Emmbrook Infant School
Emmbrook Infant School is located in Emmbrook Village and has a strong community feel, sitting alongside the Junior School and The Emmbrook Senior School. It has a capacity of 180 pupils, 30 per class
Our school is a very inclusive, safe and healthy community where every child matters and will know they are valued. We strive to provide exciting, inspiring and enjoyable learning experiences.
Our mission statement TEAM-Together Everyone Achieves More - summarises the sense of togetherness that exists in our school and the strong sense of care and nurture that is evident in all areas of school life.
In addition the school has a Resource for Hearing-Impaired pupils which offers a total communication approach to learning for statemented children with moderate to profound hearing loss. The Teacher of the Hearing-Impaired works closely with mainstream staff to ensure supported inclusion and access to the mainstream curriculum.
Contact information
- Website
- Emmbrook Infant School
- Scan to visit this website
- Contact Name
- Mrs Corrina Gillard
- Contact Position
- Head Teacher
- Telephone
- 0118 978 4259 0118 978 4259
- admin@emmbrook-inf.wokingham.sch.uk
Location
- Name
- Emmbrook Infant School
- Address
-
Emmbrook Road
Wokingham
Berkshire - Postcode
- RG41 1JR
- View RG41 1JR on a map
When is it On/Open ?
- Date & Time Information
The office is manned from 8.30am through to 3.30pm daily except school holidays.
Accessing this service
- Type of School
- Maintained
- Age Ranges
- 4 yrs - 7 yrs
- Eligibility Criteria
Visit the Wokingham school admissions pages of the Council's website.
Provision For
- Supporting people with
- Hearing impairment

Local Offer - Support available for children and young people with additional needs
Local Offer last reviewed 26/09/2022
Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?- On-going teacher observations, assessments, experience.
- Screeners e.g. dyslexia, reading, spelling, Progress in Maths
- Outside agency reports
- Talk to parents and use their knowledge
- Experiences shared from previous schools and settings.
- Children are identified with a hearing loss at an early age through neonatal screening
- Children may have received an EHCP from the Local Authority
- Children can be referred to the Resource by the Sensory Consortium Service
- Contact class teacher initially regarding concerns
- Meet with SENCO and Head
- If pre-school child, contact school to arrange a meeting with SENCO and Head
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?- Class teacher with SENCO in consultation with parents
- Teacher of the Total Communication Base in consultation with class teacher, Speech and Language Therapist (SALT) and SENCO.
- Parents evenings
- Annual reports
- Annual reviews if child has an EHCP
- Meetings as needed with class teacher or SENCO
- If the child has support from external agencies they will have an ISP
- Each child on the SEN register has an individual Support Plan and termly meetings are held to discuss and review progress
- Informal meetings with parents as required
- Individual Support Plan (ISP)
- Visual timetables
- Planners
- Group support plans
- Small group inputs or support to recap key learning points
- Visual support in class
- Child speak ISPs
- Sensitive TA support
The curriculum will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from outside agencies, the need for small group or 1:1 if needed or specific interventions.
The curriculum for the children who are part of the Total Communication Base will be differentiated based on each individual child’s need, taking in to account teacher assessments, advice from the Teacher of the Deaf, the need for small group or 1:1 if needed or specific interventions. Language is modified/rephrased by the LSA in the class.
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 include:
- Differentiated activities
- Visual support including pictures, writing frames or word banks
- Visual timetables
- Social Stories
- Calm Place
- Then and now cards
- Reward systems
- ICT support
- Help walls
- Small steps with specific achievable objectives
- Multi-sensory approach to activities
- Scaling opportunities
Each hearing-impaired child’s needs are looked at individually to determine the best strategies for them. These include:
- Differentiated activities
- Visual support including pictures, writing frames or word banks
- Signed support where necessary
- Visual timetables
- Reward systems
- ICT support
- Help walls
- Small steps with specific achievable objectives
- Kinaesthetic approach to activities
- Nurture Assistant
- Teaching Assistants in each year group
- Additional teaching assistants and teachers to support specific interventions
- Two on-site Teachers of the Deaf
- Teaching Assistants qualified in BSL
- Educational Audiologist
Type / Title | Intervention Type |
---|---|
Talking Partners | Small group |
Catch -Up maths | Small group |
Catch Up Reading | Small group |
Nurture Group | Small group |
Circle of Friends | Small group |
Nurture | One to one |
Speech and Language therapy | One to one |
Echo Reading | Small group |
- Sloping desks
- Triangular Pencils and pencil grips
- Coloured paper and books
- Coloured overlays
- Radio aids
- Classroom and hall soundfield systems
- Signing resources
- Speech and language development resources
- Listening programmes
- Reading books
- Visual support materials
- weighted jackets
- various OT equipment
- Additional time
- Scribes
- Readers
- Quiet areas.
- 1:1 support where appropriate
- 25% additional time
- Quiet areas
- Live speech mental maths tests
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 Assessments
- Standardised tests that give standardised scores and comparative ages
- Support Plan Meetings and parents evenings – a chance to give input from home experiences
- On-going language assessments
- Annual review meetings
- Structured conversations
See above
- Support Plans are regularly reviewed and updated based on everyday observations from school staff, as well as from advice from outside agencies and parents.
- Support Plans are set and reviewed termly and updated based on everyday observations from school staff, as well as taking advice from Teacher of the Hearing-Impaired and SALT
- Termly meetings are held with parents to report on progress and set new targets
Support Plan meetings for children who are school action plus each term.
- Annual reviews if the child has an EHCP
- termly parent consultation evenings
- Teachers are happy to arrange meetings to discuss concerns
- Teachers of the Hearing-Impaired are happy to arrange meetings to discuss issues
- Teachers are always happy to arrange a meeting to discuss issues regarding a child.
- If it is felt to be useful, home school link books can be used
- Email/phone contact
- Read every day at home
- Support home learning activities
- Visit places of interest at the weekend
- Recommendations are given by Teachers of the Deaf and SALT
- The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are shown
- Signposts to parenting courses are also offered during each academic year
- We can signpost parents to specific courses and support groups on offer through Wokingham Borough Council
- Support for parents of hearing-impaired children is upon request
- Termly conferencing meetings between the child and their teacher
- If they have an education, care and health plan , they will discuss this in preparation for the Annual Review
- in their annual report to parents
- regular conversations with thei class teachers about their work
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?- Monitoring progress via Teacher Assessments, standardised scores
- Outside agencies review objectives set and progress made towards these
- Impact of interventions
- Discussion with children as appropriate and parents.
- Children are aware of own learning targets and next steps
- Parent questionnaires at the end of each key stage
- Regular meetings with school Head teachers and Local Authority
- progress outciomes for all SEN pupils
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 Assistant
- Specific interventions e.g. Circle of Friends, Peer Mediators, 1:1 time, Social stories, Lego Club
- Teaching Assistants
- Targeted 1:1/small group sessions with Teacher of the deaf
- Behaviour Support Plans
- Clear guidelines of choice-Traffic Light System
- Rewarding the Golden Rules
- Reward charts/stickers
- 20/20/20 lunchtimes
- regular sensory breaks
- Scaling opportunities
- Nurture
- First Aid procedures
- Hearing Impairment support-Radio aids etc
- Staff will take on any training as needed to support medical needs of any child
- medical plans where appropriate
- Specifically trained adults according to individual needs of children
- First aiders
- Medicine policy
- Medical Plans
- Disabled toilet / shower
- 1:1support with personal care or during snack and meal times if required
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:
- Family support workers
- CAMHS
- Occupational Therapists
- Physiotherapists
- Speech and Language Therapists
- Vulnerable Children’s Education
- CAFCAS Officer
- Sensory Consortium Service
- Three on-site Teachers of the Deaf
- Speech and Language Therapist (with specialism in hearing-impairment)
- Audiologists from Royal Berkshire Hospital/Ewing Foundation
- Cochlear Implant Centre teams
- Educational Psychologist
- Addington Special school outreach
- Foundry College outreach
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?- In school staff follow programmes provided by these services for individual children
- Specialists come in to support from time to time depending on each child’s needs
- In school staff follow programmes provided by these services
- The Specialist Speech and Language Therapist provides 1:1 support according to need
Single point entry referral can be made via the SENCO. This can sometimes be done through the GP as well.
5.5: What arrangements does the school have for liaison with Children's Social Care services?School has access to children’s social care services if required.
Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?- Regular SEN staff meetings
- A time to discuss children with SEND is allocated to staff meeting agendas
- Training is provided dependent on current needs
- SENCO / Head attend training and share with staff
- Deaf awareness training given to new staff and annual updates for all staff
- Training by outside agencies e.g. Cochlear Implant centre
- Regular SEN staff meetings
- A time to discuss children with SEND is allocated to every Senior Team meeting agenda
- Training is provided dependent on current needs
- SENCO / Head attend a lot of training and share with staff
- annual Deaf awareness for all staff
- No specific qualifications but much experience in dealing with a range of SEND pupils
- SENCo has National Award for Special Educational Needs Co-ordination
- Two qualified Teachers of the Deaf
- Teachers of the Deaf have BSL level 1/2
- 1 qualified Nuture Assistant
- 1 qualified CSW
Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEN. Recent courses attended include Nurture Assistants, Early Bird plus, Dyslexic, Speech and Language Support, occupational therapy support , Attachment Disorder
- 4 Teaching Assistants with BSL signing-Level 1 and 2
- 1 Communication Support Worker
- Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of Hearing-Impairment
- Courses attended include Speech and Language courses (at Wokingham Hospital) and online Hearing Impairment training
- TAs have attended cochlear implant technical update training
- many TAs have attened Early Bird training in ASC
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. Parents may accompany their child if necessary or 1:1 support may be provided depending on the level of need.
All hearing-impaired children are included in out of school activities and trips in discussions with parents and risk assessments are undertaken in line with the Local Authority guidelines. Parents may accompany their child if necessary or 1:1 support may be provided depending on the level of need.
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?- Through discussions with parents and school staff.
- Advice is also taken from the place to be visited in terms of their facilities and accessibility.
- Advice is taken from the Teacher of the Deaf
Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?- The school has wheelchair access via a ramp at the rear of the playground.
- Disabled toilet
- 1 stair lift
- The school has been acoustically treated with lowered ceilings, acoustic tiles, carpets and blinds/curtains throughout
- Soundfield systems have been fitted in every classroom and there is a PA system in the hall
- The school has a quiet acoustically treated room for 1:1 or small group sessions
Yes – toilet with shower
8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?- All areas can be accessed by a wheelchair if required.
- All doors are wide enough for wheelchair access
As previously stated
- Using BSL Sign Language/ SSE
We use translators where appropriate/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 with school staff
- Liaison with current pre-school or setting and visits to meet the child in that familiar setting
- Planned transition includes visits into school for the family
- School brochure and information pack
- Meetings with the family and specialist services involved with them
- SENCO to attend TAFs, annual reviews etc if appropriate
- Home visits from the Teacher of the Deaf
- Liaison with current pre-school or setting and visits to meet the child in that familiar setting
- Planned transition visits
- TA to accompany child to new setting on visits
- Transition book of photos
- Meetings with the family and specialist services involved with them
- SENCO/Teacher of the Deaf to attend annual reviews
- Additional transition visits (for both parents and child. e.g. going for story time)
- Photos of key adults and places in the new team
- Next teacher to see child in current setting or team area
- Parents introduced to teachers / T.As as appropriate
- Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
- Additional transition visits as needed
- Photos of key adults and places in the new team
- Next teacher 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
As above
- Summer transition Art Course
- standard transtion package between Emmbrook Infant and Junior schools consiting of 5 additional visits
- Additional visits where required including meeting/working with any future support staff
- Meet and discuss individual needs in year 2 if the child has an ISP or EHCP
- Suggest new school come to visit child in current setting
- Share good practise and strategies with new school staff
- Teaching Assistant may accompany visits to new school
- Vulnerable child transition programme is offered by some schools
- Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
- Share good practise and strategies with new school staff
- Teaching Assistant may accompany visits to new school
- Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and been successful.
In discussion with parents, school will share records of interventions, impact, assessments (including language 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?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
- SENCO
- Head
- Teacher of the Deaf
As previously stated
- Reading Deaf Children’s Society
- NDCS
- Me2 Club
- Sensory Consortium Service
- Relevant websites
- ASSIST
- SENDIASS
School can contact the Family and Parenting Support team or Vulnerable Children’s Education team should home schooling be needed at any time
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?School tries to keep up to date contacts for agencies such as Reach and is 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?- Feedback via annual parent questionnaire
- Feedback via FS2 questionnaire
- Feedback via the website
- Feedback at parents’ evenings and curriculum evenings
- Contact SENCO or Head to answer questions or concerns
- Contact Teacher of the Deaf/SENCO or Head
School Admissions and Policy Documents
11.1: School admission arrangements for children with special educational needs and disabilities
this is via the local Authority
School Admission LinkEmmbrook Infant School
11.2: School Accessibility Plan
11.3: Special Education Needs Policy
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