St Teresa's Catholic Academy

St Teresa's Catholic Academy

At St. Teresa's Catholic Academy we welcome everybody into our community. We believe that our community should reflect God’s wish that every child is welcomed and should be provided with the opportunity to achieve his or her full potential.

He took a little child and had him stand among them. Taking him in his arms, he said to them, "Whoever welcomes one of these little children in my name welcomes me; and whoever welcomes me does not welcome me but the one who sent me." Mark 9:36-37

It is our priority that every single one of our pupils is safe, happy and successful whilst in school and that they develop the essential life skills to ensure the same in their future lives.

We create opportunities to develop independence, confidence and collaboration, recognising that everyone has their own unique talents which we work with you to develop.

All this is done within the special Catholic community of St Teresa’s and Corpus Christi Parish. The children begin their relationship with God as soon as they join us and it develops visibly as they progress through the school.

Contact information

St Teresa's Catholic Primary School
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Contact Name
Mrs Nikki Peters
Contact Position
Head Teacher
0118 978 4310 0118 978 4310


St Teresa's Catholic Academy
Easthampstead Road
RG40 2EB
View RG40 2EB on a map

Costs and Fee Information

Help with funding is available

Complaints Procedure

Contact Name
Mrs. N.Peters
Complaints link
School policies

Accessing this service

Type of School
Age Ranges
4 yrs - 11 yrs
Local Offer

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

Website Links
School policies
Contact Name
Helen Bunn
Contact Telephone
0118 978 4310
Contact Email
Local Offer Description

Local Offer last reviewed 08/02/2022

Identification of Special Educational Needs and Disabilities (SEND) 1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Teacher observations, monitoring and assessments.
  • Screeners e.g. reading, spelling, progress in maths
  • Discussions with parents to use their knowledge and evidence.
  • Experiences shared from previous schools and settings
1.2: What should I do if I think my child has SEND?
  • Contact the class teacher initially
  • Arrange to meet with SENCO
Support for children with special educational needs 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Class teacher with SENCO

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Parents evenings
  • Meetings as required with class teacher or SENCO
  • Annual reports
  • Annual reviews where a child has a statement of educational need or EHC
2.3: How will the school balance my child's need for support with developing their independence?
  • Pictorial/visual timetables
  • Pre-learning - either 1:1 or small group advance preparation of key learning points strategies and vocabulary to help children to get the most out of their learning in class
  • Small group input to support or recap on learning
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, advice from outside agencies , the need for small group work or 1:1 support if required 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?

Children are assessed individually to determine the best strategies to match their needs.
Strategies include:

  • Differentiated activities which allow children to access the learning at their stage of development
  • Visual support including displays, pictorial timetables, writing frames/scaffolds, word banks and individual glossaries
  • ICT support including where appropriate provision of laptops and software programs
  • Makaton signing
  • Multi-sensory approach to activities for example the use of music or recordings or sand play
  • Reward systems – target charts and puzzles
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Teaching Assistants working in each year group
  • Teachers/Teaching Assistants providing specific interventions
  • Nurture/welfare support provided by the inclusion team
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?
  • Specialist chairs
  • Sloping desks
  • Lift to first floor
  • Pencils/pencil grips
  • Coloured overlays/paper
  • I-pads/lap tops
2.9: What special arrangements can be made for my child when taking examinations?
  • Additional time
  • Scribes
  • Prompters
  • Readers
  • Quiet areas
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 (spelling/reading)
  • Individual progress meetings
  • Parent’s evenings
  • Review meetings with outside agencies
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

A child’s progress and setting of new targets will be reviewed at least every term with parents. There will always be discussion with a child to allow them to present their viewpoint. Outside agencies (where relevant) will be asked to input.

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?
  • Teachers are always happy to arrange meetings to discuss issues
  • Review meetings (with outside agencies)
  • Annual review meetings if the child has a statement of education need
3.4: What arrangements does the school have for regular home to school contact?
  • Teachers are always happy to arrange meetings to discuss issues
  • If it is felt to be useful, home- school communication books can be used
3.5: How can I help support my child's learning?
  • Reading regularly with your child
  • Providing a calm and quiet area for homework
  • Encouraging and supporting them to complete home learning tasks
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 SENCO is always willing to offer advice
  • The school runs an information evening for parents which may include advice on specific curriculum areas.
  • Parenting courses are offered every term focusing on different areas e.g. self-esteem
3.7: How will my child's views be sought about the help they are getting and the progress they are making?

Teachers regularly discuss core-curriculum and personal targets with children

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

The school currently offers:

  • Drama sessions
  • Horse riding (JAC scheme)
  • Outdoor challenges (Oakwood)
3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

The school tracks the progress that each child is making every term. The SENCO monitors the progress of children with interventions and the effectiveness of provision. Children’s progress and the success of interventions are discussed with the child and reviewed at parent meetings e.g. Annual Reviews.

Support for my child's overall well being 4.1: What support is available to promote the emotional and social development of children with SEND?
  • Nurture time
  • ELSA support
  • Specific interventions e.g. circle of friends, fun friends, bubble time and social stories
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?
  • Behaviour support plans
  • Systems that provide self-help strategies eg. red card system
  • Quiet areas/safe zones
  • Counselling
4.3: What medical support is available in the school for children with SEND?
  • First Aid
  • Staff are trained to support the needs of specific children
4.4: How does the school manage the administration of medicines?
  • Specifically trained adults according to individual needs
  • First aiders
  • Medicine policy
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Disabled toilet/hoist
  • 1:1 support with personal care 
  • 1:1 support during snack/meal times
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?

Agencies available to support:

  • Educational psychologist
  • VCES (Vulnerable Children’s Education Service)
  • LSS (Learning Support Service)
  • SLT (Speech and Language Therapist)
  • OT (Occupational Therapist)
  • Physiotherapist
  • Sensory Consortium
  • CAMHS (Child and adolescent mental health service)
  • EAL (English as an additional language)
  • Disabled child team
  • EWO (Educational Welfare officer)
  • School nurse
  • Daisy’s Dream (Bereavement and Pre-Bereavement counselling)
  • Home School Liaison
  • Early Years Advisor
  • Adoption Support
  • Family Link worker
  • Traveller Education Service
5.2: What should I do if I think my child needs support from one of these services?

Contact the SENCO who will arrange a referral.

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

Staff in school follow programmes provided by these services
Specialists come in to support from time to time depending on each child’s needs

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?

Referrals can be made by the SENCO or your GP.

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

The school can contact Children’s Social Care services if they feel they need their support or advice.

Training of school staff in SEND 6.1: What SEND training is provided for teachers in your school?
  • Training in Teachers/TA meetings from specialists
  • SENCO/SEN team attend training and share specific learning with staff
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • Training in Teachers/TA meetings from specialists
  • SENCO/SEN team attend training and share specific learning with staff
6.3: Do teachers have any specific qualifications in SEND?
  • The SENco has completed the national accreditation for SENcos.
  • a member of the Inclusion Team has an Advanced Diploma in SEND
  • Teachers are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND.
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. Recent examples include speech and language and Autism

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 . Risk assessments are undertaken in line with the Local Authority guidelines. 1:1 support may be given depending on the level of need.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • Through discussion with parents and school staff.
  • Advice is taken from the place to be visited in terms of accessibility and facilities.
Accessibility of the school environment 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • The school building is accessible on all levels.  
  • Outside areas are also accessible.
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • A lift was fitted to allow access to the first floor.
  • Ramps have been fitted in doorways in and out of the building. 
8.3: Are there accessible changing and toilet facilities?

There is a disabled toilet with a hoist.

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

When changing or extending the building SEND needs are always evaluated. The school has an Equality Action Plan which includes accessibility to the school in all areas. This plan is regularly reviewed by governors.

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

The school will ensure that there is a communication process in place that is tailored for specific needs.

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

The school will ensure that there is a communication process in place that allows parents to access information.

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?
  • Home visits with staff including SENCO
  • Liaison and visits to current pre-school or setting
  • Planned transition including visits into school for the child and parents
  • Detailed plan of child’s needs
  • Meetings with specialist services
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Additional transition visits (parent and child)
  • Photos of key adults and places in new setting
  • New teacher to visit current setting
  • Parents introduced to new teachers
  • Teachers to meet to pass on information including academic and social needs, behavioural strategies and medical details
9.3: How will my child be prepared to move on to his or her next school?
  • See above
  • Secondary schools in the area have specific transition programmes for vulnerable children.
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 a statement of educational need.
  • New school invited to visit child in current setting
  • Share strategies and good practise with new school
  • Learning Support Assistant/Teaching Assistant to visit new school with child
  • Vulnerable child transition programme may be offered by new school
  • Teachers meet to pass on key information including academic and social needs, strategies and medical needs.
9.5: What information will be provided to my child's new school?

In discussion with parents school will share information on interventions, assessments (teacher and statutory), diagnosis and strategies that have been successfully developed.

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


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
  • Head Teacher
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
  • Parent Support Adviser
  • School can contact the Family and Parenting Support Team
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

The SEN team has up to date contacts for a number of agencies and will help parents/carers to find support groups.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Feedback by annual parent questionnaire
  • Contact Head or SENCO to deal with complaints
School Admissions and Policy Documents

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

School admission arrangements

Please see our policy in the link below

School Admission Link

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

Last Update

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