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Emmbrook Infant School

Description

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.

Website:
Emmbrook Infant School

Who to contact

Contact Name
Mrs Corrina Gillard
Contact Position
Head Teacher
Telephone
0118 978 4259
Email
admin@emmbrook-inf.wokingham.sch.uk

Where to go

Name
Emmbrook Infant School
Address
Emmbrook Road
Wokingham
Berkshire
Postcode
RG41 1JR

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 logo
 
Local Offer Description

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
1.2: What should I do if I think my child has SEND?
  • 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.
2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • 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
2.3: How will the school balance my child's need for support with developing their independence?
  • 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
2.4: How will the school match / differentiate the curriculum for my child's needs?

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
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • 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
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
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
2.8: What resources and equipment does the school provide for children with SEND?
  • 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
2.9: What special arrangements can be made for my child when taking examinations?
  • 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
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

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
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?

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
3.4: What arrangements does the school have for regular home to school contact?
  • 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
3.5: How can I help support my child's learning?
  • 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
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
  • The school runs regular curriculum evenings throughout the year for specific subjects where ways to support your child are shown
  • 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
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • 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
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?
  • 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
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?
  • 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 
4.3: What medical support is available in the school for children with SEND?
  • 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 
4.4: How does the school manage the administration of medicines?
  • Specifically trained adults according to individual needs of children
  • First aiders
  • Medicine policy
  • Medical Plans
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Disabled toilet / shower
  • 1:1support with personal care or during snack and meal times if required
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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?

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

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
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?

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
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • 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
6.3: Do teachers have any specific qualifications in SEND?
  • 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
6.4: Do teaching assistants have any specific qualifications in SEND?

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
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • 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
8.3: Are there accessible changing and toilet facilities?

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

As previously stated

  • Using BSL Sign Language/ SSE
8.6: How does the school communicate with parents / carers whose first language is not English?

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

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
9.4: How will you support a new school to prepare for my child?
  • 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
9.5: What information will be provided to my child's new school?

In discussion with parents, school will share records of interventions, impact, assessments (including teacher assessments, statutory assessments and other standardised tests carried out), diagnosis and strategies that have been developed and been successful.

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

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

School admission arrangements

this is via the local Authority

School Admission Link
Emmbrook Infant School

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

Data last checked: 06/10/2020
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