The Piggott School: Charvil Primary

School logo

The Piggott School: Charvil Primary is a school that opened in 2013, catering for 4 to 11 year old children 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.

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:
‘ be a School which inspires and encourages the highest achievement’.

Contact information

Charvil Piggott Primary School
Scan to visit this website
Contact Name
Mrs C Waite
Contact Position
Head Teacher
0118 932 0033 0118 932 0033


The Piggott School: Charvil Primary
Park Lane
RG10 9TR
View RG10 9TR on a map

When is it On/Open ?

Date & Time Information

8:40 - 15:15

Facilities and Accessibility

Wheelchair access
Outdoor Play Area
Car Parking
Accessible parking
Autism friendly
Accessible toilet

Complaints Procedure

Contact Name
Mrs C Waite
Complaints link
Complaints procedure and policy

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

Contact Name
Nealesh Bhadye SENCo
Contact Telephone
0118 932 0033
Contact Email
Local Offer Description

Local Offer last reviewed 14/03/2024

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/SENCo/support staff assessment and observations (triangulating information)
  • 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
  • Communication with external professional e.g. speech and language therapists, Foundry College
  • Behaviour tracking
1.2: What should I do if I think my child has SEND?

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 needs 2.1: 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 who have an Education Health Care Plan (EHCP). These are then finalised with parents.  These plans help to form Individual Education Plan (IEP) or Individual Behaviour Plans (IBP) for those children; IEPs and IBPs are also written for those who are on the SEN register. These children 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, at parent request, 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 IEP/IBP
  • Parents' evenings
  • SEN meetings held at the same time as Parents' Evenings
  • Review meetings with outside agencies if they are involved
  • Annual reviews if your child has an Education Health Care Plan (EHCP)
  • Daily check-ins and updates
  • Communication books
  • Communication records being shared with parents (speech and language specific) from external professionals
  • Reports from specialists
  • PEP meetings
  • Core group meetings
2.3: How will the school balance my child's need for support with developing their independence?

Through IEPs and IBPs, strategies will be implemented to develop your child’s independence. These may include:

  • Visual timetables
  • Prompt cards
  • Teaching Assistant (TA) support within a team (team around child)
  • Personalised curriculum
  • Small group inputs or support to recap key learning points
  • Developing emotional literacy
  • Awareness of personal need for movement breaks in nurture room/sensory room.
2.4: How will the school match / differentiate the curriculum for my child's needs?

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:

  • Therapeutic approach to learning and handling behaviour
  • Personalised curriculum
  • Visual support including pictures, writing frames or word banks
  • Visual timetables
  • Then and now cards
  • Now and next board
  • Reward systems
  • ICT support
  • Quiet areas for reflection
  • Access to sensory room
  • Access to nurture space
  • Access to a sensory garden
  • Intervention spaces in the Summer Hut
  • Intervention spaces in the library
  • Small steps with specific achievable objectives
  • Multi-sensory approach to activities
  • Support from SENCo for those with sight or hearing impairments
  • Dictaphones for play back
  • Oracy to break barriers with writing
2.6: What additional staffing does the school provide from its own budget for children with SEND?

We provide:

  • SENCo
  • Nurture assistants
  • Teaching Assistants in each year group
  • Behaviour support assistant specialists from Foundry College in Wokingham, a behaviour support service as required
  • Visits from the Educational Psychology service for EHCP assessments
  • Visits from other professionals are required
  • Sports coaches (uSport) 
  • Parent helpers
  • Buddy systems (older children helping younger)
  • Six form helpers providing support with reading
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
Additional Reading Sessions
Additional Reading Sessions
Social Skills groups for children with Autistic Spectrum Disorder (ASD)
Support for pupils with English as an Additional Language
Small phonics group - Rocket Phonics
Reading comprehension
Emotional literacy support including nurture groups
Speech and Language support
Totem Reading
Time to Talk
Maths pre-teaching
Startwrite Stayright
Phonics - Rocket Phonics
Nessy spelling and reading support
Speech and language therapy - private hire
Speech and language therapy catch up sessions
Catch up sessions
Bereavement support - Philly Buck
Movement breaks
Movement breaks
Sensory Circuits
Lego Therapy
Lexplore reading
Memory magic
uSports - alternative provision
2.8: What resources and equipment does the school provide for children with SEND?

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. 

Examples of equipment provided:

  • theraband
  • ear defenders
  • pencil grips
  • aids for chewing
  • Wobble cushions
  • reading guidance
  • sensory fidgets
  • visual timetables
  • social stories
  • sand timers
  • Movement break PE resources
  • Busylegz
  • Dictaphone
  • Weighted blanket
  • sound mat
  • Emotion scales
  • Proud books
  • Additional communication books
  • Inclusive PE units - goalball, New Age Kurling and Boccia
2.9: What special arrangements can be made for my child when taking examinations?

Access to:

  • A reader
  • A scribe
  • Additional time
  • A quiet space to work in
  • Rest breaks
  • Reader pen
  • 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 progress 3.1: 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 IBP
  • assessment materials administered by the SENCo
  • Individual tracking records
  • Specialist agency reports

You will be involved with:

  • Copies of reports, IEPs and IBPs as needed
  • IBPs and IEP review meetings
  • Annual reviews if your child has an EHCP
  • Parents’ evenings/ SEN meetings
  • Review meetings with outside agencies as appropriate
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

IEPs and IBPs 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 IBPs are needed. 
3.4: What arrangements does the school have for regular home to school contact?
  • SENCo and teachers are always happy to arrange a meeting to discuss issues and are available after school
  • Email/telephone
  • home school communication books
3.5: How can I help support my child's learning?
  • 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 e.g. Nessy/Times Tables Rock Stars
  • Follow suggestions given on the IEP / IBP
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
  • When appropriate, parents and teachers are offered training courses linked to ADHD and ASD.
  • Meetings with parents when available
3.7: How will my child's views be sought about the help they are getting and the progress they are making?

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.

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


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?

Assessment coordinator monitors the progress of students with SEND and reports to governors

Progress and evaluation is reported to the SEN Governor

Learning walks to verify patterns of behaviour with assessment

Child voice

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 being 4.1: 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 C Waite, Mr N Bhadye, and Mrs E Robinson

An acceptable Internet-usage policy

Trained nurture assistants

Targeted support for individual students

Discussion of emotional literacy content

Zones of regulation

ARC counsellor

Art Therapy

Daisy’s Dream

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.

Restorative Justice meetings

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 to individual behaviours 
  • Individual behaviour plans
  • Individual risk assesment
  • Pastoral care plan
  • 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
4.4: How does the school manage the administration of medicines?

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.

Information is displayed to inform staff of individual children’s medical needs eg. Allergies

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

This will be planned on an individual basis and be discussed with parents as part of a support plan. We have a disabled toilet 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 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 Psychology Service (surgery)
  • Learning Support Service
  • Autism Spectrum Service for Information, Support and Training (ASSIST)
  • Speech and Language Therapy (Private)
  • Sensory Consortium Service
  • School Nurse Service
  • Foundry College (Behaviour Support Service)
  • Addington School outreach
  • Education Welfare Service
  • Parenting and Family Support
  • Adoption Support
  • Child and Adolescent Mental Health Service (CAMHS)
  • Occupational Therapy
  • Physiotherapy
  • Family Support Worker
  • Teacher of the Deaf
  • Bereavement counseller
5.2: What should I do if I think my child needs support from one of these services?

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 (if these services are are staffed).  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 SEND 6.1: 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.

Examples include:

Meetings are held for support staff to keep up to date.

Teachers have opportunity to attend courses relating to SEND 

Sessions run by external professionals in staff meetings.

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

As 6.1

6.3: 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.

Specific training on needs are offered to all staff throughout the year.

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 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 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.

Every child is given the opportunity to attend school trips from swimming, residential trips and sports events. Thorough meetings, risk assessing and planning has allowed children to attend SEN specific sporting events, be part of Sports Week and attend swimming (with members of staff entering the water).

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 environment 8.1: 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 one disabled toilets, 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 life 9.1: 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
  • Photos
  • 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
9.4: How will you support a new school to prepare for my child?

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
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.

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 ASSIST

10.3: 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

School admission arrangements

Our admissions policy can be found on the school website. 

School Admission Link
Admissions arrangements

11.2: School Accessibility Plan

Accessibility Plan Link
Accessibility Plan

11.3: Special Education Needs Policy

SEN Policy Link
SEN policy

Last Update

Data last checked:

Is there anything wrong with this page?
Happy face Neutral face Sad face
Skip back to top of page