Loddon Primary School - Foundation Stage Unit

Loddon Primary School provides quality education for children between the ages of 2-11 years in Earley, Reading. At full capacity the school educates 600 pupils. Our school has excellent facilities and provides a spacious, well-resourced and safe learning environment for all.

We have an enviable site which includes sports fields, MUGA, playground equipment, wildlife area, forest school, gardening spaces and an open-air heated swimming pool. Inside spaces house a modern computer suite, library, music room, cooking area and large multi purpose hall.

We have a fully integrated Foundation Stage Unit which has been purpose built to serve the needs of our 2-5 year olds.

Our vision for Loddon Primary School in 2026

Working together to realise the potential in everyone …

At Loddon we believe in the key importance of positive relationships based on trust, equality and mutual respect and this will form a central feature of our values-education based school. Children and adults will radiate joy and feel happy to be at Loddon. Their well-being and positive mental health will be enriched by being a member of Loddon Primary School.

We will be an open and honest school where people feel welcome and share a sense of belonging. Parents and community members will want to contribute to Loddon Primary School and to play a key role as part of our school family. Our children in return will give back to the local community of Earley as ambassadors for values-education.

We want to recruit and retain quality staff with ambition, enthusiasm and professionalism that go the extra mile to achieve Loddon’s dreams. At Loddon we will actively research and reflect on the best practice: locally, nationally and internationally to inform the pedagogical approaches we take to our teaching. Through our reflective approach and commitment to on-going professional learning we will be a centre of excellence for professionals at all stages in their career.

We will offer a physical and emotional environment which inspires our learners as we believe that a quality environment both inside and outside will lead to higher levels of engagement and deeper learning for our children.

We will use the best of modern technology to inspire and innovate and will be a leader in the educational application of such technology.

We believe that learning does not always happen in formal blocks of time or knowledge and so we will be flexible in our organisation and planning to allow children to have greater ownership of their own learning.

At Loddon we believe in the limitless potential of all our children and our pupils will leave Loddon recognising that their time with us is only the beginning of an exciting and life-long journey of learning. Loddon’s legacy will be that our children are confident and determined to make a positive difference to our ever changing world.

Contact information

Website: Loddon Primary School
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Contact Name: Mrs Sarah Phillips
Contact Position: Head teacher
Telephone: 0118 926 1449 0118 926 1449
E-mail: secretary@loddon.wokingham.sch.uk

Location

Name: Loddon Primary School
Address: Silverdale Road
Earley
Reading
Berkshire
Postcode: RG6 7LR; View RG6 7LR on a map

When is it On/Open ?

Date & Time Information

Monday to Friday

Morning session: 8.40am - 11.40am

Afternoon session: 12.20pm - 3.20pm

Funded hours

5 x 3 hour sessions per week

8.40am - 11.40am or 12.20pm - 3.20pm

Additional opportunity to buy up to 5 extra sessions and 5 lunchtimes sessions 11.40am-12.20pm.

Availability

Term Time

Costs and Fee Information

Contact provider for costs

Registered to offer

3 & 4 year old funding, 2 year old funding

Help with funding is available

Funding Notes

Children normally start in Foundation Stage F1 the term after their third birthday if a place is available.

Visit Loddon Primary school website for further information on wrap around care.

Accessing this service

Type of School: Maintained
Age Ranges: From 2 years to 5 years
Booking / Registration Required: Yes
Booking and Registration Notes: Please completed a registration form (PDF) and return it to the school office after the child’s second birthday.

Provision For (Childcare Specific)

Special Diet

Has no provision for special diet

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

Contact Name: Gemma Didcock
Contact Telephone: 0118 9261449
Contact Email: inclusion@loddon.wokingham.sch.uk

Local Offer Description

Local Offer last reviewed 09/06/2023

Identification of Special Educational Needs and Disabilities (SEND)

1.1: How does the school identify children/young people with special educational needs and disabilities?

On-going observations by school staff in class and through-out the school day.

Completion of an ‘Identification of Needs’ form if there are concerns; which will be discussed with parents.

Possible use of an 'Identification Criteria' to gain a clearer picture of the child's difficulties.

Tracking of data through formal / informal assessments e.g.

Teacher assessment – data collated termly.
Phonics screening test / school phonics assessments.
KS1 and KS2 statutory assessments.
A range of standardised screening assessments may be used e.g. NFER.

Outside professional reports.

Discussion with parents about their knowledge of their child.

Information provided by the previous school / setting.

1.2: What should I do if I think my child has SEND?

Contact the class teacher initially, who will speak to the Inclusion Leader (IL) with permission from parents.

Alternatively, make an appointment via the school office to speak directly to the IL.

This will result in either a discussion between the class teacher and IL to discuss ways forward or a more detailed meeting with the class teacher / IL / parents.

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 support as appropriate from the IL and other professionals will plan the provision and outcomes for your child and this will be recorded on a SEND Profile. This will be co-ordinated by the IL who reviews the provision and outcomes termly.

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

Information will be provided through:

Parents’ evenings
Annual reports / progress updates
Person-centered Annual Reviews if your child has an Education, Health and Care Plan (EHCP).
Additional meetings with the class teacher / IL as required.
Review meetings with outside professionals if they are involved.

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

The SEND Profile will detail the additional support (provision) your child requires.

Your child will be encouraged to be independent where possible using resources such as:

Visual timetables
Visual prompts / checklists
Small step approach
Small group / individual inputs to pre-teach / recap key learning points if necessary
Practial equipment

2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum can be differentiated based on each individual’s needs, taking into account teacher assessment, information from school staff, advice from outside professionals, the need for small group, 1:1 teaching or specific targeted interventions and resources available to the school at the time.

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:

Differentiated activities matched to ability / learning style – a multi-sensory approach
Visual timetables / prompts using words / pictures
In-task schedules e.g. first / then
Individual work stations / careful seating in class
Reward systems
ICT support e.g. laptops, Ipads, radio aids
Modification of work if required
Working walls / personal files, which may include relevant learning prompts e.g. b and d / upper and lower case letters etc.
Learning / sensory breaks

2.6: What additional staffing does the school provide from its own budget for children with SEND?

Team or class based Teaching Assistants who support with class learning and intervention work.

Nurture Assistants who provide individual and group support; as well as Lunchtime Club.

A non-class based IL to co-ordinate provision for children with SEND.

Staffing is reviewed on an annual basis as part of budget and provision planning; this allows for staffing to be flexible in meeting the changing needs of our school population.

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 / Title	Intervention Type
Daily reading from either coloured books or set schemes	One to one
Precision teaching	One to one
Writing intervention groups	Small group
Additional guided reading groups	Small group
Fine Motor / Handwriting	Small group
Pre-teach Maths	Small group
Plus 1 / Power of 2	One to one
Toe by Toe	One to one
Additional Phonics	One to one
Sensory Circuits	Small group
Sensory / learning breaks	One to one
Nurture / social skills groups	Small group
Nurture sessions	One to one
Word Wasp	One to one

2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each child but we aim to provide resources as each child’s SEND requires. Any resources and equipment that a child needs will often be considered based on recommendations from specialist services. Currently we have the following:

Sloping desks
Move n’ sit cushions
Ear defenders
Concentration toys (fiddle toys)
Weighted objects
Chewy toys
Variety of pencils / pencil grips
Theraputty
Coloured paper / books
Coloured overlays / reading rulers
A raised step to provide access to the disabled toilet
Toilet frame to go over the toilet where pull-down bars are not available
OT resources e.g. balls, balancing / climbing equipment, scooter board / mini trampoline to provide programmes for gross-motor development etc.
Sensory rooms
Access to safe spaces

2.9: What special arrangements can be made for my child when taking examinations?

This will depend upon the identified needs of the child and in line with the Department for Education (DfE) specifications but may include:

Access to:

A reader (provided as part of classroom practice)
A scribe / transcribe (provided as part of classroom practice)
Additional time (apply for additional time)
A quiet space to work in (provided as part of classroom practice)
Rest breaks / prompts (provided as part of classroom practice)

In some cases the use of special arrangements will require an additional application to the standards and testing agency.

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 assessment on a termly basis.

Pupil progress meetings with SLT / Class teacher.

Standardised tests that give standardised scores and comparative ages.

IL monitors SEND pupils individually and as a group.

Information will be shared at parents’ evening and review meetings with school / outside professionals as appropriate.

3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

SEND Profiles are reviewed and new outcomes are set termly by the class teacher.

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?

Review meetings for children who have outside professional involvement.

Person-centered Annual Reviews for children who have an Education, Health and Care Plan (EHCP).

Class teachers and / or IL are happy to arrange meetings to discuss progress / concerns at a mutually convenient time.

3.4: What arrangements does the school have for regular home to school contact?

Class teachers / IL / parents may exchange emails / phone conversations. In addition, class teachers are often available at pick up time each day.

Some children may have a home / school communication book.

General information is shared on the school Learning Platform / website.

Our Parent Support Advisor is also available to give general advice either on a one to one or at our parent coffee mornings (see 10.2 / 10.3 for further information).

3.5: How can I help support my child's learning?

Communicate any issues from home that might impact on the child's day in school.
Regular reading / phonics practice.
Complete weekly differentiated home learning tasks that are set.
Times table / number fact practice.
Support SEND Profile outcomes.
Positive engagement with school and outside professionals if involved.

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?

Workshops are offered at school on a range of topics including Phonics, E-Safety, anxiety, Values Based Education and other curriculum areas.

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 aim to listen to the children’s views whenever possible.

Where appropriate the SEND Profile outcomes / provision will be discussed with the child. Pupil Passports form part of the profile in order to gain the pupil's views.

Pupils with an EHCP complete an annual questionnaire in preparation for their review and where appropriate they will be invited to the review.

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

All our children follow the Early Years / National Curriculum at the level appropriate for 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?

Teacher Assessment data and standardised tests enable us to monitor progress.

Outside professionals review objectives set and progress made towards these.

By monitoring the impact of interventions.

Discussion with children as appropriate and parents.

Children are aware of their own learning targets and next steps.

SEND is monitored and discussed at governing body meetings e.g. curriculum.

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 Assistants offering 1-1 / group support.
A nurture group run by the IL offering more intensive provision as required.
A lunchtime club that gives pupils who may struggle on the playground the opportunity to socialise with their peers in a structured environment.
Specific interventions – Circle of Friends, social skills groups, 1-1 time with an adult during the school day where necessary, social stories, Sand Tray therapy.
Support for parents through our Parent Support Advisor.
Staff monitor the wellbeing of all pupils and the Emotional Literacy of KS2 pupils.
The school can make referrals to ARC counselling, the AnDY Research Clinic and CAMHS.
We are a pilot school as part of the NHS England's Mental Health Support Teams in Schools Programme. As part of the programme we have a designated mental health lead in school.

We also have access to the mental health team which comprises of a Senior Educational Psychologist, Primary mental health worker and CAMHs practitioner. In addition, we have an Educational Mental Heath Practitioner (EMPH) who is attached to our school and works 1:1 with families who require this support.

The above support is available to all children and parents within the school.

4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?

Individual Positive Therapeutic Plans.
Pastoral Support Plans (at risk of exclusion).
Postive Handling Plans if required.
Access to a quiet room / safe space.
Clear boundaries / outcomes.
Daily opportunity to report to a named adult.
Possible reduced timetable following discussion with the headteacher, parents and the Education Welfare Service.
Access to alternative provision providers if appropriate.

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

First aiders.
Where appropriate to do so staff will take on specific training as needed to support the medical needs of a child.
Opportunities to write Individual Health Plans alongside medical professionals as required.

4.4: How does the school manage the administration of medicines?

Specific members of staff have attended the full first aid training.

A number of staff have attended basic first aid training.

Staff are offered Epipen / Asthma / Epilepsy training.

Medicine is checked termly to ensure it is in date.

A medicine form must be completed for any children who need to have prescribed medication during the school day.

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.

We also work with the school nursing service if medication is required for a more complex need.

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

Accessibility toilets available.

Modified equipment in the accessibility toilets / children’s toilets if appropriate e.g. raised step / pull down bars / toilet frame.

Spare clothing / wipes.

1-1 support to assist with toileting if necessary.

Staff can refer to the personal hygiene procedure if support is needed.

Additional support and arrangements can be made for children who struggle with eating, following discussion with parents.

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 plus:

CAMHS practitioners
Occupational Therapists
Physiotherapists
Speech and Language Therapists
SENDIASS (parent support)
Alternative provision providers

5.2: What should I do if I think my child needs support from one of these services?

Speak to the child’s class teacher or IL who will advise next steps and make referrals as appropriate.

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

School staff follow programmes provided by these services.

Occasionally, OT/Physio specialists come into school to assess / provide guidance on specific children’s needs.

The school has access to a designated NHS speech and language therapist who visits school to assess individual pupils and provide training e.g. Early listening and communication groups, PECS, Bucket Therapy etc.

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 the IL to request a referral to speech and language (F2-Y6).

If your child is under 5 and they have a speech and language difficulty, they can be referred to CYPIT for a discussion with a therapist.

Speak to your GP to make a referral to OT / Physio, unless your child has an EHCP in which case the IL can make a referral to CYPIT.

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

The Head teacher is the designated officer for Safeguarding.

School works in close partnership with Children’s Services 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?

SEND staff INSET meetings as required.
Training is provided dependent on current need.
IL and / other staff attend training and then share information with the wider staff group.

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

As 6.1

Teaching Assistants (TAs) are given the opportunities to attend courses and training to further their development and understanding of areas of SEND; this includes online training.

TAs train and support each other with specific intervention work.

6.3: Do teachers have any specific qualifications in SEND?

Some teachers have studied inclusion modules as part of graduate or post graduate qualifications.

IL is completing the NASENCO course.

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

A number of TAs have NVQ qualifications that include SEN modules.

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 if necessary.

1-1 support may be provided depending on the level of need identified through risk assessment.

In exceptional circumstance, 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 discussion with parents / school staff.

Advice is also taken from the trip venue in terms of facilities and accessibility.

Pre-visits (where appropriate), social stories, photo booklets / video clips may be used to support preparation.

Accessibility of the school environment

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

The school is based in 2 buildings – Foundation Stage and Year 1 building / Year 2-6 building. All areas are accessible for wheelchair users.

However, there are 2 sets of steps leading to the Y3-5 corridor. Wheelchair users would need to access the classroom / corridor via the external door.

However, school would be committed to making further modifications if required.

Additional information can be found in our Disability Equality Scheme.

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

Adaptations are made on recommendations from outside professionals to suit individual need.

8.3: Are there accessible changing and toilet facilities?

Accessibility toilets are available in both school buildings.

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

The school has been built with accessibility in mind for both children and adults. 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?

See previous methods of communication to parents.

In addition, where disabilities are known the school 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?

See previous methods of communication to parents.

The school has a number of bi-lingual staff who are able to translate for parents / carers. The local authority also has a directory of interpreters that can be accessed via school if necessary.

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 may be arranged with Foundation Stage staff.

Consultation meeting / phone conversation / visit to current pre-school / setting if needs are significant / concerns expressed.

Planned transition visit to school.

Meetings with parents / specialist services if involved.

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 to new classroom / teacher.

New teacher to see the child in their current setting / class.

Opportunity for current / receiving teacher to discuss child’s progress / provision / needs etc.

Other possible provision - photo book / pupil passports / social stories / letter from the teacher / opportunity to visit on the INSET day in September.

9.3: How will my child be prepared to move on to his or her next school?

Y6 Transition projects.

External professionals may be commissioned to support individual children with transition.

Vulnerable children visits arranged by the Secondary schools.

Secondary colleagues invited to school to meet child / be part of a review meeting if necessary to answer parent / child questions.

9.4: How will you support a new school to prepare for my child?

Meet and discuss individual needs in Year 6 if the child has an EHCP.

Invite the new school to meet the child in school where possible.

Share good practice and strategies with new school.

Teaching Assistant may accompany child on the transition visits if felt appropriate.

Y6 teachers to meet with all Secondary schools to pass on information about all children.

Additional review meetings may be arranged for pupils with more complex needs.

9.5: What information will be provided to my child's new school?

SEND records e.g. SEND Profiles, EHCP / Person-centered Annual Reviews if applicable, standardised assessments, professional reports, review meeting notes etc. Plus, safeguarding records and school reports.

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

N/A

Who can I contact to discuss my child ?

10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Class teacher
Inclusion Leader
Senior Leadership team

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

The school employs a part-time Parent Support Adviser who is based on site during term-time in the Parent Hut. The Parent Support Adviser works at a universal level to help parents and carers achieve positive outcomes for their children. This includes providing parents and carers with or signposting them to information, organising group events, giving practical help or offering a listening ear.

The Parent Support Adviser offers a coffee morning which is open to all parents and carers; a great way to meet others.

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.

Our Parent Support Advisor also has literature and knowledge of many local agencies and can support parents in accessing their services.

Alongside other members of staff, the school’s Parent Support Adviser can signpost parents and carers appropriate to their specific needs. Parents and carers may be signposted to information, workshops, courses, events, local services. This includes local Borough services or local/national voluntary agencies.

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, by phone or by e-mail.

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