Foundry College

Foundry College is a Pupil Referral Unit (PRU), based in Wokingham and we fulfill the Local Authority’s statutory requirement to provide education and support to pupils who have been permanently excluded or are at risk of permanent exclusion, as well as those with medical needs who cannot attend school regularly.

In addition to a full time education provision at its premises, Foundry also provides a range of outreach services to support pupils from Wokingham’s mainstream schools who have social, emotional and mental health issues, special educational needs and disabilities, poor attendance and those benefiting from alternative provision.

We have a unique ethos and provide a safe, respectful learning environment for the wide range of pupils in our care, enabling them to thrive. We recognise that some children require a period of stability, allowing them to acquire skills for learning and self-regulation strategies. Our teaching methods recognise the need for pupils to acquire essential characteristics of good learners, such as independence, resilience and reflectivity.

We aim to create bespoke programmes for young people who face challenges and barriers to their education. We offer academic, vocational and alternative educational opportunities with the aim of aiding young people to re-engage with education and to prepare them for life beyond education.

Contact information

Fountry College
Scan to visit this website
Contact Name
Iain Thomas
Contact Position
Acting Headteacher
0118 334 1510 0118 334 1510


Budges Gardens
RG40 1PX
View RG40 1PX on a map

Facilities and Accessibility

Sensory Room
Accessible toilet


Referral required
Who can refer
Via School
Referral notes

Through school or other professionals

Provision For

Supporting people with
Emotional Needs
Local Offer

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

Local Offer Description

Local Offer last reviewed 06/10/2020

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
  • baseline testing screeners e.g. reading, spelling, Progress in Maths
  • through a teacher expressing a concern, and then implementing a cycle of ‘Assess, Plan, Do and Review’
  • outside agency reports
  • discussions with parents / carers and use of their knowledge
  • experiences shared from previous establishments and settings

The majority of pupils at Foundry College are considered to have special educational needs of some description, otherwise they would be able to thrive within the mainstream sector.

1.2: What should I do if I think my child has SEND?
  • contact a member of staff with whom you are familiar regarding concerns if in College
  • meet with Special Educational Needs Lead SENCO and Headteacher to discuss the best way forward
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?
  • SENCO together with the Headteacher and Raising Standards Intervention Worker at the College. The pupil, parents / carers, Wokingham SEN department and external agencies will all be encouraged to share their views in providing an individual plan to support the pupil.
  • All pupils have a bespoke education programme
2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • parents letter, email and phone call
  • annual reports
  • annual reviews if child has a Statement of Educational Need or Education Health and Care Plan (EHCP)
  • meetings as needed with class teacher or SENCO
  • provision maps, Individual Learning Plan (ILP) and regular meetings to discuss and review progress towards targets
2.3: How will the school balance my child's need for support with developing their independence?
  • provision maps
  • Individual Learning Plan (ILP)
  • visual timetables
  • planners
  • pupils will be supported by a number of support staff so they will not become over dependent on one adult
2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated based on each individual pupil’s need, taking into account baseline assessments, teacher assessments, advice from outside agencies, the need for small group or 1:1 support if required or other specific interventions.

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 pupil’s needs are looked at individually to determine the best strategies for them. Strategies can include : 

  • differentiated activities
  • visual support, including pictures, writing frames or word banks
  • visual timetables
  • reward systems
  • ICT support where necessary
  • small steps with specific achievable objectives
  • multi-sensory approach to activities
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Teachers, support assistants and a Raising Standards Intervention Worker to support specific interventions and in-class situations.
  • Foundry has a high staff:pupil ratio enabling small group or individual provision
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
Read to Achieve (Specific Literacy Support)   Small group
Corrective Maths Small group
MyMaths One to one
Nurture Course Small group
Theraplay One to one
Lego Therapy Small group
Tracks One to one
2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each pupil but we will endeavour to provide resources as each pupil with SEND requires. Any resources and equipment that a pupil needs will be considered based on recommendations made by specialist services. Currently we have the following resources and equipment in College:

  • specialist staff trained in a range of SEN areas
  • intervention packages such as MyMaths, Reading Eggs
  • specialist chairs
  • pencils and pencil grips
  • coloured paper and books
  • coloured overlays
  • enlargement of text
  • disabled toilet
  • iPads / laptops with a variety of software
  • sensory room
2.9: What special arrangements can be made for my child when taking examinations?

Each case is assessed by the teacher qualified in concession testing. The College adheres to the regulations set by JCQ. Applications can be made for : 

  • additional time
  • scribes
  • readers
  • quiet areas
  • medical timeout
  • laptops
  • prompt
  • reading pen
My child's progress 3.1: How will the school monitor my child's progress and how will I be involved in this?

Foundry will monitor by :

  • setting targets based on prior attainment
  • on-going teacher assessments on a half termly basis
  • tracking by SENCO and Raising Standards Intervention Worker
  • standardised tests that give standardised scores and comparative ages
  • regular monitoring of pupils’ work 

Parents / carers will be involved by :

  • attending regular Education Review meetings– a chance to give input from home experience
  • attending Personal Education Plan (PEP) meetings in the case of looked after children
  • attending Annual Review meetings for students with a Statement of Education Need or EHC Plans, and completing the parent form to share their views with the Local Authority
  • regular phone contact
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • All pupils are continually assessed half termly and levelled appropriately for all subjects. New targets will be based on these assessments together with consultation from subject teachers.
  • ILPs are constantly being reviewed and updated based on everyday observations from college staff, as well as on advice from outside agencies and parents / carers. Pupils are actively encouraged to participate in this process.
  • Longer term outcomes and short term SMART targets are set at meetings to draw up and review Statement or EHC Plans, Support Plans, Personal Education Plans Provision Plans and Individual Education Plans. The contribution made by parents / carers and their child is crucial.
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?
  • regular opportunities for parent / carers to attend meetings
  • annual reviews if the child has a Statement of Education Need / EHC plan
  • SENCO and teaching staff 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 pupil
  • regular phone, text or email contact; whichever is preferred
3.5: How can I help support my child's learning?
  • keep in regular contact with the College
  • encourage your child to attend regularly
  • support your child in any home-based learning activities set by the College
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?
  • parenting courses are available through Wokingham Borough Council with courses running during each academic year
  • counselling and parental support signposting is available for all parents
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • pupils will be given regular opportunities to be involved in all decision making regarding their education
  • pupils with an EHC Plans and looked after children with Personal Education Plans are expected to attend their meetings and are encouraged to contribute to them as much as they are able
3.8: What accredited and non accredited courses do you offer for young people with SEND?
  • Foundry College offers an inclusive curriculum to all pupils. In addition the college has links with local Further Education providers and pupils can attend various courses to suit their individual needs.
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 pupils as appropriate and also with parents / carers
  • parents / carers of students with SEND are invited to comment on the effectiveness of the provision as part of the Annual Review process
  • pupils are aware of own learning targets and next steps
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 and courses to support individual needs
  • mentoring sessions are timetabled into the curriculum
  • all pupils will be able to talk to and share issues with their tutor
  • off- site sporting activities
  • Cultural Capital opportunities
  • Kooth
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?
  • quiet areas inside and outside the classroom can be set up
  • sensory room
  • clear guidelines of choice
  • clear boundaries
  • high expectations with regard to behaviour
  • targeted interventions
  • programmes such as anger management / social skills
  • reward systems
  • staff are trained in TeamTeach and de-escalation techniques
4.3: What medical support is available in the school for children with SEND?
  • First Aiders are available on site
  • staff will take on any training as needed to support medical needs of any pupil
  • half termly drop in sessions with the school nurse
4.4: How does the school manage the administration of medicines?
  • specifically trained adults according to individual needs of the pupils
  • nominated First Aiders
  • medicine policy
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • disabled toilet / wet room
  • 1:1 support during snack and meal times if required
  • all staff are provided information to ensure pupils are supported
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 pupils plus :

  • family support workers
  • Child and Adolescent Mental Health Service doctor (CAMHS)
  • occupational therapists
  • physiotherapists
  • speech and language therapists
  • Children and Family Court Advisory and Support Service Officer
  • art therapist
  • Assist
  • WBC services : Education Psychologist, Education Welfare Service, Youth Service, Social Care and Learning Support Services
  • Kooth
5.2: What should I do if I think my child needs support from one of these services?

Speak to the 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?
  • specialists come in to support from time to time depending on each pupil's needs
  • parents/carers can have the opportunity to investigate their own sources of support through the EHC plan


5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?

Speak to the SENCO or your GP

5.5: What arrangements does the school have for liaison with Children's Social Care services?
  • The College takes very seriously its responsibility for safeguarding and has very clear systems in place, co-ordinated by the Inclusion Manager. The College will not hesitate to contact Children’s Social Care if it has any concerns about the safety or well-being of a pupil.
  • The College liaises with Children’s Social Care by attending Personal Education Plan meetings, Child in Need and Team Around the Child meetings, and by working together to ensure individual pupils and their families have the care and support needed.
Training of school staff in SEND 6.1: What SEND training is provided for teachers in your school?
  • regular training in areas of SEND led by the SENCO
  • training is provided dependent on current needs
  • SENCO, Headteacher and Leadership Team are aware of the need to remain current and up to date with training and new initiatives and regularly attend SEND programmes
  • staff are fully conversant with all College SEND provisions
  • the College provides Continued Professional Development (CPD) sessions twice monthly
  • the College has a close working relationship with the Educational Psychology service and can access their training.
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • regular staff training in areas of SEND led by the SENCO
  • training is provided dependent on current needs
  • staff are fully conversant with all College SEND provisions
  • the College provides Continued Professional Development (CPD) sessions twice monthly
  • the College has a close working relationship with the Educational Psychology service and can access their training.
6.3: Do teachers have any specific qualifications in SEND?
  • Staff have a range of qualifications relevant to SEND and the provision of specific interventions.
  • All College staff have extensive experience in dealing with a range of SEND pupils and regular CPD is provided.
  • The SENCO holds the PGCert in Special Educational Needs
  • A teacher holds the qualifications of Certificate in Psychometric Testing, Assessment and Access Arrangements; Certificate of Competence in Educational Testing; Oral Language Modifier Certification
6.4: Do teaching assistants have any specific qualifications in SEND?
  • teaching assistants (TAs) are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEN. If necessary they will be sent on courses to meet pupils’ specific needs when required.
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 pupils are included in out-of-college activities and trips, following discussions with parents / carers and risk assessments are undertaken in line with the LA guidelines. Parents / carers may accompany their child if necessary or 1:1 support may be provided depending on the level of need.
  • Pre visit assessment visits
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 / carers and college staff. Advice is also taken from the place to be visited in terms of their facilities and accessibility.
Accessibility of the school environment 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • The College site has full access for all pupils.
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • We will take advice from outside agencies regarding adaptations in teaching areas for each child as needed.


8.3: Are there accessible changing and toilet facilities?

Yes – disabled toilet  and  wet room

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

The College site is to be developed and renovated, so as far as possible the College is accessible to all pupils.

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

As previously stated

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

A translation service can be requested from the LA.

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 College staff including SENCO
  • liaison with current setting and visits to meet the pupil in that familiar setting
  • planned transition includes visits into College for the family
  • photos
  • booklets with team information
  • meetings with the family and specialist services involved with them
  • SENCO and/or Inclusion Manager to attend TAFs, annual reviews and transition meetings as appropriate
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 / carers and pupil e.g. going for story time)
  • next teacher or course leader to see pupil in current setting or team area
  • parents / carers and pupils introduced to teachers / TA as appropriate
  • teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
  • post transition links and support between pupils and the College will be kept. It is important to us that pupils remain part of the Foundry family when they move on.
9.3: How will my child be prepared to move on to his or her next school?

As above

9.4: How will you support a new school to prepare for my child?
  • Educational Need / EHC plan or not
  • suggest new establishment come to visit pupil in current setting
  • share good practise and strategies with new establishment staff
  • TA may accompany visits to new establishment
  • vulnerable pupil transition programme is offered by some establishments
  • teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
  • all academic progress reports will be forwarded to the correct contact
9.5: What information will be provided to my child's new school?
  • The school file, including SEND information e.g. Student Profile.
  • Attendance data
  • Data about behaviour
  • In discussion with parents / carers, Foundry College 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.
  • Safeguarding information if appropriate
9.6: How will the school prepare my child for the transition to further education or employment?
  • careers advice and support are offered to Year 10/11 pupils and is incorporated as part of the curriculum timetable for all Year 11’s
  • pupils will be offered work experience and college placements where suitable, tailored to individual requirements
  • pupils are supported with visits to careers fairs
  • all pupils undertake a PSE qualification to develop and accredit in them those personal attributes essential for employability and life; leadership, organisation, initiative, resilience and communication.
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?
  • tutor
  • Headteacher
  • careers supervisor
  • class teachers
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
  • signposting for counselling support to parents / carers if required
  • the College can contact the Family and Parenting Team and /or Sendiass (previously Parent Partnership)
  • Theraplay
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

The College keeps in regular contact with outside groups and agencies and we are happy to put parent / carers in touch with relevant contacts. These include :

  • Sendiass (previously Parent Partnership)
  • Sensory Consortium Service
  • Assist
  • SEND Voices Wokingham
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • feedback via annual parent questionnaire
  • contact SENCO or Headteacher to deal with complaints
  • postcards
  • phone calls
  • email
School Admissions and Policy Documents

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

School admission arrangements

All pupils are referred by their previous school or through permanent exclusion

School Admission Link
Referral Policy

11.2: School Accessibility Plan

Accessibility Plan Link
Access Plan

11.3: Special Education Needs Policy

SEN Policy Link
Access Plan

Last Update

Data last checked:

Is there anything wrong with this page?
Happy face Neutral face Sad face
Skip back to top of page