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Radstock Primary School

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Radstock Primary school is a two form entry Primary School with approximately 470 children between the ages of three and eleven years.

‘At Radstock we work together as a team to promote a love of learning in a happy and secure environment where every child can achieve their full potential’. (School’s Mission Statement)

We combine excellence in teaching with enjoyment of learning for all those involved in our learning community including children, staff and parents. We pride ourselves on being an inclusive school. We value each individual, their uniqueness and the contribution that they make to our whole school community. We provide a safe, caring, enjoyable and challenging learning environment where pupil voice is valued and expected in helping to shape and move our school forward. We believe that every child has equal worth, standing and opportunity, regardless of race, gender, creed and ability, whether they have physical, sensory, emotional, behavioural, specific or general needs. Every child is entitled to a broad and balanced curriculum which is delivered through the National Curriculum and the school’s Integrated Curriculum plan.

Radstock Primary School

Who to contact

Contact Name
Mrs Lou Slocombe
Contact Position
Head Teacher
0118 986 9050

Where to go

Radstock Primary School
Radstock Lane

Accessing this service

Type of School
Age Ranges
4 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 15/10/2020

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

The schools tracking system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing in line with age related aexpectations and who may have additional needs. The schools system includes reference to information provided by any of the following, according to need where necessary:

  • Baseline assessment results
  • National Curriculum descriptors for the end of a key stage
  • Progress measured against the P level descriptors
  • Standardised screening and assessment tools
  • Observations of behavioural, emotional and social development by teachers and other staff members. 
  • Another school or LA which has identified or has provided for additional needs.
  • Parental information
  • Psychological reports
  • Medical Advice
  • Care plans
  • IEP Reviews and Annual Reviews
  • Information from Nursery School or other transferring school
  • Social workers, health visitors, therapist and or other supporting professionals
1.2: What should I do if I think my child has SEND?
  • Contact class teacher initially regarding concerns if in school
  • Meet with SENDCo (also known as the Inclusion Leader) and Head
  • If pre-school child, contact school to arrange a meeting with SENDCO and Head
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 support from  the SENDCO and other appropriate professionals will plan provision and targets for your child and this will be recorded on an IEP (Individual Education Plan). This will be coordinated by the SENDCO who checks IEP’s on a termly basis.

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

At Radstock School we encourage parental involvement at every stage of the SEN process by inviting parents to

  • Meet with staff to discuss their child’s needs
  • Attend review meetings
  • Inform staff of changes in circumstances
  • Support targets on IEP’s

Additional information will be provided through:

  • Staff and parents/carers will work together to support pupils identified as having additional needs.
  • The school will keep parents fully informed and involved and take account of the wishes feelings and knowledge of parents at all stages of the educational planning process. We encourage parents to make an active contribution to their child’s education and work in partnership with the school.
  • Ideas and materials for supporting learning at home will be discussed with parents/carers and distributed on request.
  • Regular communication between school and home ensure that concerns are promptly acted upon.
  • Parent meetings provide regular opportunities to discuss concerns and progress.


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

This will be done on a pupil by pupil basis. The IEP will detail the additional support (provision) your child requires. Your child will be encouraged to be independent where possible using resources such as,

  • Individual Education Plan (IEP)
  • Visual timetables
  • Planners
  • Group support plans
  • Small group inputs to recap key learning points
  • practical resources
2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated based on each individual child’s needs, taking into account teacher assessments, and advice from outside agencies. Differentiation will include: by outcome, by task, by expectation, by adult support and will be subject speciific based on the content of the lesson.

Differentiated curriculum support within the class will;

  1. Ensure full access to the curriculum.
  2. Demonstrate an improvement in self-help or personal skills.
  3. Demonstrate an improvement in the child’s behaviour and confidence.
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?

All children have access to a balanced and broadly based curriculum which is differentiated to enable children to understand the relevance and purpose of learning activities and experience levels of understanding and rates of progress that bring feelings of success and achievement. Each child’s needs are assessed individually and an appropriate range of teaching styles and strategies are used to support them. These may include

  • Multi-sensory approaches
  • Collaborative learning
  • Peer/ self-assessment
  • Individual/small group work
  • Autism friendly classrooms
  • Personalised programmes of learning
  • 1:1 adult support
  • Use of technology to record / access work
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Teaching assistants in each year group
  • Teaching staff or teaching assistants to run focused interventions
  • Nurture assistants
  • Inclusion Leader
  • 1:1 adult support where needed
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
sensory circuits Small group
speech and language programmes One to one
Occupational therapy programmes One to one
Precision Monitoring One to one
Attention and Listening Small group
Attention Autism Small group
Theraplay One to one
2.8: What resources and equipment does the school provide for children with SEND?

Access to the Curriculum

This will vary for each child according to their identified needs. The school undertakes to assess its provision of curriculum to pupils on a regular basis, and to use this information to better tailor the curriculum to pupil requirements. Any resources and equipment that a child needs will be considered based on recommendations made by specialist services. Currently we have the following resources and equipment in school.

  • Sloping desks
  • Cushions for chairs
  • Pencil grips
  • Coloured paper and books
  • Coloured overlays
  • Posture pads
  • Voice recorders
  • Laptops
  • iPads
  • Nurture room
  • Sensory room
  • Ear defenders
  • Move and sit cushions
  • fiddle toys
  • A vareity of sensory equipment
  • Occupational Therapy recommended resources
2.9: What special arrangements can be made for my child when taking examinations?

Access to:

  • Additional time
  • Scribes
  • Transcribes
  • Readers
  • Quiet areas
  • Rest breaks
  • use of technology to record work

In some cases the use of special arrangements will require additional application to the standards and testing agency. Where this is the case we will discuss this with parents.  For some pupils disapplication from the tests may be necesasry as they are not appropriate.  School will discuss this with parents at review meetings and with other professionals involved.

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

On-going teacher assessments

  • Standardised tests that give standardised scores and comparative ages
  • IEP meetings and parents evenings- a chance to give input from home experiences and to reveiw proress against targets
  • Ongoing teacher assessment
  • Pupil progress meetings with Class teacher/ Team leader/ Head Teacher (see 2.2)
  • School Planning meetings and Surgeries with EP, LSS, Foundry College review pupils on the register termly.  Feedback will be given to parents where necessary.
  • Annual reviews for pupils with EHCPs
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

IEP’S are reviewed and updated on a termly basis in collaboration with school staff, outside agencies (where necessary) and parents.  

Personalised targets set by outside agencies e.g. Educaitonal Psychologist and Speech and Language therapists will be reviewed inline with therapists recommendations.

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?
  • SEND support meeting each term to discuss progress and targets
  • Annual reviews for a child with an Education Health Care Plan
  • Class Teacher/ SENDCO are happy to meet with parents to discuss any issues or concerns
3.4: What arrangements does the school have for regular home to school contact?
  • Teachers and SENDCO are always happy to arrange a meeting to discuss issues regarding a child.
  • Where appropriate a home school record may be used
  • Pupils with 1:1 adult support have the opportunity to talk to these adults at the beginning and end of the shcool day.
  • School website
  • Email
  • Class Dojo
  • Google Classroom
3.5: How can I help support my child's learning?
  • Regular reading/phonics practise.
  • Complete weekly differentiated home learning tasks that are set.
  • Times table/number fact practise.
  • Support IEP target work and other therapist recommendations
  • Positive engagement with professionals if involved.
  • Inform us when you believe things need changing or reviewing.
  • Attend all meetings for your child
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 shown
  • Parenting courses are also offered through the school SENDCo throughout the year.
  • A vareity of courses are advertised in the school news letter / website and on the office information board.
  • the school SENDCo is available to support all parents and will signpost to outsdie agencies for further support when necessary or when asked for
3.7: How will my child's views be sought about the help they are getting and the progress they are making?

‘The child where possible according to age, maturity and capability, participates in all the decision making processes which occur in education’. (Supplement to the Code of Practice 1.19). We recognise that pupil voice is important and actively aim to listen to children’s views whenever possible.

At Radstock this includes:

  • Contributing to the assessment of their needs
  • Contributing to IEP’s through setting learning targets
  • Working towards achieving agreed targets
  • Contributing to the review of IEP’s, annual reviews, TAF meetings and the transition process in year 7.
  • Pupil views are always recored at annual reviews and before SEND support meetings.
3.8: What accredited and non accredited courses do you offer for young people with SEND?

All our children follow the National Curriculum at the level appropriate to them.

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?

Monitoring progress via Teacher Assessments, standardised scores

  • Outside agencies review objectives set and progress made towards these
  • Measure impact of interventions on a termly basis.
  • Discussion with children as appropriate and parents.
  • Children are aware of their own targets and steps.
  • SEN is monitored and discussed at regular governing body meetings e.g curriculum.
  • Staturtory assessment documentation for the school is reveiwed annually
  • Through evaluation of the school improvement plan
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?

Based on the individuals needs, access to support may include:

  • Specific interventions such as circle of friends, I to 1 time, Social stories, theraplay.
  • Nurture assistants
  • Personal work stations
  • Structured lunch times
  • Attention and listening groups
  • Emotional Literacy programmes for small groups or individuals
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?

In line with the schools Behaviour Policy Strategies may include:

  • Behaviour support plans
  • Pastoral support plans
  • Individual education plans
  • Access to a quiet room/safe place
  • Clear boundaries/targets
  • Daily opportunity to report to a named adult
  • Possible reduced timetable and or personalised curriculum following discussion with senior leadership.


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

School staff are trained in first Aid every 3 years.

Where appropriate to do so, staff will take on training as needed to support the medical needs of a child e.g. epilepsy, allergic reactions - use of epipens, diabetes

Foundation stage has paediatric first aid care plans written where appropriate.

Care plans in place for named pupils that are reviewed with parents and allocated medical practitioners.

4.4: How does the school manage the administration of medicines?
  • Members of staff have attended first aid training
  • All staff have been offered Epipen training
  • Medicine is checked termly to keep it up to date.
  • A form must be completed for any children who need to have medication during the school day.
  • We work with the school nursing service if medication is required for a more complex need.
  • Any specific training for individual pupil need is undertaken and administration of medicine recorded. 
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

Based on identified need the following may be appropriate:

  • Specialist services and expertise available at or accessed by the school
  • Disabled toilets and changing facilities available
  • Modified equipment in the disabled toilets, raised steps, pull down bars, toilet frame, wall mounted changing bed
  • Spare clothing/wipes
  • Additional support, equipment and arrangements can be made for children with eating needs.
  • A care plan may be 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?

We use all of the above support services for specific children all through referral.

  • Family support workers
  • Occupational Therapy
  • Speech therapy
  • Physiotherapists
  • Behaviour support teacher
  • Educational Psychologist
  • GP
  • Sensory Consortium Service
  • Foundry College behaviour support
  • Addington Special School outreach support
  • Learning Support Service
  • Just Around the Corner (JAC) emotional wellbeing support
5.2: What should I do if I think my child needs support from one of these services?

Speak with the child’s class teacher or SENDCO who will advise next steps and make referrals as appropriate

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • In school, staff follow programmes provided by these services
  • Specialists come in termly to support and reveiw progress 
  • Programmes are reveiwed and ammended annually, sometimes more frequently by the therapists
  • School can refer to OT and Physio only if a child has an EHCP.  Letters can be written to GPs to ask for a referral by them if the child does not have an EHCP
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?

Speak to class teacher and SENDCo. 

Referrals to S&L can be made by the school.  OT and physio will need to be done via the GP unless the child has an EHCP.

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

The head teacher is the designated officer for child protection and can support families to access these services if required.

Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Organised SEN staff meetings
  • SENDCo and Head attend training which they cascade to staff
  • School has a designated educational psychologist and speech and language therapist who provide training when required.
6.2: What SEND training is provided for teaching assistants and other staff in your school?

Teaching assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEN where appropriate depending on need.  The SENDCo delivers training to all teaching assistants on a regular basis according to needs and priorities.

6.3: Do teachers have any specific qualifications in SEND?

School SENDCo has the SENCO accreditation award.

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

Teaching assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND where appropriate depending on need.

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?
  • We aim to include all children in out of school activities and trips. We will discuss the trip with parents beforehand and complete risk assessments in line with local authority guidelines.
  • 1 to 1 support may be provided depending on the level of needs identified through risk assessment.
  • In exceptional circumstances the school retains the right to exclude individual children from school activities / trips. This will be the case where risk assessment of their individual needs or behaviour concludes that to include them would present a danger to themselves or others or undermine the educational purpose of the trip for other pupils
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

Through discussions with parents and school staff. Advice is also taken from the place to be visited in terms of their facilities and accessibility. Pre visits (where appropriate) social stories, photo booklets/ video clips may be used to support preparation.  Discussions about transport needs with all coach companies. 

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

 Pupils with Special Educational Needs and/or disabilities have access to all areas of the school building.  Flat access or ramps are in place for all areas of the school.  This will be reviewed on an annual basis with individual needs in mind. See accessibility policy.

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

The school seeks and follows the advice of services such as other schools, the LA, the Government, and independent bodies to achieve best practice. Our building work is planned to be fully inclusive of environmental factors to ensure that all impairments/disabilities are catered for.  Support and guidance from the Sensory consortium are taken when needed,

8.3: Are there accessible changing and toilet facilities?

We have 4 disabled toilets throughout the school.

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

The school audits existing facilities and develops ways of making the physical environment more accessible to people with disabilities. We consider how different impairments have specific requirements and can be best catered for within the school environment. When a child starts at the school we ask the parents/carers about his/hers access needs and to adapt correspondence accordingly, e.g audio tape, large print. We also ask about access needs to do our best to ensure that these are met. Where modifications are required the school will aim to plan for these.

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

This will be done on a needs based and individual basis.

See previous methods of communication with parents.

Where disabilities are known to the school we will aim to communicate in the most effective method for individual parents/carers. 

8.6: How does the school communicate with parents / carers whose first language is not English?
  • The EAL Lead and Head teacher encourage parental involvement and positively plan to improve it where appropriate. Parents and members of the community are a valued resource and we invite them to help us to enrich all the children’s learning and cultural awareness. The EAL Lead and Head teacher audit the home language spoken and the needs of parents for translation of information and letters home and for interpretation. A list of parent helpers, able to support with specific languages / cultures is available and updated each year.
  • Translators and interpretors are available if appropriate.
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?

Foundation 2 teachers meet with staff from partner nursery schools prior to pupils starting Radstock. Concerns about particular needs will be brought to the attention of the Inclusion Leader after this meeting. Where necessary the SENDCo will arrange another meeting and draw up a transition plan.

  • Staff complete home visits prior to a child starting school.
  • Photo books will be made if required
  • SENDCo will attend TAF’s annual reviews if appropriate
  • Booklets and information meetings are given for new parents joining the school.
  • Transition visits to school/new classes.
  • School organised team around the child meetings pre entry to the school when necessary.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Photos of key adults and places in the new team. Photo books can be made, all about me passports, social stories, a letter from the new teacher in the school holidays.
  • Next teacher can visit child in current setting or team area.
  • Parents introduced to teachers/LSA’s as appropriate.
  • SENDCo meets with teachers towards the end of term to pass on information including academic and social needs, specific strategies that work including IEP targets, medical details.
  • Additional transition visits to new classroom/teacher/school if required.
9.3: How will my child be prepared to move on to his or her next school?
  • Children transferring from Radstock School to new schools are supported by class teacher and the SENDCo will discuss the vulnerable children with parents and receiving schools in order to plan a smooth transition.
  • Home visits may be arranged with foundation stage staff. 
  • Secondary school transition plans for pupils to inlcude new school staff and current school staff.  
  • Year 6 children are involved in discussions / activities to prepare them for leaving Radstock and moving on to Secondary school
9.4: How will you support a new school to prepare for my child?
  • Meet and discuss individual needs of all year 5 pupils with an EHCP at their annual review. 
  • Year 6 annual reviews - invite the chosen secondary schools to attend
  • Suggest new school come to visit our pupil in their current setting
  • Share good practice and strategies with new school staff
  • Teaching assistants may accompany visits to the new school
  • Vulnerable child transition programme is offered by schools in our cluster
  • Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details.
  • Foundry college may be commissioned to support individual children with transition
9.5: What information will be provided to my child's new school?
  • In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and been successful.
  • Invite the new school to meet the child in school.
  • Share good practice and strategies with new school
  • Teaching assistant may accompany child on school visit
  • An additional review meeting may be arranged for pupils with more complex needs.
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
  • SENDCo
  • Head Teacher
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

The SENDCo is employed to support families. This includes providing parents and carers with, or signpost in them to information, organising group events, giving practical help or offering a listening ear.

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • Signposting to voluntary agencies and community projects is available on the school’s website through the Wokingham Local Offer. 
  • Our SENDCo also has literature and knowledge of many local agencies and can support parents in accessing their services.  
  • Parents and carers may be signposted to information, workshops, courses, events, local services via the school office noticeboard.
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • An annual survey is offered to all parents to offer feedback in general terms. The school invites open dialogue and parents are welcome to speak to us in person or email.
  • Procedures for complaints are outlined within the school’s Complaints Policy which is available via the school office or on the school website.
School Admissions and Policy Documents

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

School admission arrangements

See schools admissions policy and Aspirations and Achievement (SEND) policy on website

School Admission Link
Radstock Primary School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

Data last checked: 02/10/2018
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