teacher' session at the beginning of the term.

In Year One and Foundation Stage, teachers host 'Welcome meetings' with parents shortly after the beginning of the Autumn Term.

Parents and carers are also welcomed into school on a regular basis to celebrate their children's learning at 'family learning' events

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

At Wescott the views of children with SEND are regularly sought on many different aspects of school life, including their progress and help they are receiving. Their responses and comments are included in termly review meetings with parent

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

Not Applicable

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?

Wescott school assess the overall effectiveness of its SEN provision and encourages parents and carers to take part in this evaluation through

  • Discussions of SEND pupils progress on electronic tracker
  • Discussions with parents at review meetings
  • Review of SEN and Little Acorns action plans
  • End of Year parent questionnaire
  • Parental and pupil comments made at Annual Review Meetings
  • Pupil self-assessment
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?

At Wescott we promote and support the emotional and social development of children with SEND through:

  • PSHCE curriculum
  • Social skills groups
  • Nurture groups
  • ELSA groups
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?

At Wescott we support those children with SEND who find it difficult to conform to normal behavioural expectations by:

  • Doing everything possible to understand why a child may be behaving in a particular way so that we can offer them meaningful support and avoid an escalation of inappropriate behaviour which could lead to exclusion. See behaviour policy for further clarification.
  • Seeking advice from behaviour support service (Foundry.
  • Setting up a behaviour support plan if needed.
4.3: What medical support is available in the school for children with SEND?

See school’s ‘Medical Conditions Policy’.

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

See school’s ‘Medical Conditions Policy’.

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

Each child with SEND has their needs met following discussions with parents/carers regarding their individual levels of support required for toileting or eating.

Intimate care plans are written and agreed if needed.

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?

Wescott Infant School accesses a range of Specialist Services including Educational Psychologist Service, Speech, Language and Communication Needs Service, Occupational Therapy Service, specialist support teachers and behaviour support teachers.

Teachers for hearing impairment and visual impairment are requested should they be required by a pupil attending our school.

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

If you think your child needs support from one of these services you should discuss your concerns in the first instance with your child’s class teacher.

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

Currently all children who have an EHCP, identifying a Speech and Language or Occupational Therapy need have their assessments carried out by the specialist service in school. The Speech and Language Therapist or Occupational Therapist then discusses the pupil’s progress and their new targets with members of staff.

Together, Therapist and Staff devise a new programme, which is carried out by staff in school on a daily/weekly/on-going basis as suggested by the Therapist to meet the individual child’s needs.

Parents are notified by the Specialist Service prior to their visit and are invited to meet with the Therapist before or after assessment of their child. Parents are always welcome to discuss with staff their child’s individual needs and how these are being met.

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 think your child needs support from one of these services you should discuss your concerns in the first instance with your child’s class teacher.

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

The Head Teacher is the named designated safeguarding lead in school and is the first point of contact with WBC Children’s Social Care, the deputy headteacher is the deputy designated safeguarding lead. 

See Wescott Child Protection Policy.

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

SEND training is an integral part of the schools CPD programme. In house training on raising the awareness of specific SEND is carried out as required by both the SENCo and external specialists for all staff.

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

See Above.

6.3: Do teachers have any specific qualifications in SEND?

The school SENCo is working towards the National Award for Special Needs Coordination.

A number of the teaching staff have completed Online INSET on Autism.

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

Many of Little Acorn's staff have completed and received accreditation for Online Inset training: Autism.

The majority of Little Acorns LSA’s have completed the Inclusion Development Programme online training for Autism IDP.

Several of Little Acorn's LSA's have attended, alongside a pupil's parents, the EarlyBirds and EarlyBirdsPlus training to support children with Autism

Members of the Little Acorns staff have also attended training for Speech, Language and Communication, Makaton and Occupational Therapy.

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?

Wescott strives to offer equal opportunities for all pupils and every child's needs, including those with SEND, are taken into consideration when planning any school trip or off site activity. When the risk assessment for the trip/activity has been carried out this is discussed individually with the parents/carers of each child with SEND.

Parents/carers are sometimes able to accompany their child on the trip/activity but this is decided on individual children’s needs and the restrictions of that particular activity. Parents/carers have the right to withdraw their child from a trip/activity if they wish to do so following a discussion with the head teacher.

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

See Above

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

Wescott School is accessible for children and adults with mobility difficulties. Some Entrances/Exits can be accessed via ramps. The main learning areas and classrooms in school are on the ground floor. All classrooms are accessible by a wheelchair user and there are designated toilet and changing facilities.

Outside there is one designated parking space for drivers in possession of a Disabled Driver Parking Permit.

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

Adaptations and improvements to the auditory and visual environments are made as required.

8.3: Are there accessible changing and toilet facilities?

Yes. See Above

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

The head teacher and Wescott Staff will discuss with parents of children with SEND how their child’s needs will be met.  If required, additional resources will be acquired and/or adaptations to the environment will be made.

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

Wescott Staff would discuss with those parents/carers who have a disability their preferred way of communication with the school.  See School's Accessibility plan and Equality Scheme.

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

For those parents/carers for whom English is not their first language Wescott staff would seek support from WBC and find an interpreter who could support those parents during meetings/discussions.

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?

All parents/carers of prospective pupils with SEND will be invited to discuss their child’s needs with the head teacher/SENCo in order for the school to:

  • request any additional resources
  • make alterations to learning spaces
  • make alternative teaching arrangements

Wescott Staff will visit the child’s current educational setting, meet the child with SEND, discuss with staff the provision currently in place and make any modifications at Wescott if appropriate. Following this the child will be invited to visit Wescott on several occasions to familiarise themselves with staff and their new peers.

For those children with a Statement of SEND or EHCP who will be transitioning to Wescott as a member of the Autism Resource, they will follow the Wokingham Transition Timeline procedures.

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

At Wescott all children are prepared to move on to their next class by their current class teacher supporting them through a variety of activities designed to support this important move.  For those children with SEND who need additional support specific social skills sessions will be held to help them discuss and reduce their anxieties prior to visiting their ‘new’ teacher and classroom.  All children take part in introduction sessions with their new teacher in their new classroom before the end of the summer term. If required additional activities for children with SEND to aid their familiarisation with their new environment/teacher will take place.

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

Wescott School works closely with each receiving setting to ensure a smooth transition for all pupils with SEND preparing to make the move to a new school. At Wescott all children are prepared to move on to a new school through a variety of activities and visits to their new school.

Each child with SEND will be discussed individually with their new school. Their current level of achievement and support will be discussed. A transition plan taking into account their individual needs will be discussed and arranged.

In addition, those children with a Statement of SEND or EHCP who will be transitioning to a new school as a member of a Resource will be following the Wokingham Transition Timeline procedures.

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

See Above

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

A complete and comprehensive picture of your child’s needs will be passed on to the receiving schools SENCo.

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

Not Applicable for Wescott Infant School

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?

Your child’s class teacher is the first point of contact to discuss something about your child or if you are worried.

The head teacher and SENCo would be informed by the class teacher about the nature of the concerns.

The head teacher/SENCo would meet with the class teacher and parents to discuss next steps as appropriate.

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

Wescott can offer you support and advice on a variety of issues including external and voluntary agencies. Further details of this service can be obtained from the School Office or head teacher.

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

See Above

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

Wescott School staff welcome feedback from all parents/carers of children attending our school. Your child’s class teacher is the first point of contact if you have a concern, complaint or compliment. Parents and carers are welcome to email, phone or come in to the school office to arrange a mutually convenient time.  Should the discussion with your child’s class teacher not resolve your concerns, you are welcome to meet with the head teacher or other senior member of staff to discuss this further.  The school sends out an annual questionnaire to parents to collect their views on school life.

School Admissions and Policy Documents

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

School Admission Link
Admissions Policy

11.2: School Accessibility Plan

Accessibility Plan Link
Accessibility Plan

11.3: Special Education Needs Policy

SEN Policy Link
SEND Policy


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