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Polehampton C of E Junior School

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Polehampton C. of E. Junior School is a two form entry Junior School situated in the village of Twyford. We are part of the Polehampton C. of E.  Schools Federation; this ensures a seamless transition from our Infant 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: Through inspiration, faith and love we learn, grow and succeed; everyday being the best that we can be.

Polehampton C of E Junior School

Who to contact

Contact Name
Mrs Penny Litson
Contact Position
Head Teacher
0118 934 1338

Where to go

Polehampton C of E Junior School
Kibblewhite Crescent
RG10 9AX

Accessing this service

Type of School
Age Ranges
7 yrs - 11 yrs
Eligibility Criteria

See Admissions Criteria on Wokingham Borough's website. 

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

Local Offer logo
Contact Name
Liz Castell
Contact Telephone
0118 934 1338
Contact Email
Local Offer Description

Local Offer last reviewed 17/07/2017

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; requiring additional support from external agencies accessed via Wokingham.
  • Present persistent social, emotional or behavioural difficulties which are not improved by the usual strategies employed across our schools and requires support from external agencies.
  • 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, 2014)

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?

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; requiring additional support from external agencies accessed via Wokingham.
  • Present persistent social, emotional or behavioural difficulties which are not improved by the usual strategies employed across our schools and requires support from external agencies.
  • 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, 2014)

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, you child’s class teacher is ultimately responsible for your child’s progress and works with the Inclusion Coordinator, who advises on strategies as well as monitors to ensure that strategies are being implemented.

The Inclusion Coordinator maps out the provision that your child receives in and out of class. This is kept on file and available for parents to see if they so wish; otherwise parents are informed, verbally, of the provision their child is receiving during meetings with their teacher.

In some instances, the Inclusion Coordinator liaises with external services to request additional support (this is once written consent has been given from parents). Once additional support has been requested, from outside of school, children with SEND are discussed by the Inclusion Coordinator at a School Planning Meeting. Here, the provision which school has in place is discussed by the Inclusion Coordinator, Educational Psychologist, Learning Support Teacher and Foundry College.

2.2: How will I be informed / consulted about the ways in which my child is being supported?

We have an open door policy and are always happy to speak to parents after school (or before school if something significant or substantial occur).

Regular contact between yourself and your child’s teacher will be your primary way of understanding exactly what your child has in place, in terms of additional support.

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.

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 are often involved in additional provision which is led by a teaching assistant who have training in fostering independence.

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?

Due to our inclusive ethos, differentiation looks very subtle in the classroom and may not be obvious to someone observing. This enables children to be unaware of any differences in their work or expectations. Teachers are well equipped to question children effectively; tailoring what they say to what individual children’s needs are and how each of them learn effectively.

Teachers work very hard to ensure that work is pitched at a level where the child is challenged but not overwhelmed.

We tend not to differentiate by the outcome of a child’s work and instead focus on providing children with resources to access the work they have been set.

We also work very carefully to ensure that children are able to access all aspects of a lesson by using different strategies to enable this. In the past we have done things such as: printing off PowerPoint notes; encouraging note taking during main teaching, visual resources on the table.

We set according to ability in maths in Years 5 and 6.

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 and not for their condition/disorder.

These are a few examples of a number of strategies.

  • ASD
  • ADHD
  • Dyslexia & Dyscalculia
  • Speech & Language
  • Visual timetable
  • Sit n Move Cushions
  • Fidget objects
  • Distraction boards (work stations)
  • Timers
  • Staff trained in writing Social Stories
  • Three Literacy Groups
  • Three Numeracy Groups
  • Teachers trained in Numicon
  • Trained Teaching Assistant - in Dyslexia
  • Foam Letters & other multi-sensory resources
  • Labelled classroom objects
  • Simple instructions
  • Visual cues for classroom instructions
  • Inclusion Coordinator with access to regular training
  • Teaching Assistants capable of effectively implementing advice from external professionals

All staff receives some level of training for work with pupils on the Autistic Spectrum, with ADHD/ADD and dyslexia.

2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • We have a part time, accredited, SENCO, who works under the title of the Inclusion Coordinator; without full time commitments to a whole class
  • We have at least two teaching assistants per year group who are able to facilitate regular interventions where necessary
  • We have teaching assistants who have been trained by the Learning Support Teacher.
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

Social skills group - tailored to specific child

Small group

Nurture Group - tailored to specific child

Small group

Precision Spelling

One to one

Speed Reading

One to one

Daily Reading

One to one


One to one

Thinking Skills

Small group

OT Group (when needed)

Small group

Small Literacy Group

Small group
2.8: What resources and equipment does the school provide for children with SEND?

We are able to buy equipment as and when it is necessary; if we feel it will be effective and is within our budget.

We do already have a number of resources, for example:

  • We have a vast resource bank of games and books which are suitable for social and emotional literacy development 
  • We have a number of resources to support children with their spelling such as magnetic letters, spelling banks, spelling games, moulding dough and word banks 
  • We also have ‘fidget resources’ 
  • We have Numicon in every classroom 
  • We have resources for OT exercises and grips for handwriting
2.9: What special arrangements can be made for my child when taking examinations?

Before taking exams, class teachers will decide whether students are eligible for special arrangements. They then work alongside the Inclusion Coordinator to collate evidence in order for apply for those arrangements.

Arrangements available to pupils are:

Additional time
This is an addition 10% of allocated examination time applied.

This means someone will write as the child tells them to write.

This means someone will write above what the child has already written.

This is available for Numeracy, Science and the Grammar, Punctuation and Spelling.

Brain Breaks

These do not need to be applied for but evidence must be provided by the school to justify why they are being implemented

My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?

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 Case Study 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?

Weekly newsletters are either emailed to you or, if requested, sent home with your child on Fridays,

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. There is literature on the school website, outlining ways in which you can support your child.

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?


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 of 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.

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

Circle of Friends
This is to help children who have difficulties, socially, to develop strategies for making and maintaining 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; we are however extremely sympathetic towards, and give careful thought to, the reasons behind behaviour.

In the past, we have given some children (with SEND) the opportunity to complete an ‘All About Me’ sheet where they are able to give clear information about themselves. This serves as a behaviour agreement and reminder of what they are capable of.

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 written consent from parents, for support. In some circumstances, teachers from the College can meet with the child, the class teacher and parents.

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
  • All staff have annual training for epilepsy
  • 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)
  • Timetabling and staffing is always considered when children have medical needs
  • The school liase with parents to discuss the administration of medicines such as inhalers

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.  Where necessary, and in communication with parents, we can create personal care plans.

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:

  • Educational Welfare Officers (EWOs)
  • Child and Adolescent Mental Health Services (CAMHS)
  • Occupational Therapy (OT) for children with an Education, Health, Care Plan
  • Speech and Language Therapy (SALT)
  • School Nurse
  • Sensory Consortium
  • Foundry College
  • 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 Berkshire Healthcare Foundation Trust (BHFT) Children, Young People and Families (CYPF) Services - intergrated community and mental health services.  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 you child's class teacher or the Inclusion Coordinator.
  • 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?
  • As part of staff’s CPD, they are offered training on an annual basis.
  • Training is offered by Wokingham at School Planning Meetings and training needs can be addressed here, termly.
  • All staff are Team Teach trained (positive behaviour management)
  • All staff have recieved Autism Spectrum Disorder (training
  • All staff have recieved training on Attachment Disorder
  • Many teachers have had training on Dyslexia 
6.2: What SEND training is provided for teaching assistants and other staff in your school?
  • As part of staff’s CPD, they are offered training on an annual basis.
  • Many of our teaching assistants have had training on Autistic Spectrum Disorders.
  • We have a few teaching assistants who have been trained in Dyslexia.
6.3: Do teachers have any specific qualifications in SEND?

We have an exhaustive amount of experience in our teaching and support staff; many of whom have dealt with, and taught, children with a number of different needs.

In addition to the above:

  • The Inclusion Coordinator has a Post Graduate Certificate in Special Educational Needs Coordination (a national accreditation for SENCOs)
  • Teachers in Years 3, 4 and 5 have certificates in using Numicon to support Maths


6.4: Do teaching assistants have any specific qualifications in SEND?

We have two TAs 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, other children or the general public, we would have to consider whether attendance on the trip is in the best interests of these people and would require a meeting before the time.

7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

Where this is necessary, parents will be invited to meet with the class teacher, or alternatively parents can request a meeting to discuss what provision needs to be put in place for a trip.

Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

We have no stairs.

8.2: Have adaptations / improvements been made to the auditory and visual environment?


8.3: Are there accessible changing and toilet facilities?

We have a disabled toilet.

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

Any arrangements which needed to be made would be.

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

Polehampton C. of E. Junior 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. Junior 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?
  • The class teachers (old and new) have a very detailed handover meeting
  • The new class teacher and Inclusion Coordinator will go and observe your child in their current setting
  • The Inclusion Coordinator, and when possible, the class teacher will attend any Annual Reviews or meetings held in the Summer term, which are specific to your child.
  • The Inclusion Coordinator will try to meet with their counterpart in whichever school your child is coming from, to have a handover conversation
  • Your child will have additional visits to that received by their peers
  • Staff will be made aware of vulnerable pupils coming to the school, sensitively and appropriately
  • Your child may have visuals to support their transition
  • Your child may have a transition booklet about their new school, depending on where they are coming from
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?

See above

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

When pupils with SEND are moving onto Secondary School, we enter them into a programme run for vulnerable pupils.  As part of this, they will receive additional visits to their secondary school.  In the past, we have also run groups to complete transition activities.

9.4: How will you support a new school to prepare for my child?

We would meet with a representative from your child’s new school and provide verbal information on them and their personality.  We will also provide the formal information which we have a statutory obligation to provide.

9.5: What information will be provided to my child's new school?

We give information about:

  • Where your child is most appropriately placed within the classroom;
  • How they learn best;
  • What strategies they respond well to;
  • What strategies have not worked so well;
  • Levels of progress;
  • Paperwork from their time at Polehampton - including examples of work and assessments; paperwork from external services; minutes from meetings.
9.6: How will the school prepare my child for the transition to further education or employment?


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
  • Inclusion Coordinator
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 include things on our newsletter or notice board at school.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

You can speak, either in person or in writing, to:  

  • Your child’s class teacher.
  • The Inclusion Coordinator and senior teacher, Mrs Liz Castell.
  • Head of Juniors, Mrs Penny Litson.
  • If the Head of Juniors is unavailable; please see the Deputy Head Teachers, Miss Zoe Cacutt & Mrs Jenny Stockdale.
  • Chair of Governors, Mrs Caroline Harrison. 
School Admissions and Policy Documents

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

11.2: School Accessibility Plan

Accessibility Plan Link
School Policy documents

11.3: Special Education Needs Policy

SEN Policy Link
School Policy documents
Data last checked: 21/07/2017
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