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Robert Piggott CE Infant & Junior Federation

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Robert Piggott Church of England Infant & Junior School is located in the village of Wargrave very near to the River Thames. We are very lucky to have spacious grounds so that we can enjoy the outside environment in all weathers and all year round. There are currently 129 children on role at the Infant School and 170 at the Junior School

Our Christian values are embedded in our ethos and curriculum. We offer a rich and vibrant curriculum enabling children to be enthusiastic learners with good behaviour who value each other and develop a strong sense of spirituality.

We are a dynamic learning community united in common purpose, to inspire learners who grow in grace, courage and friendship.

Robert Piggott CE Infant School is situated in Beverley Gardens and Robert Piggott CE Junior School is situated in School Hill. The two schools are Federated with an Executive Headteacher. Each school has it's own 'Head of School'.


The Robert Piggott C of E School

Who to contact

Contact Name
Mrs Sally Akers
Contact Position
Executive Headteacher
0118 940 2414 - Infant School
0118 940 2645 - Junior School

Where to go

Robert Piggott CE Infant & Junior Federation
Beverley Gardens
RG10 8ED

When is it On/Open ?

Date & Time Information

Monday to Friday

8.40am until 3.10pm

Costs and Fee Information

Cost details

Breakfast Club & After School Club Costs

Do you accept childcare vouchers?
Contact provider for costs?

Facilities and Accessibility

Wheelchair access
Car Parking
Accessible toilet
Additional Information

Breakfast Club

After School Club

Accessing this service

Type of School
Age Ranges
4 yrs - 11 yrs

Provision For

Supporting people with
Wheelchair Accessible

Compliments, complaints and comments

Contact Name
Mrs Marilyn Mahoney
PA to Executive Headteacher

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

Local Offer logo
Contact Name
Mrs Sally Ann Akers
Contact Telephone
0118 940 2414
Contact Email
Local Offer Description

Local Offer last reviewed 19/06/2019

Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Concerns raised by the teacher through; teacher observations, assessments, experience
  • Screening tests which may highlight a weakness in a particular area eg dyslexia, reading spelling, progress in maths
  • Outside agency reports and discussions
  • Parent consultations
  • Liaison with the Infant School or previous schools and settings
1.2: What should I do if I think my child has SEND?
  • If Pre-School child, contact school to arrange a meeting with the SENCo and Head of School
  • If your child has started school, contact the class teacher initially regarding concerns. A meeting will then be arranged with the SENCo and Head of School
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 in consultation with SENCo
  • The SENCo oversees all support and progress of any child requiring additional support across the school
  • The Class Teacher will oversee, plan and work with each child with SEND in their class to ensure progress is made in every area
  • There may be a LSA (Learning Support Assistant) working with an individual child or as part of a group if this is seen as necessary by the Class Teacher. The regularity of these sessions will be explained to parents when the support starts
2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • If the child is identified as needing an IPP (Individual Provision Plan) the Class Teacher will meet with parents every half term to review the child's needs, support in place and progress being made
  • Parents evenings
  • End of term PITA (Point In Time Assessment) reports in autumn and spring terms followed by Annual Reports in July
  • Annual reviews if child has an EHC (Education, Health & Care) Plan
  • Meetings as needed with class teacher of SENCo
  • Meetings with outside agencies & SENCo as requested
2.3: How will the school balance my child's need for support with developing their independence?
  • We try to foster independence in every child. The level of support is given as needed and will be specific to the individual child
  • Individual Provision Plan (IPP)
  • Visual timetables
  • Use of timers and scaffolded tasks
  • Group support plans
  • Small group inputs or support to recap key learning points
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 into account teacher assessments, advise from outside agencies, the need for small group or 1:1 support if needed or specific interventions tailored to the child’s need
  • All work in class is pitched at the appropriate level so that all children are able to access according to their specific needs. Typically, this might mean that in a lesson there would be 3 different levels of work set for the class, however, on occasions this can be individually differentiated
  • The benefit of this type of differentiation is that all children can access a lesson and learn at their level
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. These include:

  • Placement within the classroom
  • Visual support including pictures, writing frames or word banks
  • Visual timetables - 2 communicate in print
  • Reward systems
  • ICT support
  • Social skills, including 'buddies'
  • Memory activities
  • Behaviour management strategies
  • Movement breaks
  • Social stories
  • Small steps with specific achievable objectives
  • Multi-sensory approach to activities
  • Speech Therapy & Occupational Therapy and exercises
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Nurture Assistant at both schools
  • Teaching Assistants in each year group
  • HLTAs (High Level Teaching Assistant)
  • SENCo
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
2.8: What resources and equipment does the school provide for children with SEND?

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

  • Writing Slope
  • Specialist Chairs
  • Pencils and Pencil Grips
  • Coloured Paper and Books
  • Coloured Overlays
  • Posture Pads
  • Therabands
  • OT equipment (various)
  • Book Stands
  • Concentrators
  • Chewellery
  • Specialist Cutlery
  • IPads
2.9: What special arrangements can be made for my child when taking examinations?
  • Social stories can be carried out prior to the exams to help prepare the children with how to cope 
  • Additional time
  • Scribes
  • Readers
  • Quiet Areas
  • Rest or Movement breaks
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • We measure children’s progress in learning against National expectations and age related expectations
  • The Class Teacher continually assesses each child and notes areas where they are improving and where further support is needed
  • We track children’s progress through the two schools using ARE (Age Related Expectations) for each year group
  • Children who are not making expected progress are picked up through tracking meetings with Class Teacher, Head of School and Executive Headteacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression
  • Termly PITA assessments are shared and explained
  • Standardised tests that give standardised scores and comparative ages will be analysed
  • IPP Meetings and Parent Evenings will provide an opportunity to give input from home experiences
  • Verbal feedback from Teacher
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • See above
  • IPPs are constantly being reviewed and updated based on everyday observations from school staff, as well as from advice from outside agencies and parents
  • When the child’s IPP is reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress
  • Parents, teachers and child where possible review targets and agree next steps
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?
  • IPP meetings each half term
  • Annual Reviews if the child has an EHC Plan
  • Teachers are happy to arrange meetings to discuss concerns or progress as needed
3.4: What arrangements does the school have for regular home to school contact?
  • Teachers are always happy to arrange a meeting to discuss the needs of a child
  • If is felt to be useful, home/school link books can be used
3.5: How can I help support my child's learning?
  • This would be part of your child’s IPP 
  • Refer to the school’s Homework Policy
  • Useful links on the Class Pages can be found on the school website
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 occasional curriculum evenings throughout the year for specific subjects where ways to support your child are shown
  • Signpost to locally provided parent workshops/training
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Pupil Questionnaire
  • Children with IPPs discuss and set their targets with the Class Teacher where appropriate
  • If your child has an EHC Plan their views will be sought before any review meetings
3.8: What accredited and non accredited courses do you offer for young people with SEND?


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?
  • Progress is monitored via Teacher Assessments, standardised scores, reading and spelling ages
  • Outside agencies review objectives set and progress made towards these
  • Impact of interventions is monitored and reviewed regularly
  • Discussion with children as appropriate and parents
  • Children are aware of own learning targets and next steps
  • SEN progress compared with National figures
  • SEN progress compared with school cohort data


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?
  • We are an inclusive school. All staff believe that children having high esteem is crucial to a child’s wellbeing
  • The Class Teacher has overall responsibility for pastoral care of every child in their class. If further support is required the Class Teacher liaises with the SENCo for further advice and support. This may involve working alongside outside agencies or delivering specific interventions such as Circle of Friends, 1:1 Time, Social Stories, Social Skills, SEAL resources
  • Both schools have a Nurture Assistant who works with vulnerable chidlren during the school day
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?
  • Good communication between home and school
  • Reward charts/sanctions
  • Behaviour Support Plans referring to Behaviour Policy. This plan is written alongside the child and parents to identify specific issues, put relevant support in place and set targets
  • Quiet areas inside and outside the classroom can be set up
  • Clear guidelines of choice which are linked to class and school codes of conduct
  • Reflection time and how to manage feelings sessions with Welfare/Nurture Assistant
  • Access to Foundry College for behaviour and emotional support
4.3: What medical support is available in the school for children with SEND?
  • First Aid and defibrillator on both sites
  • Staff will take on any training as needed to support medical needs of any child
4.4: How does the school manage the administration of medicines?
  • First Aiders
  • The school has a Policy regarding the administration and managing of medicines ion the school site
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Disabled toilet
  • 1:1 support with personal care or during snack and meal times if required
  • Shower facilities at Robert Piggott Infant
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 where necessary with parental consent for specific children plus Parenting & Family Support Team, Traveller Education Services, Foundry College
  • The school has access to the following Local Authority services with the necessary parental consent: Learning Support Services, Education Welfare Service, ASSIST, Sensory Consortium
  • Occupational Therapists
  • Physiotherapists
  • Speech & Language Therapists
  • Vulnerable Children’s Education Teachers and LSAs
  • CAFCAS Office – (Divorce/Adoption Support/Sensory Support)
5.2: What should I do if I think my child needs support from one of these services?
  • Speak to the class teacher initially
  • Speak to SENCo or Head of School 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 created by these services where appropriate
  • Specialists come in to support from time to time depending on each child’s needs
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?
  • This can sometimes be done through contact with the GP
  • Referral can be made by the school through CYPIT (Children & Young People’s Integrated Team)
  • Drop In Clinic for under 5s (Starlings Children’s Centre)
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 and when required
Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • SEN staff meetings as required
  • Training is provided dependent on current needs
  • SENCO/Head attend training and cascade
  • Support services surgeries


6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • SEN staff meetings as required
  • Training is provided dependent on current needs
  • SENCO/Head attend training and cascade
  • Support services surgeries
6.3: Do teachers have any specific qualifications in SEND?
  • No specific qualifications but much experience in dealing with a range of SEND pupils
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 & Language Support, Occupational Therapy Support, OTTAS, Therapeutic Story Writing, Team Teach & Theraplay
  • Outside agencies provide training in areas as needed
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 all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful
  • A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. 
  • In the unlikely event that it is considered unsafe for a child to take part in the activity then alternative activities, which will cover the same curriculum areas, will be provided in school.  Residential trips are considered separately in discussin with the Executive Head, SENCo and Trip Leader
  • Parents may accompany their child if appropriate 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


Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • One disabled access per school
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • Advice is taken from outside agencies regarding adaptations in teaching areas for each child as needed
8.3: Are there accessible changing and toilet facilities?
  • Toilet with shower facilities at Robert Piggott Infant
  • Toilet only at Robert Piggott Junior
8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • Modification is made where possible, according to need
8.5: How does the school communicate with parents / carers who have a disability?
  • We ask parents to make their needs known to us via a form in the Infant School and Junior School Induction Pack so that we can make appropriate provision
8.6: How does the school communicate with parents / carers whose first language is not English?
  • EAL toolkit
  • Interpreter
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, including SENCo as necessary
  • Liaison with current Pre-School or setting and visits to meet the child in that familiar setting
  • Planned transition includes visits to school for the family
  • Book of photos of key areas in school and relevant staff
  • Meetings with the family, feeder school staff and specialist services involved with them to plan for transition and to ensure all relevant paperwork is passed on and all needs are discussed and understood
  • SENCo to attend TAFs, annual reviews etc if 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 and child, eg going for story time)
  • 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?
  • Additional transition visits (for both parents and child, eg going for story time)
  • 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
9.4: How will you support a new school to prepare for my child?
  • Meet and discuss individual needs if the child has an EHC Plan
  • Suggest representative of new school to visit child in current setting
  • Share good practise and strategies with new school staff
  • Teaching Assistant or Learning Support Assistant may accompany visits to new school
  • Vulnerable Child Transition Programme is offered by some schools eg The Piggott
  • Teachers meet to pass on information including academic and social needs, specific strategies that work, medical details
  • When possible, invite new school to attend the Annual Review of the EHC Plan
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 and Annual Reviews


9.6: How will the school prepare my child for the transition to further education or employment?
  • Not application
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
  • LSA (Learning Support Assistant)
  • SENCo
  • Head of School
  • Executive Headteacher
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
  • School can signpost according to need
  • School can contact the Family & 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 SENDIASS, 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
  • Contact SENCo or Head of School to make compliments or complaints
  • Follow the School Complaints Procedure; information on the school website
School Admissions and Policy Documents

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

School Admission Link
The Robert Piggott C of E School

11.2: School Accessibility Plan

Accessibility Plan Document
Accessibility Policy (PDF)

11.3: Special Education Needs Policy

SEN Policy Document
SEND Policy (PDF)
Data last checked: 19/06/2019
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