The Piggott School: Charvil Primary
The Piggott School: Charvil Primary is a recently built school, catering for the 4 to 11 year olds and is part of the very successful Church of England Academy, The Piggott School, Wargrave. The school had its first intake of Foundation Stage pupils in September 2013 and is now full.
Our aim is to provide a caring learning environment based on Christian values by doing the following:
- Develop enquiring minds capable of independent thought
- Promote the value of lifelong learning
- Be open to new ideas
- Encourage respect and tolerance
The School’s Mission Statement is:
‘....to be a School which inspires and encourages the highest achievement’.
- Charvil Piggott Primary School
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- Contact Name
- Mr D J Gray
- Contact Position
- Head Teacher
- 0118 932 0033 0118 932 0033
- The Charvil Piggott Primary School
- RG10 9TR
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- Contact Name
- Mr D J Gray
- Complaints link
- Complaints procedure and policy
Accessing this service
- Type of School
- Age Ranges
- 4 yrs - 11 yrs
Local Offer - Support available for children and young people with additional needs
- Contact Name
- Louise May SENCo
- Contact Telephone
- 0118 932 0033
- Contact Email
Local Offer last reviewed 09/06/2020
Identification of Special Educational Needs and Disabilities (SEND)1.1: How does the school identify children/young people with special educational needs and disabilities?
Children with SEND are identified through:
- liaison with parents
- liaison with feeder nursery providers and transition information via visits and reports
- on-going teacher assessment and observations
- Phonics screening test / school phonics assessments
- assessment materials administered by the Special Educational Needs Co-ordinator (SENCo) regarding literacy and numeracy
- Individual tracking records
- Specialist agency reports
Please contact the class teacher initially regarding your concerns who, with your permission, will meet with the SENCo. Alternatively you may make an appointment via the school office to speak directly to the SENCo.
If your child is at pre-school then please contact the SENCo via the school office to arrange a meeting.
Support for children with special educational needs2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
The class teacher, with the SENCo, creates an individual provision plan with appropriate outcomes for each child. These are then finalised with parents. These are recorded on a Pupil Profile or on Individual Education Plan (IEP) for those children who have an Education Health Care Plan (EHCP) and are monitored by the class teacher and SENCo. When appropriate other professionals give advice for these targets. Review meetings are held with parents each term and involve the pupil where appropriate.2.2: How will I be informed / consulted about the ways in which my child is being supported?
Parents and carers will be informed by:
- Meetings with the class teacher and/or SENCo as required
- Termly meetings to discuss and review progress towards targets on Pupil Profile or IEP
- Parent evenings
- Review meetings with outside agencies if they are involved
- Annual reviews if your child has an Education Health Care Plan (EHCP)
Through the Pupil Profiles and IEP, strategies will be implemented to develop your child’s independence. These may include:
- Visual timetables
- Prompt cards
- Teaching Assistant (TA) support
- Personalised curriculum
- Small group inputs or support to recap key learning points
The curriculum will be personalised based on each individual child’s needs, taking account of their teacher assessments and advice from outside 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?
Each child’s needs are looked at individually to determine the best strategies for them. Strategies may include:
- Personalised curriculum
- Visual support including pictures, writing frames or word banks
- Visual timetables
- Then and now cards
- Reward systems
- ICT support
- Quiet areas for reflection
- Small steps with specific achievable objectives
- Multi-sensory approach to activities
- Support from SENCo for those with sight or hearing impairments
- Nurture assistants
- Teaching Assistants in each year group
- Additional teachers to support specific interventions
- Behaviour support assistant specialists from Foundry College in Wokingham, a behaviour support service as required
- Visits from the Educational Psychology service
- Visits from other professionals are required
|Type / Title||Intervention Type|
|5 minute box (specific literacy support)||One to one|
|5 minute box (specific numeracy support)||One to one|
|Precision teaching (reading, spelling, numbers)||One to one|
|Additional Reading Sessions||One to one|
|Additional Reading Sessions||Small group|
|Social Skills groups for children with Autistic Spectrum Disorder (ASD)||Small group|
|Support for pupils with English as an Additional Language||One to one|
|Small phonics group||Small group|
|Reading comprehension||One to one|
|Emotional literacy support including nurture groups||Small group|
|Speech and Language support||One to one|
|Acceleread/accelewrite||One to one|
|Dynamo maths||One to one|
|Totem Reading||One to one|
|Time to Talk||Small group|
|Maths pre-teaching||Small group|
|Startwrite Stayright||Small group|
As a recently built school we have easy access with no steps, a wet room with disabled toilet, a separate disabled toilet and an therapy room. The school purchases or hires additional equipment if needed as and when required.2.9: What special arrangements can be made for my child when taking examinations?
- A reader
- A scribe
- Additional time
- A quiet space to work in
- Rest breaks
- 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 and the appropriate external professionals.
My child's progress3.1: How will the school monitor my child's progress and how will I be involved in this?
We monitor your child's progress as follows:
- On-going Teacher Assessments
- Standardised tests that give standardised scores and comparative ages
- Regular review of IEP and pupil profile
- assessment materials administered by the SENCo
- Individual tracking records
- Specialist agency reports
You will be involved with:
- Copies of reports, Pupil Profiles and IEPs as needed
- Pupil Profile and IEP review meetings
- Parents’ evenings
- Review meetings with outside agencies as appropriate
Pupil profiles and IEPs are constantly being reviewed and updated based on every day observations from school staff, as well as from advice from outside agencies and parents. New targets will be set based on the achievements of current targets and shared with parents at termly meetings.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 and SENCo are happy to arrange meetings to discuss issues at any convenient time during the school term
- Children with SEND who have an Education Health Care Plan (EHCP) will have an annual review.
- Parents of pupils with SEND will have a temrly meeting with the class teacher to review IEPs or pupil profiles are needed.
- SENCo and teachers are always happy to arrange a meeting to discuss issues and are available after school
- home school communication books
- Listen to your child read on a daily basis
- Encourage your child to complete home learning tasks
- Talk to your child’s teacher for more specific activities to help support their learning
- Follow suggestions given on the Pupil Profile / IEP
- The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are shown
- When appropriate, parents and teachers are offered training together such as Early Bird plus
We recognise that pupil voice is important and children are given an opportunity to voice their views. Pupils’ views are sought at the end of interventions eg. nurture groups, through oral discussion or questionnaires. Staff regularly feedback to children on their progress and discuss their learning targets. When a child has met one of their targets, a new one is set through discussion between the teacher and the child.
Pupils with a EHCP complete a questionnaire in preparation for their annual review and where appropriate they will be invited to attend the review.
N/A3.9: 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?
Assessment coordinator monitors the progress of students with SEND and reports to governors
Progress and evaluation is reported to the SEN Governor
An Annual Report is made to the Governing Body and the SEND Information Report is posted on the website (and available to school staff on the school network)
Parents / carers can take part in this evaluation through the annual parent questionnaire
Support for my child's overall well being4.1: What support is available to promote the emotional and social development of children with SEND?
Supportive Teaching Assistants offer small group or individual support for time limited interventions.
Specific interventions are implemented as needed e.g. 1:1 time, Social stories.
Anti-bullying and safeguarding policies supported by a specialist trained member of staff (Mrs R Alexander, (Pastoral) Deputy Head and Ms L May (Primary) Deputy Head)
An acceptable Internet-usage policy
Trained nurture assistants
Targeted support for individual students
Jigsaw PSHE scheme of work taught throughout the Primary school, giving opportunities such as Circle Time promote the emotional and social development of all our children, including those with SEND.
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?
- Home school communication books
- Report cards
- Individual behaviour plans
- Reward charts and bespoke reward systems
- Behaviour support assistant specialists from Foundry College support children as required
- Quiet and safe areas are available to the children as required
- 1:1 support is available for children as required
- Referral to CAMHS
- Referral to Educational Psychology service
There is a strong nurturing ethos within the school and staff at all levels work together to plan how best to support pupils who are finding it difficult to conform to normal behaviour expectations using the strategies above.4.3: What medical support is available in the school for children with SEND?
- Staff are trained in first aid
- Appropriate training of staff from school and community nurses as required eg. Epipen, asthma, epilepsy
- Referrals to the school nurse where necessary
- Staff will take on any training as needed to support medical needs of any child
A form must be completed for any children who need to have medication during the school day.
Office staff have attended first aid training will administer medicine and keep records.
We ask parents to make us aware of any particular medical needs so that we can work together to ensure the child’s needs are met.
Medicine is checked termly to ensure it is in date.
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
Information is displayed to inform staff of individual children’s medical needs eg. Allergies
This will be planned on an individual basis and be discussed with parents as part of a support plan. We have a disabled toilet, wet room and change of clothes available if required.
1:1 support with personal care such as during snack and meal times is also available.<
Specialist services and expertise available at or accessed by the school5.1: 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 Psychology Service
- Learning Support Service
- Autism Spectrum Service for Information, Support and Training (ASSIST)
- Speech and Language Therapy
- Sensory Consortium Service
- School Nurse Service
- Foundry College (Behaviour Support Service)
- Education Welfare Service
- Parenting and Family Support
- Adoption Support
- Child and Adolescent Mental Health Service (CAMHS)
- Occupational Therapy
- Family Support Worker
Please speak to SENCO who will advise next steps and make referrals as necessary.5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
Following referral and assessment, staff from the Speech and Language team, occupational therapy and physiotherapy attend school to assess and review pupils. They will offer advice to staff and may offer resources to support individual pupils. They may provide a support programme for the school
School staff will then follow the strategies and support plans given by the outside agencies.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?
First speak either to the SENCo or your GP to request a referral for Speech and Language therapy.
The Speech and Language Service offers a regular drop-in clinic for under-fives at Ambleside.
For advice on Occupational Therapy and Physiotherapy services please speak to the SENCo.
Parents can also access advice via CYPIT.5.5: What arrangements does the school have for liaison with Children's Social Care services?
School works in close partnership with Children’s Social Care and can support families to access these services if required.
Training of school staff in SEND6.1: What SEND training is provided for teachers in your school?
The SENCo holds the National SENCo award.
All staff are offered training dependent on any current needs. The school holds INSET days which all our staff attend, as well as twilight sessions at the end of the school day and regular support staff meetings. Skills and strategies are continually up-dated as necessary.The SENCo regularly meets with each member of staff to discuss any SEND training that is required.6.2: What SEND training is provided for teaching assistants and other staff in your school?
As 6.16.3: Do teachers have any specific qualifications in SEND?
The school SENCo has the National SENCo award.
As qualified teachers, all teaching staff are trained and qualified in teaching pupils with SEND.6.4: Do teaching assistants have any specific qualifications in SEND?
All our Teaching Assistants have experience of working with children with SEND and also with their families. They have also had training regarding autism, Speech and Language Support and nurture.
Activities outside the classroom including school trips7.1: 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 discussions with parents and risk assessment undertaken in line with the Local Authority guidelines. 1:1 support may be provided 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?
Teachers meet with the parents of children with SEND at the planning stage of a trip, to ensure the child's needs will be met. Advice is also taken from the place to be visited in terms of their facilities and accessibility. Activities such as pre-visits, photo booklets / video clips may also be used to support preparation for the trip.
Accessibility of the school environment8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
Our school is newly built, on one level, with no steps and is fully accessible to all.8.2: Have adaptations / improvements been made to the auditory and visual environment?
Advice will be taken from outside agencies regarding adaptations of any area for each child as needed.8.3: Are there accessible changing and toilet facilities?
We have two disabled toilets and a wet room with shower, which has plenty of room for changing.8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
As the school is newly built to Wokingham’s specification, the school is fully accessible. If any modifications are required the school will plan for these as the need arises.8.5: How does the school communicate with parents / carers who have a disability?
The school will communicate in a number of ways, depending on the disability, for example via a third party such as an interpreter or a signer, in writing, face-to-face, by email, by letter or by telephone.8.6: How does the school communicate with parents / carers whose first language is not English?
A speaker of that language is sought for example from the teaching staff or our Wargrave site.
Preparing my child to join the school or to transfer to a new school or the next stage of education and life9.1: What preparation will there be for both the school and my child before he or she joins the school?
The SENCo liaises with any pre-school setting in order to make appropriate transition arrangements.
The SENCo will meet with parents before the child joins the school to discuss any concerns or arrangements.
The class teacher visits the pre-school setting to share information about the school and team, including photos.
The SENCo will liaise with any outside agencies who are involved.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
There will be additional transition visits (e.g. going for story time), with photos of key adults and new rooms to take home. The next teacher will visit the child in their current class. Teachers also meet to pass on information including academic and social needs, specific strategies that work and any medical details etc.9.3: How will my child be prepared to move on to his or her next school?
As we are a 4-18 school there is already close contact with staff on the Wargrave site. This will be encouraged and visits arranged in KS2, plus:
- Additional transition visits (for both parents and child)
- Photos of key adults and places on the new site
- Head of Year 7 and new form tutor to see child in current setting
- Parents introduced to teachers / TAs as appropriate
- Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
- Liaison with the Inclusion Manager
- Meetings with your child, family and specialist services involved with them
- Inclusion Manager to attend TAFs, annual reviews, Transition meetings
- Transition group led by Inclusion Manager
As we are a 4-18 school there is already close contact with staff on the Wargrave site. This will be developed as follows:
- Meet and discuss individual needs
- School staff to come and visit child in current setting from Year 5 onwards
- Share good practise and strategies with next school staff
- Teaching Assistant may accompany visits to new school site
- Offer Transition Group for those who will struggle with the transition
- Teachers and SENCos meet to pass on information including academic and social needs, specific strategies that work, medical details
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.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?
Your first point of contact would be your child’s teacher or our SENCo.10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
School can contact and refer to the Family and Parenting Support team or to ASSIST10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
We endeavour to keep up to date contacts for agencies on our website and are always happy to help parents/carers find support groups as needed.10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
Verbal and written compliments are always welcome and shared with the staff involved. We welcome feedback via parent questionnaire at the end of the school year. Feedback from parents is also part of the reviews of Pupil Profiles and IEPs or for those pupils with a EHCP, a written report of the parents’ views is included in the process.
Any complaints are dealt with by the Headteacher, chair of Governors or Governing Body, in line with our Complaints Policy and Procedures.
School Admissions and Policy Documents
11.1: School admission arrangements for children with special educational needs and disabilities
Our admissions policy can be found on the school website.School Admission Link
11.2: School Accessibility Plan
11.3: Special Education Needs Policy
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