Redlands Primary School ~ Nursery Class

 

Redlands Primary School and Nursery Class have publised their Local Offer providing information on Special Educational Needs and Disabilities (SEND)

 

Who to contact

Contact Name
Mrs Theresa Buttery
Contact Position
Interim Headteacher
Telephone
(0118) 937 5527 (0118) 937 5527
E-mail
admin@redlands.reading.sch.uk
Website
Redlands Primary School
Scan to visit this website

Where to go

Address
Redlands Primary School
Lydford Road
Reading
Berkshire
Postcode
RG1 5QH
Directions to RG1 5QH

Time / Date Details

When is it on
Monday to Friday 9am-12pm

Inclusion Information

Wheelchair access
Yes
Special Needs provision
Yes
Provision for special dietary needs
Yes
Can make special cultural provisions
Yes

Childcare Information

Vacancies

Immediate vacancies
No

Funded Places

Has 3 & 4 year old funding
Yes
Has 2 year old funding
No

30 Hours Extended Entitlements

Additional 15 hours of *Free* childcare offered
No
Intending to provide 30 Hours?
No

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:00 12:00
Tuesday 09:00 12:00
Wednesday 09:00 12:00
Thursday 09:00 12:00
Friday 09:00 12:00

School Pickups

Offers school pickups
No

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Colleen Whiteway
Contact Telephone
0118 937 5527
Contact Email
admin@redlands.reading.sch.uk
Links
Redlands Primary School ~ website Accessibility Plan SEND Policies
Local Offer Age Bands
Early Years (0-4 years)
Primary (4-10 years)
SEN Provision Type
Universal
Local Offer Updated
13/10/2023

Schools Extended Local Offer Response

Description

School Name: Redlands Primary School

Address: Lydford Road, Reading RG1 5QH

Telephone: 01189375527

Email: admin@redlands.reading.sch.uk

Website: https://www.redlandsschool.co.uk/

Ofsted link: https://reports.ofsted.gov.uk/provider/21/109787

Executive Head teacher: Mrs Lisa Telling

SENCo: Mrs Colleen Whiteway

Contact: SENCO via admin@redlands.reading.sch.uk

Date of latest Accessibility Plan: Summer 2021- Summer 2024

Date completed: June 2021

By whom: SENCO and Leadership Team

Link to Accessibility Plan: Redlands Primary School - Policies (redlandsschool.co.uk)

Date completed: September 2022

Name: Colleen Whiteway

Role: SENCO

 

General Statement – Redlands Primary School is an evidence informed therapeutic thinking school which promotes an inclusive, graduated approach to assessing, identifying and providing for pupils’ special educational needs. This approach follows a model of action, intervention and review to help children make progress and successfully access the curriculum at their level.

Redlands is passionate about having a therapeutic approach to behaviour which enables our pupils to achieve their potential and develop academically, socially and emotionally. We use our best endeavours to address factors behind behaviours and support more positive experiences for our children allowing for increased emotional well-being.

Quality first teaching is at the heart of teachers’ practice. But in cases where appropriately differentiated tasks are not sufficient provision, interventions run by trained LSAs will be offered. These are evaluated termly by staff and children which supports the setting of IEP targets for the coming term.

We recognise that there is a continuum of SEND and that where necessary increasing specialist expertise should be involved to address any difficulties a child may be experiencing. We have strong relationships with external agencies who may become involved when a child’s need is more complex. We will always work in partnership with families to achieve the best outcomes possible for all.

1: The kinds of special educational needs for which provision is made at the school
1.1: Do you have children with SEND in your school?

We currently have 11% of the school population identified as having SEND. 4% of the school population have an EHCP.

1.2: What kinds of SEND do those children have?

We have a range of needs from Cognition and Learning to Sensory and Physical. Communication and Interaction, anxiety, emotional and behavioural needs are also represented on our register and included in learning.

2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
2.1: How do you know if a pupil has SEN?

If a learner is identified as having SEND, we will provide provision that is “additional to or different from” the normal differentiated curriculum, intended to overcome the barrier to their learning. Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about things and be distracted from learning. This means that not all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.

2.2: How will I know if my child is receiving SEN support?

Once a special educational need has been identified, school interventions will be put in place and/or outside agencies involved. These procedures are part of our normal working practice. When specialists from outside school are being asked to support and/or advise, parents will always be consulted. Once needs have been identified interventions will be planned, targets set through IEPs and progress towards meeting those targets monitored by the SENCo and class teachers who will feedback to parents 3 times per year.

3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
3.1: Where can I find information about the school SEN Policy?

Further information can be found on our website in the policy section.

Relevant policies are:
SEND policy
Behaviour Policy
Teaching and Learning policy
Equality, inclusion and diversity policy
Accessibility plan
Feedback policy
EYFS policy

3a: How the school evaluates the effectiveness of its provision for such schools
3a.1: How do you make sure that the SEN provision is helping pupils make better progress?

Pupils’ progress is evaluated termly by staff and children and monitored by the SENCO.

3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?

Information from the evaluation feeds into the teacher’s planning and review of children’s IEPs, alongside consultation with the SENCo, which are then shared by teachers with parents termly. Parents are then invited to make any comments or raise any concerns so these can be taken into account.

3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
3b.1: How do you check and review the progress made by pupils with SEN?

Throughout the Early Years/Foundation Stage, Key Stage 1 and Key Stage 2 the children are assessed against Age Related Expectations through summative assessments; PIRA, PUMA and GaPS.

3b.2: How will I find out about the progress my child is making?

As a school we also monitor children’s attainment and progress using a system called Target Tracker. These assessments are evaluated in a Pupil progress meeting and barriers to children’s learning are identified and support offered to help overcome them or remove them. We analyse our SEND data termly and use this to support intervention planning.

3b.3: How will I be involved in those reviews? Who else will be there?

Termly parent meetings are called, with a full report given mid-way through the academic year. IEP reviews will usually be held separately to these but still at least 3 times per year. Reviewed IEPs will be shared with parents each term with an invitation to arrange a meeting to discuss the IEP and the child’s progress in more detail.

Redlands has an open-door policy, and invites parents to make additional appointments should they wish to discuss progress or any other concerns.

Where external agencies are involved (for example, SaLT, Educational Psychologist, Behaviour Support, Music or Play Therapy), parents will often be invited to attend feedback meetings or receive phone calls/ written reports on how well their child is progressing towards their targets.

For children with EHCPs, an Annual Review is held -. The class teacher, parents, SENCo and if appropriate a SEN Case Officer, Secondary school SENCo or other professionals involved with the child are invited to attend.

3c: The school's approach to teaching pupils with SEND
3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?

Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class. Our teachers will use various strategies to adapt access to the curriculum. To achieve this they:

• Plan appropriate work/activities for their pupils

• Ensure that support is available for all children (inclusive “quality first” teaching)

• Differentiate the curriculum to take account of different learning styles, interests and abilities (visual, kinaesthetic, auditory)

• Ensure all children can be included in tasks/activities • Monitor individual progress

• Celebrate effort and achievement

• Identify those children who require additional or different support in order to make progress

• Set targets for all pupils and discuss these with pupils Teachers are familiar with the relevant equal opportunities legislation covering protected characteristics: race, gender, disability, sexual orientation, religion, or belief and age. (See Equality Policy)

3c.2: How can I find out more about what my child is learning at the moment?

Our curriculum is set out on the website and topic webs are given in a booklet each term ‘This term in Redlands’.

3d: How the school adapts the curriculum and learning environment for pupils with SEND
3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?

The Upper Redlands building has a ramp and an accessible toilet. Much of the main school is on the ground floor. Being a Victorian building over two floors can be challenging for those children with mobility needs.

3d.2: How will the curriculum be matched to my child's needs?

Specific curriculum adaptations will broadly follow those outline above, but we are always working to find new ways of sparking curiosity and learning for our children.

3e: Additional support for learning that is available to pupils with SEND
3e.1: Is there additional support available to help pupils with SEND with their learning?

Intervention is carried out by the school and is “additional to and/or different from” the usual differentiated curriculum. It can take the form of:

• Using different learning material in the classroom

• Making reasonable adjustments within the physical environment

• Making reasonable adjustments to routines

• Support staff in the classroom

• A more focused level of support in a small group either in the classroom or withdrawn from the class

• 1:1 support occasionally for a specific subject area

3e.2: How are the school's resources allocated and matched to children's special educational needs?

Additional SEND support is timetabled by the SENCO, and class teachers working together to ensure the support does not impact negatively on other learning in class, whenever possible.

Support provided usually falls into one of the following categories:

• Direct – 1:1 support/teaching, small group teaching

• Indirect – different visual resources, materials, apparatus

• Focused withdrawal support – individual or small group outside of the classroom but working on learning that is the same as the students in the classroom

• Focused intervention support – individual or small group outside of the classroom which can include reading, maths, handwriting, social skills, sensory circuits, speech and language, OT activities.

3e.3: How will I know if my child is getting extra support?

Interventions will be detailed in the provision section of your child’s IEP.

3e.4: How is the decision made about how much/what support my child will receive?

If a class teacher and the SENCo decide that additional support is needed for a child, the parents will be asked to attend a meeting to discuss what support we would like to organise.

3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
3f.1: What social and extra-curricular activities are available for students with SEND?

At Redlands we are a fully inclusive school and strive to make all activities including trips accessible. How this is done will depend on the needs of your child and will be in consultation with staff, the child and parents.

3f.2: How can my child and I find out about these activities?

All information will be given through emails, weekly letters or class letters as appropriate.

3f.3: How will my child be included in activities outside the classroom, including school trips?

Our website will be updated to display current SEND information regarding RBC holiday clubs or other opportunities in the local area.

3g: Support that is available for improving the emotional and social development of pupils with SEND
3g.1: What support will there be for my child's overall well-being?

We have ELSA trained teaching assistants. These staff work with those children identified as being vulnerable or having difficulties identifying and managing emotions. Our SENCo is also trained as a Senior Mnetal Health Lead. EYFS and Key stage one will be using Leavuer’s process orientation monitoring system (POMS) to identify children who may need support and plan appropriate intervention for children who need it. We use Emotional wellbeing assessments for KS2 to identify any children who need additional support for their emotional wellbeing. We offer an alternative lunchtime provision, called Lunch Bunch which is run by trained LSAs for those who find the free time more challenging, or who need the chance to develop friendships in a nuturing environment.

4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
4.1: Who should I contact if I want to find out more about how the school supports students with SEND?

SENCO: Colleen Whiteway 01189375527 or email office@redlands.reading.sch.uk

4.2: What should I do if I think my child may have a special educational need or disability?

In the first instance you should contact your child’s class teacher and talk through any concerns you have, as they will have a good appreciation for how your child manages throughout the day.

5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
5.1: What training have the teachers and other staff who support children and young people with SEND had?

All teachers are familiar with the school SEND Policy. All teachers and teaching assistants have information on the needs of the children they work with.

The SENCO provides information to teachers annually on best practice when working with children with dyslexia, ASD, and ADHD, as well as information on support for development of children’s attention and listening skills.

Our staff have been trained on Therapeutic thinking, how children learn and cognitive overload, closing the vocabulary gap and the Rosenshine principles.

LSAs within classes, are trained to deliver specific interventions and learning support to the children within their class.

Early Years Foundation Stage staff have received training about Early Play Skills, Intensive Interaction, Use of Now/ Then boards ‘on the go’, ASD and communication.

Additionally, some Support Staff have received specific training on therapeutic approaches, Speech and Language support, Sensory Processing, Sensory Diet and Occupational therapy.

6: Information about how equipment and facilities to support children with SEND will be secured
6.1: What happens if my child needs specialist equipment or other facilities?

Should your child need additional facilities or specialist equipment we would work with the LA or relevant professionals to secure appropriate funding to source the equipment needed or to make adaptations as required.

7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
7.1: How will I be involved in discussions about and planning for my child's education?

As previously mentioned, Redlands has an open door policy and staff are always willing to arrange a meeting to discuss further ways to support children as well as what is currently going in on.

7.2: How will you help me to support my child's learning?

On request, the SENCO is available to join parents’ evenings. They are also available for an additional meeting with those parents who require more time to discuss any questions or concerns.

8: The arrangements for consulting young people with SEN about, and involving them in their education
8.1: How will my child be involved in his/her own learning and decisions made about his/her education?

Children on the SEND register have an ‘At a Glance’ document which is written with their input. They are involved in setting their own targets and reflecting on how well they are getting on. This document acts as a type of One Page Profile, where staff and parents can see cycles of intervention and targets. As well as what agencies are involved in supporting the child.

Children taking part in interventions are asked to evaluate (an at age appropriate level) what they feel they are learning and how they are able to apply these skills to their learning in class.

Those children with EHCPs are able to contribute directly (through attending or through oral or written contributions) to their Annual Reviews.

9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
9.1: Who can I contact for further information?

At Redlands we have a SEND governor who meets with the SENCo to discuss matters arising in relation to provision and policy. They complete a report which is fed back to the full Governing Body. The Governing body have written an accessibility plan which is also found on our website http://www.redlandsschool.co.uk/policies-1

9.2: Who can I contact if I am not happy about the SEN provision made for my child?

You can contact: SEND Governor via 01189375527

10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
10.1: Who else provides services in school for children with SEN or disabilities?

When a child is demonstrating further cause for concern or their learning need is more complex and persistent than can be met by the school interventions already put in place, school will engage with relevant external services.

This is triggered when a child:

• continues not to make adequate progress

• continues working at levels substantially below that of children of a similar age even when teaching approaches have been targeted on an identified area of weakness

• continues to have significant difficulty in developing literacy and numeracy skills

• has emotional or behavioural difficulties which substantially or regularly interfere with the child’s own learning or that of the other learners

• has sensory or physical needs and requires additional specialist equipment or regular advice or visits by a specialist service

• has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning

• has learning needs that are manifesting themselves either in a more complex or in a more specific way as they move on through the school. For these children, the difference between their attainment and that of the other children is widening and this needs further investigation. A request for support from external services is likely to follow a decision taken jointly by school staff in consultation with parents. In seeking the support of external support services, those visiting the school will need to have access to the child’s records in order to establish which strategies have already been tried and parental permission must be sought. The external specialist may:

• Act in an advisory capacity to refine targets set by the school

• Extend the expertise of the teaching staff

• Provide additional assessment

• Be involved in supporting the child directly

• Suggest that a needs assessment is advisable

• Consult with all parties involved with the child

10.2: How can my family get support from these services?

At Redlands, links with outside agencies are well established; we work closely with Behaviour Support, Speech and Language Therapists and the Educational Psychology team to ensure we are providing the best support possible for our children. Our strong links with PSC (Parenting Special Children) and the Autism Advisory team at RBC have allowed us to engage many families and put them in touch with the right support.

11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?

Reading Families Forum

https://www.readingfamiliesforum.co.uk/

 

Parenting Special Children

https://www.parentingspecialchildren.co.uk/

 

Berkshire Autistic Society

https://www.autismberkshire.org.uk/

12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?

At Redlands we liaise with Nursery, Secondary and Specialist Schools in order to support transitions to and from our school.

Foundation Stage transitions follow a more personalised approach for children with EHCPs or identified as having high needs. As such, their plan may include meetings with parents and SENCo at the current setting, observation of the child by the SENCo and/ or Class Teacher, meeting with parents/ nursery staff at Redlands, additional visits supported by familiar faces, social stories, and a refresher visit in September.

For Secondary School transition, the Class Teacher and SENCo liaise with the receiving school’s SENCo to share information and arrange additional visits for children with SEND or who may be vulnerable.

Where the child has an EHCP the SENCo from the receiving school is invited to attend and contribute to the Annual Review held in the summer term of Year 6.

For children with an EHCP in Year 5, transition to secondary schools will be discussed in the summer term to ensure time for planning and preparation.

13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
13.1: Where can I find out about other services that might be available for our family and my child?

Reading Borough Council SEND team:

https://brighterfuturesforchildren.org/for-parents-carers/send/

 

Reading Local Offer:

https://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3

 

Reading Information Advice and Support Service

for SEND (formerly Parent Partnership):

0118 937 3421, email: iass@brighterfuturesforchildren.org

 

14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?

As previously stated, there are termly opportunities to review your child’s progress with the class teacher. If your child has an IEP then separate meetings are often arranged to allow time to discuss and reflect on appropriate targets and provision.

Parents are also be able to contact the class teacher or SENCo to arrange a separate meeting should they have concerns, or visaversa, the class teacher or SENCo may contact parents to invite them in to discuss an area of concern such as lack of progress towards outcomes.

14.2: How often will these reviews happen?

Where a child has an EHCP, parents will be invited to contribute written reflections on the year as part of the annual review process. Reviews are held at least annually.

15: Who can I contact for further information?

Please get in touch with the school for further information.

16: What is the complaints procedure?

The complaints policy is on the website.

17: Our external partners are

Educational Psychologist
Speech & Language Therapist
Social Care
Behaviour Support
Occupational Therapist

18: Is there any additional provision you have developed during the year?

• The school has a Senior Mental Health Lead.


• In Nursery we use Every child a talker (ECAT) to identify children who need any additional support in speech and language. We have a in school language stimulation programme we use for children who identify as below the cusp

• We use Language links for Reception andYear 1.


• To support children who are new toEnglish we use Racing to English


• Emotional wellbeing assessments are used for every child from EYFS to Year 6 to identify any additional support required.

19: Link to the schools websites SEND information or policy page.
https://www.redlandsschool.co.uk/statutory-information/special-educational-needs-disabilities

Ratings

Sign in to rate this service

Disclaimer

This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.

Actions

Sign in to rate this service Save to Shortlist

Last Updated

Last updated:

Contact the Team

Family Information Service

fis@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer

localoffer@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support

CSAAdvice.Signposting@reading.gov.uk 0118 937 3747 0118 937 3747
Skip back to top of page