Some of the children who attend The Ridgeway Primary School have additional needs. Children will be identified and assessed as to which range of needs they have within the four categories according to the SEN Code of Practice.

The four categories of SEN needs are:

- Cognition and learning

- Sensory and/or Physical development

- Communication and interaction

- Social, emotional, mental health difficulties

At the Ridgeway Primary, we have a large proportion of the children on the SEN register that have a communication and interaction need as well as a social emotional mental health need.

Having identified needs, we then discuss provision to support the need with small group and 1:1 intervention provided as appropriate. There is an entry criteria for each intervention with expected outcomes set and this is then monitored for effectiveness. Our Inclusion Manager and SENCOs lead on this aspect and the Headteacher shares this information with governors.

We regularly assess and track the progress of all our learners and we discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Advice from professionals is sought where appropriate. If parents are concerned they should approach the class teacher in the first instance followed by the SEND Coordinators.

In our setting we have:

- Information gathering procedures

- Referral systems for parents for additional support with their child with SEN

- Structured tracking of pupil progress

- Clear school referral to ensure the early identification of additional needs.

If a child is added onto the Special Educational Needs register, parents will be informed and they will have 3 meetings a year to go through their child’s targets and to discuss the interventions that are currently being provided for them. This is all referenced within our SEN Policy and Information Report all found on the school website.

See the school website in the policy section. Information about provision is found in the:

- The Ridgeway Special Educational Needs Policy

- The Ridgeway Special Educational Information Report

Provision and policies are monitored and evaluated by the Inclusion team, the Inclusion Governor and the Headteacher. The Inclusion Manager and SENCOs report to the Governing body at least twice a year, about the needs of the pupils in the school, the effectiveness of the provision in place and the progress and attainment of the SEND group in each cohort.

At The Ridgeway, we have regular staff meetings with teachers and support staff, designating SEND time on INSETs, meetings with parents and parents evening.

We assess and track the progress of all our learners and as professionals, we regularly discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking.

Advice from external professionals is sought and implemented as appropriate. We regularly involve parents and families in discussions about their child’s learning and progress.This includes informing parents and families of next steps and what they can do to support their child’s learning. Parent meetings are held termly. If parents are concerned they should approach the class teacher in the first instance followed by the Inclusion Manager and the SENCOs.

Parents are invited into school for face to face meetings or virtually via Teams. These meetings will involve the parent, class teacher and one of the SENCOs. Where appropriate a representative of any outside agencies involved may also attend.

All pupils in all lessons have access to high quality first wave teaching in the first instance that maybe differentiated to include any provision of additional differentiation to enable all children to learning access. This may involve modifying learning objectives, teaching styles and access strategies. Monitoring of progress is carried out by the class teacher and used to inform daily future differentiation within planning and teaching.

Progress is reviewed at the same intervals as the rest of the class and a decision made about whether the pupil is making satisfactory progress at this level of intervention.

If a child has made a good amount of progress in an intervention and this progress is then sustained, we will consider taking them off the SEN register.

If a child has not made a good amount of progress in an intervention we will unpick the reasons behind the unsuccessful intervention – was it due to the intervention itself, frequency, child’s attendance etc. We will then decide on the next steps/ interventions needed for that child.

Teachers update the class page of the school website with a curriculum overview of what is being taught each term. Each subject leader has updated the curriculum page with curriculum maps which outline what is taught when and in which year groups. 

Our SEN Policy and our Accessibility Policy promote the involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Having identified needs, we seek to match provision to need. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning.

Having identified needs, we seek to match provision to need with small group and 1:1 interventions provided as appropriate. We define expected outcomes of planned interventions and then monitor the impact through regular meetings and tracking of pupil progress.

At The Ridgeway we have:

- Support staff who are allocated to support children 1-1 while others run targeted interventions in the afternoons.

- Interventions are tracked, costed and resources acquired if needed in order to provide the best provision possible.

- Children are assessed and baselined before an intervention starts. We make sure that the intervention is targeting their area of needs and their progress is monitored throughout the duration of targeted interventions.

- Additional resources are allocated to children for use in class

– e.g. ear defenders 

Parents/ Carers will be informed of the interventions and strategies used to support their child on their ILP and during parents evening.

All of our learners are involved in all aspects of the curriculum including activities outside the classroom. A wide variety of clubs and activities run within the school and these are open to all children. The children are able to access a range of nurture lunchtime clubs run by our ELSAs where social skills are modelled and taught. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. 

We also have a nurture breakfast club and a before school sensory circuit club. Places at these are allocated and children are invited to join these clubs. They are reviewed termly.

If we feel your child might benefit from one of these activities, then parents will be contacted by letter which includes all details along with a permission form.

All children including those with SEND have the opportunity to take part in Forest School which is located on the school grounds. 

All children including those with SEND have the opportunity to go on school trips. Depending on the needs of the child, an individual risk assessment may be written and shared with the family prior to the trip. Staff ratios also take into account any additional needs. 

At The Ridgeway we have 2 trained ELSAs to work on Emotional Literacy with the children. Most of our support staff have received training in attachment and trauma. Personal and social development underpin the work of the school so that the pupils see themselves as learners, are cooperative and develop tolerance and respect. Pupils are taught to manage their feelings and behave appropriately so that all pupils can learn. Effective relationships are demonstrated and developed across all areas of the curriculum. The school’s Family Support Worker provides additional support as appropriate both in the classroom and playground. Advice from external professionals is sought and implemented if necessary.

Mrs H Cobb –SENCo

Mrs E Homer - SENCo

Mrs C Hackett – Inclusion Manager

Telephone: 01189375530

senco@theridgeway.reading.sch.uk

If you feel that your child may have a special educational need or disability, please email the SENCO email address to arrange a meeting. 

A meeting with one of the SENCOs will be made and at this meeting you can discuss what your concerns are. They will then be able to talk through options and next steps with you. 

All of our staff receive regular SEN training at least 1 staff meeting and TA meeting a term.

All of our teachers hold qualified teacher status. We have a number of established relationships with professionals in health, education and social care. When buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service.

During the first Lockdown period (March – May 2020) all our support staff completed online training in the 4 areas of SEND and also completed an online training on the benefits of Forest School for all learners.

In February 2023, all staff attended an INSET day on Therapeutic Thinking. Four members of the SLT have also attended a three day course on Therapeutic Thinking.

We have two trained ELSAs

Both SENCOs have completed the National SENCO Award.

The buildings and grounds provide reasonable access for pupils and the buildings include appropriate décor, signs, fixtures and fittings. Classrooms are optimally organised with appropriate equipment to promote the participation and independence all pupils. Specialist resources are sourced via external services if necessary.

We regularly involve parents and families in discussions about their child’s learning. This includes informing parents and families of next steps and what they can do to support their child’s learning during parent’s evening, ILP review meeting as well as TSP meeting or Annual review meeting. Any changes to provision are discussed with the learner and their families.

At meetings, the SENCOs or other external agencies will always offer suggestions on how you can support your child with their learning. This may be through practical strategies or by sign posting you to helpful websites. 

Learner feedback is part of our established learning culture so that pupils are aware of their successes and next steps. The child’s targets and successes will be shared with them before the Pupil Profile review meetings so that teachers can have an opportunity to hear the pupil voice. Any changes to provision are discussed with the learner and their families.

Complaints regarding SEND provision are handled through the existing school complaints procedure – initially through the class teacher, then the SEND Coordinators/Headteacher, the Governing Body, the Local Authority. All complaints are recorded and a response made.

Complaints regarding SEND provision are handled through the existing school complaints procedure – initially through the class teacher, then the SEND Coordinators/Headteacher, the Governing Body, the Local Authority. All complaints are recorded and a response made.

We have a number of established relationships with professionals in health and social care and these are recorded on our provision map. For example, currently we work with Speech and Language therapists, Sensory Consortium advisory teachers, Occupational Therapists, physiotherapists and the school nurse team. All external partners we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service.

The SENCOs can support families with referrals to Speech and Language, Sensory Consortium and the school nursing team. For referrals to Occupational Therapy and physiotherapy are carried out via the GP and the SENCOs can provide a support letter if it is needed.  

- Inclusion Manger – Mrs C Hackett

- SENCOs – Mrs H Cobb and Mrs E Homer

- Family Worker – Ms A Kent

- The Children’s Action Team – 0118 9376570

- IASS – Reading Borough Council Parent Partnership - Reading Local Offer would also have support details.

All details and required information are passed on to the receiving school within a reasonable timescale. A thorough transition programme is in place for pupils moving into or out of the school. When pupils are moving onto secondary school, we make sure that information about the pupils need, strengths and successful interventions and strategies are relayed to the new school. Year 6 teachers and SLT will facilitate this with the new setting. This includes meetings between teachers, visits for the pupils, meetings between SEND Coordinators to discuss the needs of vulnerable pupils and those with SEND.

Reading Borough Council have produced their own Local Offer information. This can be found here: https://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3

Please cross reference with:
- Special Educational Needs Policy
- Equality Policy
- Accessibility Plan 

These documents are on the website. Paper copies are available from the school office.

Children with Education, Health and Care plans (EHC) will be reviewed annually in line with statutory process. All targets set for children within school are reviewed and adapted based upon need.