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Rivermead Primary School

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Updated: 26/11/2020

Description

Rivermead Primary School serves a diverse area of Woodley – a cultural mix of pupils, with languages spoken. The school is historically important to Woodley, with over 70 years serving the community, with many parents, and some grandparents having attended the school.

The school has an ethos were everyone is a learner – children and adults alike. It is our role to provide each child with a range of opportunities and to find the key that will unlock their full potential, whether it is academic, the arts or sport. We need to allow the children to take risks within a safe environment, and receive the encouragement, support and challenge they need to take each new step in their learning journey.

Rivermead is a two form entry primary school, which is organised into horizontally year grouped classes. The school is structured into phase teams – EYFS, Year 1& 2, Year 3 & 4, Year 5 & 6. The school has a non-class based Headteacher and Deputy Head, 15 full time teachers, 3 part time teachers covering PPA and leadership time and 2 SENDCos, both are part time but their combined hours equates to a full time position.

The Schools Leadership Team (SLT) consists of the Head, Deputy Head, EYFS, Key Stage One, Lower Key Stage Two and Upper Key Stage Two team leaders and Inclusion Leader.

The governing body has its full allocation, with a core of governors working with the school over the past 4 years. The governing body consists of members within education – school business managers, consultants, teachers, as well as members in business and involved with church groups.

Our Mission

At Rivermead Primary School, we believe an inclusive school is one in which the teaching and learning, achievements, attitudes and well-being of every pupil matter.  

As a school, we aim to provide a vibrant, happy and safe learning environment which enables every child to achieve the best they can regardless of gender, ethnic or social background or educational needs. In addition we promote the importance of healthy lifestyles, respect for the environment and the value of mutual respect. We prepare our pupils for the responsibilities and opportunities that arise throughout life in a multi-cultural and technological society.

Website:
Rivermead Primary School

Who to contact

Contact Name
Mr Brian Prebble
Contact Position
Head Teacher
Telephone
0118 954 0770
Email
admin@rivermead.wokingham.sch.uk

Where to go

Name
Rivermead Primary School
Address
Loddon Bridge Road
Woodley
Berkshire
Postcode
RG5 4BS

Facilities and Accessibility

Facilities
Assistance/Guide Dogs welcome
Wheelchair access
Premises on a bus route
Toilets
Accessible changing room
Accessible parking
Easy Access for Prams and Buggies
Accessible toilet
Disabled-friendly

Accessing this service

Type of School
Maintained
Age Ranges
4 yrs - 11 yrs

Provision For

Supporting people with
Visual impairment
Children with Additional Needs
Learning and Communication
English as an additional language
Sensory Impairment
Wheelchair Accessible
Autism Spectrum Conditions
Religious and cultural needs
Social Needs
Hearing impairment
Dietary needs
Emotional Needs

Compliments, complaints and comments

Contact Name
Brian Prebble
Position
Headteacher
Website
Rivermead Primary Complaints Policy

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

Local Offer logo
 
Local Offer Description

Local Offer last reviewed 26/11/2020

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

Rivermead identifies students with SEND through a close collaboration with parents, teachers and students. Concerns can be raised by parents/carers, the class teacher, SENDCo and/or the child. Progress and attainment of all pupils is reviewed termly by the senior leadership team. From year 1 each class completes termly assessments in reading, writing and Maths. This informs any necessary Waved interventions.

Rivermead utilises a variety of Wave 1 interventions to support an identified learning gap. Students’ progress is closely monitored through an assess, plan, do, review, process. Where a students is not making expected progress relevant support will be put in place utilising Wave 2 and Wave 3 interventions, the student at this stage may be added to the SEND register.

Rivermead has excellent working relationships with external agencies and the Local Authority, and regularly accesses relevant support via these services.

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

If you believe your child requires SEND support please put your concerns in writing to your child’s class teacher. Where this is not possible please address your concerns to a member of SLT or SENDCo. If you require advice or support with this process, please do not hesitate to contact the school directly.

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 they will be placed on the schools SEND register, so all staff are aware of your child’s needs as well as ensuring the school caters for their needs within the schools budgets. The class teacher will oversee and plan your child’s education programme in close collaboration with the SENDCo.

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

Rivermead holds Termly parent progress meetings and additional provision parent meetingsfor childrenn on the SEND Register. Where a child is in receipt of a Wave 2 or 3 provision, a letter will be issued and conversations as required.  Appointments can also be made via the Administration team to speak in more detail with class teacher, SLT and SENDCo.

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

Class teachers incorporate the development of a student’s independence through careful planning and differentiation. Teachers provide regular opportunities for students to develop their independent learning skills through scaffolding and support from staff who are trained in promoting these skills in a safe learning environment.  In addition the school supports a Growth Mindset ethos, where all children are taught about the brain, growth mindset andthe tools needed to be independent.

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

Rivermead strongly believes in quality teaching first. This means that a range of teaching and learning strategies are incorporated into every lesson and work is differentiated to meet all learners’ needs and to ensure all learners make progress. Rivermead is keen to provide a variety of ways in which a student can access learning opportunities. Rivermead provides regular off site trips, extra-curricular opportunities and works with a variety of external agencies.

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?

At Rivermead each students needs are considered individually in order to ensure a tailored learning plan is created.

Some of our strategies include:

  • Differentiated activities.
  • Visual support including pictures, writing frames or word banks.
  • Visual timetables.
  • First and then cards.
  • Reward systems.
  • ICT support.
  • Small steps with specific achievable targets.
  • Multi-sensory approach to activities.
  • Adult supported groups.
  • TA specialists.
  • Sensory circuits.
  • Nurture.
  • Social stories.
  • Subject specific equipment.
  • Reading University and NHS Speech and Language Therapy.
  • Educational Psychologist.
  • English as an Additional Language Coordinator.
  • Occupational Therapist.
  • Nurse.
  • Alternative therapies.
2.6: What additional staffing does the school provide from its own budget for children with SEND?

Currently Rivermead provides the following staffing from its own budget for children with SEND;

  • Nurture Assistants.
  • Teaching Assistants.
  • Additional Teachers to support specific interventions.
  • Additional Lunchtime Supervisors.
  • SEND Teaching Assistants.
  • Fully trained and experienced SENDCo’s.
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
Year1/2 Emotions and Social Skills Small group
Speech and Language Therapy Small group
Speech and Language Therapy One to one
Read Write Inc Small group
Years 3-6 TRACKS Small group
Years 3-6 TRACKS One to one
Learning Support Service One to one
Priority Readers One to one
Years 3-6 Number Sense One to one
Years 3-6 Number Sense Small group
Years 3-6 Precision Monitoring One to one
Nurture One to one
Nurture Small group
Dyslexia Gold One to one
Dyslexia Gold Small group
Read Write Inc One to one
2.8: What resources and equipment does the school provide for children with SEND?

After relevant assessments resources are sourced and used to support a student’s individual learning needs. Resources and equipment currently provided at Rivermead includes:

  • Sloping desk support
  • Specialist pencils/pens
  • Wobble cushions
  • Coloured overlays
  • Chewelry
  • Fiddle toys
  • Learning station
  • Empowering learning packs (e.g. Dyslexia – Visual dictionary)
  • Access to ICT
  • Clicker 7
2.9: What special arrangements can be made for my child when taking examinations?

During assessments and examinations students at Rivermead can access a variety of special arrangements once relevant assessments of need have been completed. Special arrangements Rivermead provides includes;

  • Small groups.
  • 1:1.
  • Additional time.
  • A reader.
  • A scribe.
  • Computer access.
  • Printouts on coloured paper.
  • Different sized printouts and font.
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?

Rivermead students complete termly summative assessments and ongoing formative assessments. The assessment outcomes are rigorously monitored by the SLT. Termly parent progress meetings and additional provision parent meetings are held in order to ensure parent and student input as part of the assess, plan, do review process.

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

At Rivermead students’ progress is reviewed and targets set through the termly evaluation of interventions. Next steps and new targets will be set through the formative assessments as well as in class performance observations, advice from outside agencies and information from teachers and parents. For children with Education Health Care Plans (EHCP) parents will be invited to attend annual review meetings to discuss progress in relation to the EHCP 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?

In addition to Rivermead’s normal reporting arrangements parents can discuss their child’s progress with staff at Termly parent progress meetings and additional provision parent meetings. Annual review meetings are also held for children with an EHCP. When an external agency (Education Psychologist, Physiotherapist) has been in to work with a child, where appropriate parents are invited to attend a meeting. Appointments can be made via the Administration team to speak in more detail with the class teacher and/or SLT, SENDCo.

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

Parents can contact the school via email, phone, letter, daily teacher access on the playground in the mornings and afternoons and meetings can be arranged with a member of the team via the Administration team.

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

Parents can support their child’s learning by working closely with the Rivermead team, external agencies, supporting extra-curricular activities, school trips and regularly attending parent evenings.  In addition we provide parent information sessions and documentation which outlines ways you can support your children at home.

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?

Rivermead offers a variety of support for parents/carers to enable them to support their child’s learning. This includes phonics workshops, reading/writing/spelling workshops, SAT’s information events for Y2 and Y6, residential information events, sharing assemblies, parent/carer in school days, trip support, parent volunteers and learning reviews.

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

At Rivermead students views on the help they are getting and progress they are making is sought through student voice questionnaires, student passports, student/parent review meetings, student reward programmes and celebration assemblies.

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

Year 6 children have the option of participating in Bikability ‘Cycling proficiency’ programme. This is an accredited course where on successful completion the children receive a badge and a certificate in recognition of the level they have achieved. Further information can be found on the Bikeability website.

Year 5 Children complete a swimming course during the Spring term. The children receive certificates from Academy Sport if they are able to swim 25 metres.

 

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?

Rivermead assesses the overall effectiveness of its SEND provision through regular parent/student feedback opportunities. These include termly data analysis by SLT/SEND to evaluate the progress of SEND learners and progress rate compared to non-SEND learners, termly SEND link governor visits, termly action plans and reviews which are planned with and reviewed by SLT, external visits and reviews by WBC, termly evaluation of interventions, inclusion learning walks and TA observations, students are aware of their own learning targets and next steps, annual parent/student questionnaires and link SEND Governor present at parent provision meetings.

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

The following support is available to promote SEND emotional and social student development;

  • Nurture.
  • 20:20 club.
  • Friendship groups.
  • Self-esteem groups.
  • SEAL / Rainbows– PSHE programme.
  • Social stories.
  • 1:1 time.
  • Comic Strip conversations.
  • Play leaders/peer mediators.
  • Chill Kids.
  • CBT linked programmes.
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?
  • ABC chart
  • Clear rewards and sanctions
  • TA support/ key adult
  • Movement breaks
  • Structured tasks
  • 20:20
  • Support from outside agencies – Foundry College
  • BSP
4.3: What medical support is available in the school for children with SEND?

Rivermead School has disabled access, trained first aiders, adaptations to students’ school day where necessary, trained staff in specific conditions and training is put in place where necessary, and student medical support plans.

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

Rivermead requests that parents sign a medicine administration permission form, trained first aiders administer the relevant medicines, a medical log is completed when medicines are administered, medicines are stored in a safe place and a medical fridge is also available.

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

Rivermead has an Intimate Care policy. Where a student is in the EYFS year group, parents are requested to sign consent for staff to support their child with toileting. There is a school policy of a 2:1 adult to child ratio when supporting students with toileting. Parents are informed of any significant toileting issues. Where students require additional support with toileting Rivermead accesses the school Nurse support and adaptations can be made where necessary to a student’s timetable. Where students require additional support with eating, a student’s timetable can be adapted where necessary, the school Nurse is accessed for any advice and class teachers can provide 1:1 intervention support.

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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?

Rivermead works closely with SEND support services and has an excellent working relationship. Some of the services accessed includes;

  • Educational Psychologist
  • Foundry College
  • Learning Support
  • Traveller Education Services
  • Speech and Language
  • Occupational Therapist
  • Addington Outreach
  • School Nurse
  • Assist ASD support
  • Dyslexia Research Trust – Outreach
  • Educational Welfare Services
  • SEND network
  • Intensive Parenting and Family Support practitioner
  • SENDIASS
  • EAL support
5.2: What should I do if I think my child needs support from one of these services?

If you believe your child requires support from a SEND support service please put your request in writing to your child’s class teacher. Where this is not possible please address your concerns to a member of SLT or SENDCo. If you require advice or support with this process, please do not hesitate to contact the school directly.

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

Rivermead school staff follow programmes provided by Speech and Language Therapy, Occupational Therapy and Physiotherapy. These include assess, plan, do, review targets and where necessary the use of specialist equipment and resources. Specialists may also come in to support staff and students where necessary. Rivermead is able to adapt a student’s timetable to support this process.

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 believe your child requires specialist SEND support please put your concerns in writing to your child’s class teacher. Where this is not possible please address your concerns to a member of SLT or SENDCo. If you require advice or support with this process, please do not hesitate to contact the school directly.

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

Rivermead has access to children’s social care services as required. The school has a safe guarding policy and staff are trained to manage CP incidents. The school has designated CP Officers.

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

At Rivermead the staff development programme has a consistent focus on providing quality teaching and learning across the curriculum for all learners.  Termly SEND staff development meetings are held, termly SEND surgeries are held with external agencies. Pupil progress meetings are held with the SEND team, a speech and language therapy surgery is held annually and the SEND team attend a variety of training throughout the year and share with the staff to develop knowledge and skills further. Training is provided dependent upon current needs and the school’s focus.

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

Rivermead TAs and support staff have access to monthly TA training sessions with a SEND agenda, meetings with outside agencies, attend regular training sessions appropriate to school provision and TA’s working with children with ASD attend regular training from Assist. Training is provided dependent upon current needs and the school’s focus.

6.3: Do teachers have any specific qualifications in SEND?

Mrs L Terry, Mrs L Tomlin and Mrs G Sloan have achieved the National Award for Special Educational Needs Coordination.

All teachers have experience of working with a range of SEND pupils.

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

Rivermead Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of all areas of SEND. Recent courses attended include Nurture Assistants, Social story writing level 1 and 2, Transition for learners with ASD, Precision Monitoring and Empowering learning taster – Dyslexia.

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?

At Rivermead all children are included in out of school activities and trips. Rivermead offers a wide variety of school activities and trips to ensure that all of our students needs are met. Where a student requires specialist equipment or adaptations in order to access an activity, Rivermead will always endeavour to ensure this is provided.

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

Trips and activities are planned alongside parents and risk assessments are undertaken in line with the Local Authority guidelines. Parents may accompany their child if necessary or 1:1 support may be provided depending on the level of need.

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

Rivermead always seeks to insure individual access requirements are met. Including ramps into the school buildings to make them accessible to all, a disabled toilet with changing facilities and a disabled parking bay which is close to the school entrance. The school regularly reviews its Accessibility plan.

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

The plan of the school has been amended to enable many classrooms to be open plan. The auditory and visual environment is reviewed through learning walks and outcomes are regularly reported to staff. The school has an Auditory and Visual Environment policy which is regularly reviewed. Where a student has a specific auditory or visual need Rivermead will always endeavour to ensure the relevant support is in place and that advice is sought from relevant professionals.

8.3: Are there accessible changing and toilet facilities?

Rivermead has a Disabled toilet with changing facilities. The EYFS area has a toilet with a step access.

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

Rivermead is accessible to students with physical disabilities via ramps. Where a student’s needs are more specialised the school works alongside students, parents and external agencies to ensure access is in place.

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

Rivermead provides support with the completion of any paperwork. Where there is a more specific need Rivermead will work closely with the parent and any external agencies to ensure the school is accessible to all.

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

Rivermead regularly access support from the EAL services provided through the Local Authority. Where necessary the school has sought translator support for home/school letters.

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?

At Rivermead all students entering EYFS will receive an invitation to visit the school and meet the team. Staff from the school will have a transition visit to the nursery environment during the previous summer term. Students will have the opportunity to visit the school during the summer term, one visit will be with a parent, the other will be in the morning and then the afternoon. For students with more complex needs the school will work in collaboration with the relevant supporting adults. For any individual with an EHCP their key worker will work alongside their new TA to ensure a smooth transition and any additional visits to the nursery or to the school can be arranged as necessary. At the beginning of the Autumn term the students begin with a staggered start – one class attends a week of mornings, the other for a week of afternoons and then alternate for the second week. A member of the Inclusion team and Team leader will attend a meeting with the nursery SENDCo to discuss individual needs.

If other professionals are involved a multi-agency meeting may be held to discuss the student’s needs, share strategies used and ensure provisions are in place before the placement starts. Rivermead also provides adaptations to the school day and photo books where necessary.

 

Moving from another school:

Students and parents receive a tour of the school, a meeting is then held for parents with a member of SLT and Admin, parents and student then meet the class teacher and TA, there is also an opportunity for the student to attend an in class visit and buddy up with a student from their new class.

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

At Rivermead all children attend two transition mornings to meet and learn with their new class teacher. Some children may also require transition plans (where a student has an EHCP or specific SEND need), additional visits/meetings with their new class teacher during the summer term, visual transition booklets created for/by the student, social stories and a personal passport.

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

All students attend a visit to their new school during the summer term. Additional visits are arranged for any vulnerable students. A supporting TA is able to attend transition days with the students and students are able to take photos during the visit and to make a transition booklet with staff on their return to school. Where a student has a specific SEND need the school SENDCo will work closely with the next school to ensure a smooth transition.

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

Rivermead will support the student by holding meetings between class teachers and new form tutors in order to hand over relevant information. We will ensure all documentation is handed on to the next school. Where a student has a specific SEND need the school SENDCo will work closely with the next schools SENDCo to ensure a smooth transition.

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

In all cases relevant assessment data, school files and personal profiles will be provided to a student’s new school.

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?

Please contact the class Teacher or Team Leader.

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

The school is able to access and recommend relevant support agencies where necessary. Please contact the class Teacher or Team Leader.

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 is able to access and recommend relevant external support agencies where necessary. Please contact the class Teacher or Team Leader.

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

Rivermead provides an annual parent survey, parents can access staff via email through the Administration team and parents can submit letters or phone.

School Admissions and Policy Documents

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

School admission arrangements

Rivermead admissions are operated in line with he Wokingham Borough Council Admissions Policy.

School Admission Link
Wokingham Borough Admissions Policy Website Link

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

Data last checked: 26/11/2020
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