Polehampton C of E Infants School

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Polehampton C. of E. Infant School is a two form entry Infant School situated in the village of Twyford. We are part of The Keys Academy Trust and work closely with our Junior School; this ensures a seamless transition.

 

Contact information

Website
Polehampton C of E Infants School
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Contact Name
Mrs Jenny Scott
Contact Position
Head Teacher
Telephone
0118 934 0246 0118 934 0246
E-mail
admin@polehampton-inf.wokingham.sch.uk

Location

Name
Polehampton C of E Infants School
Address
Hermitage Drive
Twyford
Berkshire
Postcode
RG10 9HS
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Accessing this service

Type of School
Maintained
Age Ranges
4 yrs - 7 yrs
Local Offer

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

Local Offer Description

Local Offer last reviewed 06/10/2022

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

At both of our schools a child will be listed on our SEND register if, despite receiving differentiated learning opportunities they:

  • Make little or no progress even when receiving teaching interventions that target their particular area of need; requiring additional support from external agencies accessed via Wokingham.
  • Present persistent social, emotional or behavioural difficulties which are not improved by the usual strategies employed across our schools and requires support from external agencies.
  • Have sensory or physical difficulties, and continues to make little or no progress despite the provision of specialist equipment,
  • Have communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.

(See SEN Code of Practice, 2014)

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

At Polehampton C. of E. Infant and Junior Schools we operate an open door policy. If at any point you have concerns about your child we would welcome you to contact us. Either:

  • Speak to your child’s class teacher in the first instance.
  • The class teacher will arrange next steps and seek further advice from the school's Inclusion Lead, if necessary.
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?

2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

At both of our schools a child will be listed on our SEND register if, despite receiving differentiated learning opportunities they:

  • Make little or no progress even when receiving teaching interventions that target their particular area of need; requiring additional support from external agencies accessed via Wokingham.
  • Present persistent social, emotional or behavioural difficulties which are not improved by the usual strategies employed across our schools and requires support from external agencies.
  • Have sensory or physical difficulties, and continues to make little or no progress despite the provision of specialist equipment,
  • Have communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum.

 (See SEN Code of Practice, 2014)

 The Inclusion Coordinator is the person who oversees the support which is put in place for your child; they work collaboratively with your child’s class teacher/teachers to plan provision, and monitor it thereafter. However, you child’s class teacher is ultimately responsible for your child’s progress and works with the Inclusion Coordinator, who advises on strategies as well as monitors to ensure that strategies are being implemented.

The Inclusion Coordinator maps out the provision that your child receives in and out of class. This is kept on file and available for parents to see if they so wish; otherwise parents are informed, verbally, of the provision their child is receiving during meetings with their teacher.

In some instances, the Inclusion Coordinator liaises with external services to request additional support (this is once written consent has been given from parents). Once additional support has been requested, from outside of school, children with SEND are discussed by the Inclusion Coordinator at a School Planning Meeting. Here, the provision which school has in place is discussed by the Inclusion Coordinator, Educational Psychologist, Learning Support Teacher and Foundry College.

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

Regular contact between yourself and your child’s teacher will be your primary way of understanding exactly what your child has in place, in terms of additional support.

Where new concerns have been identified; you will be asked to meet with the Inclusion Coordinator and class teacher to discuss what can be done next.

After written consent has been received by the Inclusion Coordinator, external services can also be accessed. When these services are involved, we will review the advice provided to ensure that everybody is kept up to date and new information can be shared. Wait times for external services can be considerably long which is beyond the control of Polehampton schools.

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

Developing independence is our highest priority as it is the skill that your child will need throughout their school life.

Teachers plan appropriate levels of support for your child, within their planning, for each lesson.

Our policy is for qualified teachers to work alongside the children who have SEND within the classroom, for the majority of time.

Children with SEND are often involved in additional provision which is led by a teaching assistant who have training in fostering independence.

We rarely use 1:1 support assistants and tend only to do so in exceptional circumstances.

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

Due to our inclusive ethos, differentiation looks very subtle in the classroom and may not be obvious to someone observing. This enables children to be unaware of any differences in their work or expectations. Teachers are well equipped to question children effectively; tailoring what they say to what individual children’s needs are and how each of them learn effectively.

Teachers work very hard to ensure that work is pitched at a level where the child is challenged but not overwhelmed.

We tend not to differentiate by the outcome of a child’s work and instead focus on 'scaffolding' support for children with resources and strategies to access the work they have been set.

We also work very carefully to ensure that children are able to access all aspects of a lesson by using different strategies to enable this. Strategies include but are not limited to: supported note taking, chunking learning, visual and concrete resources.

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?

We use a range of strategies for a whole host of learning needs but ultimately, we look at the child individually and find strategies that work for them.

These are a few examples of a number of strategies.

  • Visual timetables
  • Sit n Move Cushions
  • Fidget objects
  • Timers
  • Social Stories
  • Literacy & Numeracy interventions
  • Foam Letters & other multi-sensory resources
  • Labelled classroom objects
  • Simple instructions
  • Visual cues for classroom instructions
  • Inclusion Coordinator with access to regular training

All staff receives some level of training for work with pupils on the Autistic Spectrum, ADHD, specific learning difficulties and trauma informed practiced.

2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • We have a part time, accredited, SENCO, who works under the title of the Inclusion Coordinator; without full time commitments to a whole class
  • We have teaching assistants within every year group. Within some of these year groups, there is capacity for additional intervention to take place.
  • We have a number of HLTAs that are specifically trained and assigned time to deliver phonics and SALT interventions to children who require this level of individualised support.
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

Nurture support focusing on social, emotional and behavioural needs.

One to one

Nurture support focusing on social, emotional and behavioural needs

Small group

Occupational Therapy exercises for children with sensory needs

One to one

Occupational Therapy exercises for children with sensory needs

Small group

Speech and Language Therapy school assessment and support

One to one

Speech and Language Therapy school assessment and support

Small group

Early Literacy Support (ELS)

Small group

Precision Teaching

One to one

Circle of Friends

Small group

Small group Phonics

Small group

RWI 1:1 Tutoring

One to one

Plus 1 Maths

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

We are able to buy equipment as and when it is necessary; if we feel it will be effective and is within our budget.

We do already have a number of resources, for example:

  • We have a selection of games and books which are suitable for social and emotional literacy development 
  • We have a number of resources to support children with their spelling such as magnetic letters, spelling banks, spelling games, moulding dough and word banks 
  • We also have ‘fidget resources’ 
  • We have Numicon in every classroom 
  • We have resources for OT exercises and grips for handwriting
  • Reading rulers
  • Visual aids
  • Sensory aids such as ear defenders and chewllery.
2.9: What special arrangements can be made for my child when taking examinations?

 Typically, special arrangments for exams are not required at our infant school as we take an individualised approach to assessing all of our children. However, if you have any concerns about your child’s specific needs during assessments please don’t hesitate to speak to your child’s class teacher.

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

Your child’s Class Teacher will be constantly monitoring your child’s progress both towards academic targets and any other targets that they may be working on.

  • Teachers meet termly with the Senior Management Team (SMT) to carefully track and analyse all pupils’ progress.
  • Parents are offered termly parent meetings. In the Autumn and Spring terms parents will be given an interim report on their child’s progress and in the Summer term a full report will be written.
  • Any concerns between these meetings will be raised with parents who may be asked to come into school.
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

Class Teachers work alongside the Senior Management Team (SMT) each term to develop appropriately challenging academic targets

  • Children who are indentified as requiring support above the level of Quality First Teaching will have an Individual Learning Plan (ILP) implemented. 
  • ILP's are reviewed six weekly by the child's class teacher and three times a year with parents/carers.
  • All ILP's are overseen by the Inclusion Coordinator. 
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?

If we are ever concerned about your child’s progress in between normal reporting arrangements then your child’s Class Teacher will be in contact with you.

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

Weekly newsletters are emailed to all parents.

Daily incidental chats provide an opportunity to share any little messages or queries with teaching assistants on the doors in the morning and teachers on the doors at the end of the day.

On occasion, when parents do not regularly drop off or collect their children from school, but more regular communication is deemed necessary, a home/school communication booklet may be suggested.

3.5: How can I help support my child's learning?
  • We encourage all of our parents/carers to read regularly with their child. Each class will have a way for you to record when you have done this.
  • Each weekend children will receive home learning tasks to be completed.
  • At parent’s evenings we may recommend other ways for you to support your child’s learning and development at home.
  • When external agencies are working to support your child’s progress they may suggest additional strategies for you to put in place at home to further support your child’s learning.
  • If you ever feel that you could be doing more to support your child’s learning at home, please do not hesitate to speak to your child’s class teacher about how you could do this.
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?

At the beginning of each school year we offer a meeting where parents are invited in to school to hear about what their child’s next year of school will be like and what they can do to support them through this. There is literature on the school website, outlining ways in which you can support your child.

3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • We always want children to be happy at our schools.
  • We review all aspects of school life with our children. For example, through the use of; circle time, reflection books and target-setting.
  • If it is felt that a child is unhappy about the support that they are receiving or the progress that they are making, then we will endeavour to put in place strategies to support them that they are happy with or help them to nurture a more positive attitude towards their progress.
3.8: What accredited and non accredited courses do you offer for young people with SEND?

N/A

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?
  • Each child’s progress is monitored throughout the year and SEND provision will be adjusted accordingly depending on this.
  • The impact of every intervention we provide for the children is carefully tracked and will only continue to be provided for that particular child if it is measured as having a positive impact.
  • During the termly parent’s evenings and any meetings with external professions the effectiveness of any SEND provisions that your child is receiving will be discussed.
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?

Our children’s emotional wellbeing is our highest priority and all staff work exceptionally hard to ensure that all of our children feel valued and secure.

In addition to the work we do every day, which implicitly supports emotional and social development, we use a range of strategies to help those who find it that little bit more difficult. These include:

Forest Schools:

Our trained Forest School Leaders lead sessions for one term for all of our children. In some cases, we are able to run small group Forest School sessions to promote social skills and support emotional wellbeing.

Social Skills Groups

Here, children can work in a small group to role play, carry out activities and develop skills in a variety of social skills e.g. conversation skills, turn taking, asking for help, making friends, listening etc.

Emotional Literacy Groups
This is not too dissimilar from Social Skills Groups. The main difference is that the work is based mainly around understanding yourselves, and others’, emotions.

Art & Wellbeing Groups

This is an opportunity for children to engage in activities such as art & gardening activities in a relaxed environment. This can promote social skills, friendships and provide opportunities for self expression.

Circle of Friends
This is to help children who have difficulties, socially, to develop strategies for making and maintaining friendships. It also explores other areas for personal development, with the support of a group of peers. The key difference between this and a Social Skills Group is that it gives other children an insight into the reasons why people behave in the way they do.

We also ensure that staff are made aware of, emotionally and socially, vulnerable pupils so that issues at playtime and other activities (in and out of class) can be dealt with sensitively and in an appropriate manner.

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?

We have very high expectations of behaviour and have equal expectations of all children; we are however extremely understanding towards, and give careful thought to, the reasons behind behaviour. We follow a Therpatic Thinking approach which can be viewed in our Behaviour Policy.

For some children, a Positive Support Plan and/or a Pastoral Support Plan may be required. This will be made in collaboration with the class teacher, Inclusion Coordinator and parents/carers. This ensures the strategies in place to support the pupil remain focused around their individual needs.

We also have access to Foundry College which have specialist teachers and teaching assistants for children who are presenting with behaviours that might challenge. The Inclusion Coordinator is able to refer a child, with consent from parents, for support. In some circumstances, outreach workers from the College can meet with the child, the class teacher and parents.

4.3: What medical support is available in the school for children with SEND?
  • Many of our Teaching Assistants are certified First Aiders
  • Most staff have annual training for epipens/JEX pens and anaphylaxis
  • Most staff have annual training for epilepsy
  • Teaching Assistants are deployed with medical needs considered
  • All staff are aware of relevant children’s medical needs
  • Please refer to our Medicine Policy for further information
4.4: How does the school manage the administration of medicines?
  • Medicine is only administered by certified First Aiders and is witnessed by two members of staff
  • Medicine is only administered by a First Aider (if it is prescribed)
  • Timetabling and staffing is always considered when children have medical needs
  • The school liase with parents to discuss the administration of medicines such as inhalers

Please refer to our Medicine Policy for further information

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

Our first priority is always the well-being of the child.  Where necessary, and in communication with parents, we can create Intimate Care Plans.

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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?

Where appropriate and with the necessary consent the school is able to contact an array of services including:

  • Educational Welfare Officers (EWOs)
  • Child and Adolescent Mental Health Services (CAMHS)
  • Occupational Therapy (OT) for children with an Education, Health, Care Plan
  • Speech and Language Therapy (SALT)
  • School Nurse
  • Sensory Consortium
  • ASSIST
  • Foundry College
  • Gypsy, Roma, Traveller Services
  • Learning Support Services
  • Educational Psychology

Please note: there are considerable wait times for many of these services.

5.2: What should I do if I think my child needs support from one of these services?
  • If at any point you have concerns about your child and think that they may benefit from the support of one of these services, please contact your child’s Class Teacher.
  • They will discuss the matter with you and, if in agreement, will arrange to meet with the school’s Inclusion Coordinator to arrange referral. 
  • Schools are currently asked by external agencies to reduce referals considerably and priortise concerns. Therefore, they may not always be able to request support.
5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • Speech and Language Therapy, Occupational Therapy and Physiotherapy are provided through Berkshire Healthcare Foundation Trust (BHFT) Children, Young People and Families (CYPF) Services - intergrated community and mental health services.  Both GPs and schools are able to refer to this service however considerable wait times should be expected.
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?
  • See you child's class teacher or the Inclusion Coordinator.
  • Contact your child’s GP.
5.5: What arrangements does the school have for liaison with Children's Social Care services?
  • Each school’s Head Teacher is their Designated Person for Safeguarding.
  • Our current DSL are: Mrs Scott, Miss Ball, Mrs Bushell & Mrs Pierro.
  • For more detail please refer to the school’s Safeguarding Policy.
Training of school staff in SEND 6.1: What SEND training is provided for teachers in your school?
  • As part of staff’s CPD, they are offered training on an annual basis.
  • Training is offered by Wokingham at School Planning Meetings and training needs can be addressed here, termly.
  • Relevant staff are Team Teach trained (positive behaviour management)
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • As part of staff’s CPD, they are offered training on an annual basis in areas such as Specific Learning Difficulites, ADHD, ASD, Speech & Language needs, Team Teach and trauma informed practice.
6.3: Do teachers have any specific qualifications in SEND?

We have an exhaustive amount of experience in our teaching and support staff; many of whom have experience of supporting and teaching, children with a number of different needs.

In addition to the above:

  • The Inclusion Coordinator has completed her National SENCo Accreditation. 
  • Regular CPD training in a range of areas of SEND in completed by all teachers.

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

Our teaching assistants and HLTA's have a range of qualifications and experiences, some of which include:

Speech and Language training

Makaton Training

Forest School Leads

Training in understanding and supporting: Autism, ADHD & Specific Learning Difficulties

Trauma informed practice

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 always aim include children with SEND in our out of school activities. We would always ensure that there is enough adult support to enable them to attend.

In exceptional circumstances where, for example, a child is a risk to themselves, other children or the general public, we would have to consider whether attendance on the trip is in the best interests of these people and would require a meeting before the time to discuss appropriate arrangements. In some instances, parents/carers may be ask to attend the trip to support their child.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

Where this is necessary, parents will be invited to meet with the class teacher, or alternatively parents can request a meeting to discuss what provision needs to be put in place for a t

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

Currently our entire school building is not fully accessible to wheelchair users; however, if the need arose then adaptations could be made.

We have an accesible toilets.

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

No.

Our teachers work closely with Sensory Consortium team to provide high quality teaching for pupils with Hearing Impairments.

8.3: Are there accessible changing and toilet facilities?

We have a disabled toilet.

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

Any arrangements which needed to be made would be discussed and arranged.

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

Polehampton Schools provides a welcome environment for all parents and would strive to make suitable arrangements to support communication as necessary.

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

Polehampton Schools provides a welcome environment for all parents and would strive to make suitable arrangements to support communication as necessary.

Interpreters can be arranged with Wokingham Borough Council if required.

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 class teachers (old and new) have a very detailed handover meeting
  • The Inclusion Coordinator, and when possible, the class teacher will attend any Annual Reviews or meetings held in the Summer term, which are specific to your child.
  • Our Inclusion Coordinator works across both Infant and Junior schools; providing a smoother transition.
  • Your child will have additional visits to that received by their peers
  • Staff will be made aware of vulnerable pupils coming to the school, sensitively and appropriately
  • Your child may have visuals to support their transition
  • Your child may have a transition booklet about their new school, depending on where they are coming from
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

See above.

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

When pupils with SEND are moving onto our junior school. we identify which children may be more vulnerable during transitions.  As part of this, they may receive additional visits to the junior school.

All of our pupils have opportunities to visit the junior school throughout their time at the infants. For example, school plays, 'Polehampton day' and other special events.

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

We would meet with a representative from your child’s new school and provide verbal information on them and their personality.  We will also provide the formal information which we have a statutory obligation to provide.

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

We give information about:

  • How they learn best;
  • What strategies they respond well to;
  • What strategies have not worked so well;
  • Levels of progress;
  • Paperwork from their time at Polehampton Infants - including examples of work and assessments; paperwork from external services; minutes from meetings.
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?
  • Your child's class teacher is always your first point of contact.
  • If required, the Inclusion Coordinator or Head Teachers can also discuss your concerns.
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

We can ahelp you to access support from Wokingham’s services such as FIRST Wokingham, ASSIST, the Early Help Hub and local parenting workshops.

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

You can either speak to your child’s Class teacher who would feedback to the Inclusion Coordinator.

We also provide our parents of children with SEND information regarding the CAN Network.

We regularly include things on our newsletter or notice board at school.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

You can speak, either in person or in writing, to:  

  • Your child’s class teacher.
  • The Inclusion Coordinator: Mrs Pierro
  • Head of School: Mrs Jenny Scott
  • Executive Head: Helen Ball
  • Chair of Governors: Jane Smith
School Admissions and Policy Documents

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

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

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