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Polehampton C of E Infants School

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Description

Polehampton C. of E. Infant School is a two form entry Infant School situated in the heart of Twyford village. We are part of the Polehampton C. of E. Schools Federation; this ensures a seamless transition to our Junior School.

We are an “Outstanding” school, with the highest aspirations for every child in our care. Our vision is to provide an excellent education within a philosophy of Christian values in a happy, caring and supportive environment. Our pupils become rounded, enthusiastic people who have the confidence and skills to face their futures with enquiring and open minds

Our Mission Statement: To be an inclusive and caring Christian community
where everyone is encouraged to aim high. Every Child Matters. Every Person Matters.

 

Website:
Polehampton C of E Infants School

Who to contact

Contact Name
Miss Helen Ball
Contact Position
Head Teacher
Telephone
0118 934 0246
Email
admin@polehampton-inf.wokingham.sch.uk

Where to go

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

Accessing this service

Type of School
Maintained
Age Ranges
4 yrs - 7 yrs

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

Local Offer logo
 
Local Offer Description

Local Offer last reviewed 19/10/2018

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,
  • Show signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas,
  • Present persistent social, emotional or behavioural difficulties which are not improved by the usual strategies employed across our schools,
  • 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, 2001, 5.44)

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

At Polehampton C. of E. Infant and Junior Schools we operate a very 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
  • Contact us through the office to arrange to meet with the school’s Inclusion Coordinators or Head Teachers
  • Or, send an email to the school admin address and they will forward it to the appropriate member of staff who will then be in touch.
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 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, it is your child’s class teacher who is ultimately responsible for your child’s progress and who will differentiate lessons throughout the school day to ensure that they are accessible for your child.
2.2: How will I be informed / consulted about the ways in which my child is being supported?

We operate a very open door policy and pride ourselves in working in partnership with parents. We would always keep you as informed as possible about how your child is being supported at school and would be happy to arrange to speak with you if you ever felt you needed to know more.

  • Regular contact between yourself and your child’s teacher will be the primary way of understanding exactly what additional support is in place for your child.
  • 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 have regular meetings to ensure that everybody is kept up to date and new information can be shared.
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 and beyond.
  • 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 will often benefit from specialist intervention programmes which are led by experienced teaching assistants who are trained in delivering that provision. For some examples of these specialist intervention programmes see 2.7.
  • 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?

Differentiation looks very subtle in the classroom and may not be obvious to someone observing. This ensures that most children are unaware of differences in their work or expectations.

  • Teachers are well equipped to question children effectively. They tailor what they say to that child’s needs so that they learn effectively.
  • Teachers work very hard to ensure that work is pitched at a level where the child is challenged but not overwhelmed.
  • We usually set according to ability in both Literacy and Numeracy, depending on the year groups and their needs. Each group will cover the same information but at different rates and with different strategies for support.
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, not for their condition/disorder.

These are a few examples of some strategies that have been effective in the past:

ASD / ADHD

  • Visual timetables and other visual aids
  • Occupational Therapy exercise groups
  • Sit n Move Cushions
  • Fiddles
  • Sand timers
  • Staff trained in writing Social Stories

 

Hearing impairment / Visual impairment

  • Appropriate seating position within the classroom
  • Hazard tape on the edges of stairs or any significant obstructions
  • Labelled classroom objects

Speech & Language difficulties

  • Simple instructions
  • Visual cues for classroom instructions
  • Inclusion Coordinator with access to regular training
  • Teaching Assistants capable of effectively implementing advice from external professionals

We have a wide range of experience and expertise amongst our staff who are constantly sharing what they know to support their colleagues.

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

Polehampton C. of E. Infant School employs a range of experienced and well-trained teaching assistants who expertly support all of our pupils.


If specific needs are identified then a financially maintainable level of additional support will be put in to place.

Children with SEND will often benefit from specialist intervention programmes which are led by experienced teaching assistants who are trained in delivering that provision. For some examples of these specialist intervention programmes see question below.

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

See section on 'Training of school staff in SEND' (question 2)  for more details on staff training and see question below for examples of specific intervention programmes the school currently offers.

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

Catch-up Literacy

One to one

Catch-up Numeracy

One to one

Precision Monitoring

One to one

Circle of Friends

Small group

Small group phonics

Small group

Plus 1 Maths

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

Polehampton C. of E. Infant School provides an ever-expanding variety of resources and equipment for all children, depending on the needs of their current intake.  For example, in previous years we have provided:

  • Weighted supports
  • Fiddles
  • ‘Chewellery’
  • Writing and reading slopes
  • Special pencils or pencil grips
  • Specialist seating

We would always endeavour to buy specialist resources and equipment if they were thought to be beneficial and were attainable within the school’s budget.

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

 

  • Special arrangements are something that would be discussed on a 1:1 basis depending on a child’s needs.
  • 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.
  • At any point during the school year parents can request a meeting to discuss their child’s progress.
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
  • Pupils who may need to work on other targets alongside their academic targets will usually be having further support from outside agencies e.g. Educational Psychologists or Foundry College (the Behaviour Support Team).
  • Any pupils receiving this level of multi-professional involvement will have a Pupil Profile written by their Class Teacher alongside the Inclusion Coordinator that monitors their progress towards non-academic targets.
  • External professionals will meet regularly with parents and school staff to help develop and track progress towards these targets together.
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?
  • At Polehampton C. of E. Infant and Junior Schools we operate a very open door policy. If at any point you have concerns about your child we would welcome you to contact us.
  • 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?

At Polehampton C. of E. Infant School we regularly communicate between home and school in a variety of ways, for example:

  • Weekly newsletters are either emailed to you or, if requested, sent home with your child on Fridays.
  • In Foundation Stage children have ‘Brilliant Books’ that go home weekly to share ‘brilliant’ things they have done at school and at home.
  • 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?
  • Each weekend children will receive home learning tasks to be completed.
  • In addition to these we ask you to regularly listen to your children read and read to them. Each class will have a way for you to record when you have done this.
  • 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. Parents will also receive literature on how to help their child at home.

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.
  • Parents will be sent annual feedback forms where we welcome any comments on the effectiveness of our SEND provision.
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 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:

Using Nurture Assistants to provide a variety of interventions which can be tailored to suit particular needs. In the past, our Nurture Assistants have lead:

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.

PSE Groups

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

Circle of Friends

  • This is to help children who have difficulties, socially, to develop strategies to help them to make and maintain 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. However we are extremely sympathetic towards, and give careful thought to, the reasons behind behaviour.

  • Before starting school both you and your child will have signed our Home School Agreement to declare that you will support the school’s behaviour code.
  • We also have access to Foundry College which have specialist teachers and teaching assistants for children with behavioural difficulties. The Inclusion Coordinator is able to refer a child, with consent from parents, for support. If individual support were to be offered, we would arrange a meeting with parents.

Please refer to the school’s Behaviour and Exclusions Policy for more detail on this topic.

4.3: What medical support is available in the school for children with SEND?
  • The vast majority of our Teaching Assistants are certified First Aiders.
  • All staff have annual training for epipens/JEX pens and anaphylaxis.
  • Teaching Assistants are deployed with medical needs considered.
  • All staff are aware of 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.
  • In some cases parents may come into school to administer medicine for their child.
  • Timetabling and staffing is always considered when children have medical needs.
  • The school liaise with parents to discuss the administration of medicines such as inhalers.
  • The school nurse will liaise with parents and school staff to discuss any more complex medical needs should they arise.
  • 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.

  • Understandably there are times at school where some children need help with toileting. In these circumstances there would always be two members of staff present who would support the child as sensitively and discreetly as possible. Parents will always be informed at the end of the school day if their child has required any help in this way.
  • Where necessary, and in communication with parents, we can create personal 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:

  • Parenting & Family Support
  • Educational Welfare Officers (EWOs)
  • Child and Adolescent Mental Health Services (CAMHS)
  • Occupational Therapy (OT)
  • Speech and Language Therapy (SALT)
  • School Nurse
  • Sensory Consortium
  • ASSIST
  • Foundry College
  • Physiotherapy
  • Family Support Workers
  • Gypsy, Roma, Traveller Services
  • Learning Support Services
  • Educational Psychology
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.
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 Children and Young People’s Integrated Therapies (CYPIT).
  • Both GPs and schools are able to refer to this service.
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 5.2 or 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.
  • 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?

Training for teachers tends to be delivered depending on the needs of the current intake.

  • Most of our teachers have attended training courses on specific Special Educational Needs, for example; Attention Deficit Disorder and Autism Spectrum Disorder.
  • As well as external training courses we run in-house training for all staff where we share best practise and expertise.
  • When possible teaching staff may also attend appointments that they have been invited to by parents to seek advice from other professionals supporting your children, for example: Speech and Language Therapists or Occupational Therapists.
6.2: What SEND training is provided for teaching assistants and other staff in your school?

Our Teaching Assistants are trained in a variety of ways to support children with Special Educational Needs. Some examples of their individual specialisms include:

  • Speech and Language Therapy
  • Occupational Therapy
  • Nurture
  • Early Literacy Support (a specialist literacy programme available to selected children in Year One)
  • Catch-up Literacy (a specialist literacy programme available to selected children in Year Two)
  • Catch-up Numeracy (a specialist mathematics programme available to selected children in Year Two); and,
  • Precision Monitoring (an intervention focusing on over-learning that can be tailored to individual’s specific needs)

Most school staff are also Team Teach trained and have attended a variety of courses teaching them about supporting pupil’s with specific special educational needs, for example: Autism Spectrum Disorder and Attention Deficit Disorder.

Our Lunch Time Controllers have also attended training sessions run in-house by our Inclusion Co-ordinators on best techniques for supporting pupils with Special Educational Needs and some attended Team Teach training.

6.3: Do teachers have any specific qualifications in SEND?
  • All teachers are fully qualified and an element of their teacher training would have included how to support children with Special Educational Needs.
  • Amongst our staff we have a wide variety of experience and expertise.
6.4: Do teaching assistants have any specific qualifications in SEND?

We have two Teaching Assistants who are qualified Nurture Assistants.

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 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 or other children/the general public, we would have to consider whether attendance on the trip is in the best interests of everyone concerned.
  • On this rare occasion we would arrange a meeting with the child’s parents prior to the trip. 
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
  • If the school feels this is necessary, parents will be invited to meet with the class teacher to discuss additional support a child might benefit from.
  • Alternatively parents can request a meeting to discuss what provision needs to be put in place for their child to attend a school trip.
Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

As a school we will always try, wherever possible, to make our environment completely accessible to all of our pupils.

  • Currently our entire school building is not accessible to wheelchair users; however, if the need arose then adaptations could be made.
8.2: Have adaptations / improvements been made to the auditory and visual environment?

Most classrooms throughout our school have a quiet area or desk where pupils can work to avoid distractions.

8.3: Are there accessible changing and toilet facilities?

We have a disabled toilet and one children’s toilet containing a children’s toilet seat, grab bar and steps.

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

This is something that happens as and when the need arises.

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

Polehampton C. of E. Infant School 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 C. of E. Infant School provides a welcome environment for all parents and would strive to make suitable arrangements to support communication as 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?

At Polehampton C. of E. Infants we are very proud of our thorough induction process. Prior to school starting in September we will have:

  • Visited your child at their nursery/pre-school.
  • Had in-depth hand-over discussions with staff for their previous setting.
  • Provided their nursery/pre-school with a transition story all about what happens when you start coming to our school, to share with your child.
  • Invited your child to a visit in the Summer Term where they will get to meet their peers, explore their new environment and meet all the adults that will be working with them.
  • Sent your child a post-card over the Summer holidays reminding them of their new teachers.
  • Invited you to contact us should you have any additional information that you might like to share with us.
  • Made any necessary adaptations to our school environment in order to make it accessible for your child.

When necessary, additional visits to the school or from your child’s new teacher can be arranged, as well as meetings with any other professionals involved with your child.

9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

Like our induction process we are also proud of how we manage our transitions within the school. For all children, prior to starting a new school year we will have:

  • Given the teachers allocated time to have in-depth hand-over discussions,
  • Timetabled two transition mornings where the children will have had time to familiarise themselves with their new teacher, classroom environment and mix of peers.
  • Planned many activities within their current class focusing on preparing them for their move to the next year group.

It may be appropriate for individuals with additional needs to also benefit from:

  • Social Stories explaining their transition.
  • Additional visits to their new classroom, any other areas that they appear keen to explore or to or from their new class teacher or teaching assistant.
  • Visual aids that support their move.
  • Transition meetings for parents, current teachers and teaching assistants, the Inclusion Co-ordinator, new staff and any other external professional involved.
9.3: How will my child be prepared to move on to his or her next school?

As our Infant and Junior Schools are federated most transitions from our Infant School are managed internally. Prior to your child starting at Polehampton C. of E. Junior we will have:

  • Already visited our Junior School lots of times throughout your child’s time at our Infant School for assemblies and special celebrations.
  • Given the teachers allocated time to have in-depth hand-over discussions.
  • Paired your child with a suitable ‘buddy’ from our Junior School who will be in Year 6 when they start.
  • Arranged for the buddies to visit all year 2 children at the Infant School.
  • Arranged for all year 2 children to visit their buddies at the Junior School where they will go on a tour of the school and stay for some of play time.
  • Planned one visit to the Junior School where your child will have had time to familiarise themselves with their new teacher, classroom environment and mix of peers.


When necessary it may be appropriate for individuals with additional needs to also benefit from:

  • Social Stories explaining their transition.
  • Additional visits to the Junior School where they will be given an opportunity to ask any questions that they may have and visit any other areas that they appear keen to explore.
  • Visual aids that support their move.
  • Transition meetings for parents, current teachers and teaching assistants, the Inclusion Coordinator, new staff and any other external professional involved.
9.4: How will you support a new school to prepare for my child?
  • When necessary we will release teachers and/or teaching assistants to meet with staff at your child’s new school to have an in-depth hand-over discussion.
  • We would liaise with the new school to arrange any necessary meetings with external professions that could assist with planning your child’s transition.
9.5: What information will be provided to my child's new school?

School staff will endeavour to hand-over any information that will benefit your child’s transition. This will definitely include:

  • Their academic assessments.
  • Any advice the school has received from external professionals supporting your child,
  • Their school file which includes electronic information i.e. attendance.
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 recommended as your first point of contact.

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

We have a Family Support Worker who the Inclusion Coordinator can access via a referral system which parents give written consent for.

  • We can also help you to access support from Wokingham’s Parent Partnership, again, this is something that the Inclusion Coordinator can help you to access.
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, or you can speak directly to the Inclusion Coordinator yourself.

  • We also provide our parents of children with SEND information regarding the CAN Network.
  • We regularly add useful attachments on to our school newsletter.
  • There are often relevant notices added to the school notice board and leaflets added to the leaflets added to the leaflet selection in the foyer.
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

As a school we always value any feedback from parents. Each year we send out parent feedback forms which provide you with an opportunity to share your views of our school.

In addition to this, at any point in time, you can contact:

  • Your child’s Class Teacher
  • The Inclusion Coordinator & Deputy Head: Miss Hazel Snellgrove
  • The Head Teacher: Miss Helen Ball
  • The Curriculum Leader: Mrs Erin Bushell
  • Chair of Governors: Mrs Caroline Harrison

All of these people are contactable via the school office.

School Admissions and Policy Documents

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

School Admission Link
Polehampton C of E Infants School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

Data last checked: 19/10/2018
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