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St Paul's CE Junior School

St Paul's Church of England Junior School is a large, well established junior school, serving a largely suburban area close to Wokingham town centre.

The school has strong links to the local parish church and clergy team. It works in close partnership with the other schools in its cluster and more widely with other groups of schools across the local authority.

With 383 KS2 pupils on roll (March 2019) the school is well above average in size. St. Paul's does generally have 96 pupils per year group.

Pupil stability is much higher than the national average, reflecting the settled nature of the school community.

The proportion of pupils that have special educational needs is currently 11.5% (including EHC and SEN support)

St. Paul’s Mission Statement;

Our mission is to provide, for each and every child in the School, a loving, caring environment, based on Christian principles, in which each individual can develop their full potential, educationally, morally and spiritually and to provide the same quality of care and concern for all adults involved with our school community.

Our Aims:

  • To foster a spirit of self and mutual respect and co-operation between teachers, parents and pupils
  • To provide for the educational needs of pupils as individuals so that each may develop to the full, his or her distinctive abilities and aptitudes
  • To develop a reasoned sense of attitudes, values, morals and beliefs
  • To provide opportunities for pupils to develop their own sense of spirituality
  • To develop a sensitivity towards others
  • To encourage habits of self-discipline and acceptable behaviour
  • To prepare pupils for the adult world by enabling them to acquire the necessary skills, knowledge and practical abilities
  • To help children grow up to see themselves not just as individuals but also as members of social groups and of society
  • To develop the capacity to live as independent self-motivated members of society
St Paul's CE Junior School

Who to contact

Contact Name
Mrs Julieanne Taylor
Contact Position
Head Teacher
0118 978 5219

Where to go

St Paul's CE Junior School
Oxford Road
RG41 2YJ

When is it On/Open ?

Accessing this service

Type of School
Age Ranges
7 yrs - 11 yrs

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

Local Offer logo
Local Offer Description

Local Offer last reviewed 22/11/2018

Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Class teacher observations, Inclusion Manager observations
  • Information from parents
  • Experiences/data shared from previous schools
  • Teacher assessments and tracking of progress
  • Diagnostic assessments e.g. Dyslexia screening, reading tests, spelling tests, phonological assessments
  • Outside Agency reports
  • Year 3 Cognitive Ability Tests
  • Year 4 Non-Verbal Tests
1.2: What should I do if I think my child has SEND?
  • Contact class teacher initially regarding concerns
  • Meet with Inclusion Manager and/or Head teacher
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 with Inclusion Manager in consultation with parents/carers.

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Parent’s evenings
  • Additional meetings as needed with class teachers and/or Inclusion Manager
  • Annual reports
  • Annual Reviews (If a child has an EHC plan)
  • Individual Learning Plans are reviewed termly with parental input
2.3: How will the school balance my child's need for support with developing their independence?
  • Individual Learning Plans (ILPs)
  • Visual Timetables
  • Visual prompt cards/cues
  • Adult support at regular intervals
  • Support to help with pre-learning
  • Support to recap key learning points
2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated and personalised based on each individual child's need, taking into account teacher assessments, advice from outside agencies, the need for small group or 1:1 if needed or specific interventions.

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 assessed individually in order to determine the best strategies for them. Strategies we may use include;

  • Visual timetables
  • Visual prompt cards to help pupils start work
  • Differentiated activities
  • Writing frames
  • Work broken down into small steps
  • Alternative ways of recording work
  • Individual reward systems
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • SEN assistant
  • Learning mentors in each Year 3 class for every morning
  • Learning mentors in every class for Literacy and Maths lessons
  • Additional adult support in classrooms if required


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
Firstclass@number2 Small group
Success@arithmetic Small group
Plus 1 and Power of 2 (Maths) One to one
Precision Teaching (Maths and English) One to one
Specialist Literacy support One to one
Phonic Books One to one
Bright Start Club (OT) Small group
Occupational Therapy exercises One to one
Speech and Language One to one
Social Skills Small group
Nurture sessions One to one
Talking Partners (EAL) Small group
2.8: What resources and equipment does the school provide for children with SEND?
  • Sloping desks
  • Pencils and pencil grips
  • Coloured overlays
  • Wobble cushions
  • Lap weights
  • Shoulder weights
  • Weighted blanket
  • Fiddle objects
  • Quiet area/sensory room for calming down
  • Use of a laptop
  • Clicker 7
2.9: What special arrangements can be made for my child when taking examinations?
  • Additional Time (needs to be applied for in relation to SATs)
  • Scribes
  • Readers
  • Quiet areas
  • Rest breaks
  • Prompters
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • Half-termly teacher assessments
  • Reading tests that give standardised scores and comparative ages
  • Spelling tests that give standardised scores and comparative ages
  • Cognitive ability tests in Year 3
  • Non-verbal reasoning tests
  • Parent's evenings
  • Individual Learning plan meetings with class teacher and/or Inclusion Manager
  • School hold termly pupil progress meetings with head teacher, Inclusion Manager 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?
  • ILPs are reviewed every term with new targets set and comments from parents and children
  • ILPs can be updated as and when necessary to reflect any new or changing needs
  • Advice from outside agencies (if involved)
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?
  • Meetings with class teacher and Inclusion Manager
  • Annual review meeting if child has an EHC plan
3.4: What arrangements does the school have for regular home to school contact?
  • Teachers are always happy to arrange a meeting to discuss issues with parents regarding a child
  • If it is felt to be useful, home school link books can be used
3.5: How can I help support my child's learning?

The following support you can offer your child can have a significant impact on their progress;

  • Listen to them read every day
  • Read to them daily
  • Play games e.g. board games
  • Visit places of interest as this will aid topic knowledge
  • Support home learning activities
  • Ensure punctual and regular attendance
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 runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are demonstrated
  • Transition meetings
  • Parenting courses are offered during each academic year
  • School is able to signpost support from a range of other agencies
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Self assessment opportunities
  • Individual targets for reading, writing and maths
  • If they have an Individual Learning Plan, their views will be sought when writing the plan
  • If they have an EHC Plan, their views will be sought as part of the Annual Review process
  • Termly Pupil Forum meetings for pupils with identified SEND
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?
  • Annual reviews
  • Monitoring progress via teacher assessments and standardised scores
  • Outside agencies review objectives set and progress made towards these
  • Monitoring the impact of interventions
  • Discussion with children as appropriate and parents
  • Children are aware of their own learning targets and next steps
  • ILP targets
  • Annual Questionnaire for parents of children identified with SEND
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?

Support will be differentiated according to the child's needs using a range of strategies which may include;

  • Circle of friends
  • 1:1 time with an adult
  • Social stories
  • Social skills group
  • Buddy system
  • Nurture session
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?
  • Individual behaviour plan
  • Pastoral support plan
  • Quiet areas inside school
  • Safe place to calm down
  • Clear boundaries and guidelines of choice
  • Team around the family (TAF) meetings 
  • Referral to Foundry college to request advice and/or 1:1 work with a child
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 any child
  • Future needs of incoming children are assessed and training put in as required
4.4: How does the school manage the administration of medicines?
  • Specifically trained adults according to individual needs of children
  • First aiders
  • First aid policy
  • Medicine policy
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

Where a child has specific personal care needs, we are able to provide;

  • Disabled toilet/wet room
  • 1:2 support with personal care
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?
  • Educational psychologists
  • Learning support services
  • Teachers for hearing impaired
  • Behaviour support teachers (Foundry College)
  • ASD advisory teachers
  • Family support workers
  • Child and adolsescent mental health service (CAMHS)
  • Occupational therapists
  • Physiotherapists
  • Speech and language therapist
5.2: What should I do if I think my child needs support from one of these services?

Contact the Inclusion Manager who will advise next steps and make referrals as necessary.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • Specialists come in to support as required depending on each child's needs
  • School staff follow programmes provided by occupational therapists through training from this service
  • School staff follow programmes provided by speech and langauge therapists within a class and on a 1:1 basis
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?

Arrange a meeting with the Inclusion Manager to discuss a referral. This can also be done through a GP.

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

School can access social care services as and when required.

Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Regular SEND staff meetings
  • A time to discuss children with SEND is allocated to Staff meeting agendas
  • Training is provided depending on current and future needs
  • Inclusion Manager attends regular training and cascades information to staff
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Inclusion Manager holds weekly meetings/training with all support staff
  • Teaching assistants and lunch time staff attend training as necessary
6.3: Do teachers have any specific qualifications in SEND?

Inclusion Manager has a Postgraduate certificate in Language, Literacies and Dyslexia and is an associate member of the British Dyslexia Association.

Teachers have a great deal of experience in dealing with a range of SEND pupils.

6.4: Do teaching assistants have any specific qualifications in SEND?
  • One teaching assistant has a level 4 certificate in literacy and language difficulties (Dyslexia)
  • One teaching assistant has a certificate in Tracks Literacy (4 day course)
  • Three teaching assistants have attended a 3 day course on occupational therapy programmes
  • All teaching assistants regularly attend courses and training to develop their knowledge and understanding of all areas of SEN
  • Teaching assistants attend ASD 'Early Bird' courses along with parents as required
  • Three teaching assistants are qualified as Nurture Assistants
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 in out of school activities and trips in discussion with parents and risk assessments undertaken in line with the Local Authority guidelines.
  • 1:1 support maybe provided depending on level of need
  • Staff undertake a preparatory visit to ensure the risk assessment is appropriate
  • Staff ensure that the venue are fully informed of any additional support/resources that maybe required
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 may also be taken 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?

School is fully accessible.

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

School takes advice from outside agencies regarding adaptations in teaching areas for each child as required.

8.3: Are there accessible changing and toilet facilities?

There are accessible toilet and changing facilities.

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

Reasonable adjustments are made if necessary to ensure that the school is fully accessible to all children.

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

Parents needs are accommodated on an individual basis as required.

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

School can access suport from the Local Authority EAL team to translate letters etc. We would also encourage parents to bring an advocate (trusted representative) who is able to offer translation services.

If necessary, school will employ an interpreter to attend meetings with parents.

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?
  • Liaison with current setting
  • Additional transition visits if required
  • Photos of key adults and places in the new setting
  • Next teacher/teaching assistant where possible to see child in their current setting
  • Transition meetings held with parents and key staff
  • Inclusion Manager will attend TAFs, annual reviews and meetings with outside agencies 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?

St. Paul's offers an extensive transition programme to all children moving up into the next school year. This involves all children spending a week with their new class teacher in July each year. In addition to this;

  • Photos of key adults and places
  • Transition meetings held with parents and key staff
  • Teachers meet to pass on detailed information on their needs and strategies/support that is currently in place
  • Some children are invited in to meet again with their new class teacher, visit their new class etc. on the INSET day prior to the start of the Autumn Term
9.3: How will my child be prepared to move on to his or her next school?
  • PSHE curriculum in Year 6 reflects transition
  • Additional transition visits
  • Photos of key adults and places in the new setting
  • Next teacher/teaching assistant where possible to see child in their current setting
  • Transition meetings held with parents and key staff
  • Teachers meet to pass on detailed information on their needs and strategies/support that is currently in place
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 EHC plan
  • Invite new school to visit child in current setting
  • Teaching assistant may accommpany child on visits to new school
  • Invite new school to transition meetings held with parents and key staff
  • Child to attend additional transition visits
  • Teachers pass on all relevant information including academic and social needs, specific strategies and support in place and any medical needs
9.5: What information will be provided to my child's new school?

School will share records of intervention, assessments (including teacher assessments, statutory assessments and other standardised tests), reports from outside agencies and effective strategies that have been developed and used.

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

Not applicable.

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


  • Referrals to the Early Help Hub can be made for some 1:1 parenting support
  • School can signpost parents to parenting courses
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • School keeps up to date contacts for agencies such as REACH and is always happy to help parents find support groups as needed
  • School can signpost parents to external agencies
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Parents are encouraged to speak to the class teacher in the first instance as issues arise
  • Feedback via annual parent questionnaires
  • Head teacher is on the school gate every morning
  • Head teacher surgeries
  • Contact the Head teacher or Inclusion Manager to deal with any compliments and concerns
  • School has a complaints proceedure
School Admissions and Policy Documents

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

School Admission Link
St Paul's CE Junior School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

SEN Policy Document
St. Paul's SEND Policy
Data last checked: 08/02/2019
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