Currently, 11.9% of the pupils on roll have
additional needs. Six of these pupils have
Education, Health and Care Plans (EHCPs).

Provision is made for a wide range of SEND,
including:
• Autism Spectrum Conditions (ASC),
including Asperger’s, and associated
Sensory Processing Disorders
• Attention Deficit and Hyperactivity
Disorder (ADHD)
• Specific Learning Difficulties (SpLD), such
as Dyslexia, Dyspraxia and Dyscalculia
• Vision Impairment (VI)
• Hearing Impairment (HI)
• Social, Emotional, Mental Health (SEMH)
• Attachment and Trauma
• Down’s Syndrome
• Speech, Language & Communication, such
as Developmental Language Disorder (DLD)
and Verbal Dyspraxia

• Hypermobility

• Focal Epilepsy

We track the progress of all our learners with regular assessments in Reading, Writing and Maths. We have systems in place to use data to support tracking and identify pupils who are not making good progress. As professionals, we regularly discuss any concerns we have, consulting parents before agreed assessments are requested or provision is put in place. Parents are encouraged to speak to their child's teacher, in the first instance about any concerns they have. A meeting will be arranged with the SENDCo where appropriate and parents are involved in decision-making about support and referrals. The advice of external professionals is sought where necessary – Educational Psychologist, Speech and Language Therapist, Occupational Therapist, Play Therapist, Physiotherapist, for example.

The school’s Special Educational Needs Policy can be found on our website www.cavershamprimary.org.

Use the About Us tab on the left of the screen and select Key Information.

Pupils have an assessment prior to beginning an intervention- the results of which are discussed with parents. The provision is based on the results of this assessment; always starting with what the child knows. A similar assessment is carried out at the conclusion of the provision and progress measured. Underpinning ALL our provision in school is the graduated approach cycle of: Assess Plan Do Review Provision is made for other outcomes for children with SEND, such as social skills programmes, sensory circuits, and mindfulness meditation. The impact of these is harder to measure and is often anecdotal, gathered in feedback from pupils, parents or class teachers, who are seeing differences in behaviour and engagement.

As described above. Again, assessment results before and after interventions are shared and discussed with parents. Parental engagement is vital to the success of an intervention. Where appropriate, parents are invited to review progress with the SENCo and the pupil. Wherever possible, the class teacher would also attend. Notes taken at these meetings are shared with parents and class teachers, with a copy kept in the pupil’s SEND file. This helps to ensure everyone is working together on the same outcomes in the same ways. School offers parents two Parent/Teacher evenings each year with an optional one in the summer term. School provides a comprehensive report at the end of the academic year

Teachers have copies of EHCPs and relevant reports for all pupils in their class with additional needs.

Pupils with SEND have One Page Profiles (OPPs), so their needs and the best ways to support them are uppermost in the teacher’s mind at the planning stage. These OPPs are co-written with parents and the child and other adults working with the child. They are shared with visiting practitioners, supply teachers and on educational visits, so everyone is clear about what the child finds difficult as well as the best way to support them. Some children will also have an Individual Support Plan (ISP) co-produced by the class teacher and SENDCo and to which parents are invited to contribute. The ISP lists current desired outcomes and provision and is reviewed regularly. Work is adapted and scaffolded by the class teacher to ensure access to the curriculum. Teachers meet regularly with the SENDCo to discuss concerns and to get advice on best practice and/or next steps. Where necessary, specialist practitioners are consulted on best ways to overcome a pupil’s barriers to learning. Parents can access the school website to see an overview of what their child is currently learning or make an appointment to see the class teacher.

The school is built on one level and every year group has a wheelchair accessible classroom with a ramp. Hazard tape is used around the setting to highlight potential obstacles to our pupils with a vision impairment. Classrooms have blinds to reduce brightness and are all carpeted, reducing noise. Interactive Whiteboards in each classroom have yellow backgrounds to make them more accessible to pupils with dyslexic tendencies. In some classrooms, height-adjustable tables and specialist seating are available. Corridors are kept as clear as possible to allow walking frames, wheelchairs or people with a vision impairment to move around more safely.

Additional support, or provision, is tailored to the needs of the child – we support a range of SEND, including emotional, and some medical (such as Type 1 Diabetes). For example, Reading Stars is an early intervention programme for pupils struggling to read around the age of 6.

In some cases, one-to-one teaching assistants may be assigned to a pupil with complex learning needs or physical disabilities to ensure access to the National Curriculum and safety

In the case of pupils with an EHCP, outcomes are outlined on the plan, as is the provision to help achieve these outcomes. School’s resources are directed to match each child’s SEND according to the plan.

The needs and aspirations of the pupil and their family are at the heart of every decision made about the child. Parents will know if, what, and how much extra support is provided because they will have been involved in the decision-making process

ALL social and extra-curricular activities are available to ALL our pupils. Usually we have a variety of clubs running at lunchtimes (eg. Band, Lunch Club, Knitting Club, Homework Club), before school (eg. Glee Club, Sensory Circuits, Drama or Recorders) and after school (eg. Street Dance, Chess, Spanish, After School Club) 

A letter goes out to parents listing all available clubs.

Similarly, ALL school trips, including residential visits, are open to ALL pupils. Pre-trip visits are made by teachers, and staff at the location to be visited are informed of any additional needs, so that activities can be adapted where necessary, so are accessible to all

We are committed to the development of the whole child so have interventions in place to support emotional and social development as well as academic and physical skills: • A Play Therapist • An experienced Emotional Literacy Practitioner • Sensory Circuits at the start of the day, as well as access to the equipment throughout the day, as required • Mindfulness Meditation Club • Bereavement support • Lego Therapy – a social skills programme • Drawing and Talking Therapy • Horse-riding for the Disabled • Lunch Club

The school SENDCo can give you more information about how the school supports students with SEND. Our Special Educational Needs & Disabilities Co-ordinator (SENDCo) is Ms Philippa Sutton. Ms Sutton has been in education for over 36 years and was a class teacher for 23 years. She has worked at Caversham Primary School since 2008. Email or phone to make an appointment: senco@cavershamprimary.reading.sch.uk 0118 9375454

If you have concerns about your child’s learning, consult the class teacher, in the first instance. The class teacher may then refer you to the SENCo for further discussion

All staff are First Aid trained.
• SENDCo completed National SENCo
Accreditation July 2014 and attends
regular training and Network Meetings.
• Training for teachers and TAs to support

specific difficulties, such as Autism
Spectrum Conditions, Social Skills, Down’s
Syndrome, Visual Impairment, Sensory
Integration, Manual Handling, Attachment
and Trauma etc, has been provided where
possible, with more training available as
the need arises.
• Several members of staff are trained to
support pupils with Diabetes
• Several members are trained to use
Makaton
• One of our TAs receives regular training
and support to deliver direct speech and
language therapy from the plan written
and reviewed by the NHS Speech and
Language Therapist assigned to our school.
• Each term our Educational Psychologist
and our Primary Mental Health Worker run
a surgery for teachers to seek advice
regarding particular children or issues
• Relevant staff have had Downs Syndrome
training

The school has a notional SEND Budget which can be used to purchase or hire specialist equipment, as appropriate. In addition to this, top-up funding can be requested from Reading Borough Council if it can be shown that the equipment is necessary to support a child with exceptional needs. In some cases, specialist equipment is written into the EHCP, in which case, it is usually provided by the local authority (Brighter Futures for Children.)

Involving parents and learners in the decisions
made around their SEND provision is central
to our approach and we do this through
• Parents’ Information Evenings
• Parent/Teacher Meetings – twice each
academic year, with a third, optional
meeting in the summer term
• Structured Conversation: A one-hour
meeting divided into four sections:
Explore, Focus, Plan, Review, attended by
the pupil, his/her parents, the class
teacher and led by the SENDCo

Parents can meet with the class teacher,
SENDCo, play therapist, emotional literacy
support assistant or head teacher by
arrangement.
• Person-Centred Annual Review of EHCP
Meetings
• Coffee mornings or Afternoon Teas
• Home/School books or Reading Journals
are used by some pupils with SEND, where
there is a need for daily communication.
• Meetings with the SENCo before and after
Intervention

Because you will have been involved in the planning stage, you will be aware of the ways in which the school support your child, and we can guide you to adapt these practices to your home setting.

Pupils are always invited to their Annual EHCP Review meeting and, before the meeting, complete a report designed to let them have their say. Pupil voice is vital to this process. Your child also attends a Structured Conversation and their opinion is actively sought.

Where children are able to attend meetings about them, understanding that all stakeholders are working together for their benefit and knowing their voice will be heard is very powerful.

In the first instance, always contact your child's teacher. The school SENDCo; The school governor for SEND, Jayne Welch. The SENDCo will discuss SEN provision with you if you have concerns.

Reading IASS (Information Advice and Support Services) can provide impartial support to parents of children with SEND The complaints procedure is fully explained on the school website. Our case officer at Brighter Futures for Children is Maria Zameer.

The school maintains close relationships with specialist practitioners including the Educational Psychologist, Speech and Language Therapist, Occupational Therapist, Physiotherapist, The Primary Mental Health Worker Child and Adolescent Mental Health Services (CAMHS) Play Therapist, Hearing and Vision Impairment Advisory Teachers from Berkshire Sensory Consortium Services As well as outreach from other specialist providers. Most of these can be referred by the SENDCo. * NB. Occupational Therapy can only be referred by your GP unless your child already has an EHCP

www.readingiass.org providing
impartial support for parents of
children with SEND (IASS stands for
Information Advice & Support Services)
01189 373 421
• www.parentingspecialchildren.co.uk
for diagnosis support, a sleep clinic,
and parenting programmes for parents
of children with ASC or ADHD and other
special needs.
07876 275731
• www.autismberkshire.org.uk
supporting anyone living with Autism
and Asperger’s Syndrome in Berkshire.
Daily helpline 01189 594 594
• www.autism.org.uk for the National
Autistic Society, including their Parent
to Parent Line
0800 9520 520
• www.rnib.org.uk The Royal National
Institute for the Blind supports
everyone affected by sight loss. Their
helpline operates Monday – Friday 8:45
-5:30 on
0303 123 9999
• www.dyslexiaaction.org.uk/get-help
have advice and information around
dyslexia
• www.dyspraxiafoundation.org.uk for
support and information about
dyspraxia

01462 455016
• www.iddtinternational.org The
Independent Diabetes Trust offer great
information for parents and schools
regarding pupils with diabetes.
01604 622837
• www.reading.gov.uk/children-andeducation/localoff

We work hard to promote nurturing
transitions by:
• Visiting feeder nurseries to observe new
starters in their current setting.
• Visiting pupils in their homes before they
start in Reception.
• Meeting with staff at the nursery/
secondary school to discuss individual
children’s needs and get appropriate
training, if required.
• Attending annual review meetings, where
relevant and inviting secondary school
SENCOs to Annual Review Meetings, where
appropriate.
• Arranging additional transition visits.
• Arranging parent meetings with the SENCO
at the secondary school, and
accompanying them to the meeting when
requested.
• Visiting special schools for children
needing an alternative placement.
Within- school transitions:
• Providing transition booklets with
photographs (taken by the child, wherever
possible)
• Teacher-to-teacher handover meetings are
very thorough, sharing information and
using the One Page Profile and Individual
Support Plans, where available
• Teachers meet the pupil with additional
needs a few times before the transition
visits
• Visits to the next classroom when it is
empty are arranged before transition visits

Please see point 11

www.reading.gov.uk/children-and-education/localoffer

Pupils with an EHCP have an annual review meeting, involving all professionals who work with them, including the class teacher, TA, SENDCo, parents and the child. If a professional (SALT, OT, for example) is unable to attend and contribute to the meeting in person, a report on the child’s progress over the year is requested and shared with all invitees. We use a person-centred model for these review meetings and everyone has the opportunity to contribute and ensure that the outcomes and provision included in the Plan are still relevant.