Maiden Erlegh School in Reading

Maiden Erlegh logo

Maiden Erlegh School in Reading is a successful comprehensive school for 11-16 year olds, serving the East Reading community.

Maiden Erlegh School have completed their Local Offer providing information on Special Educational Needs & Disabilities (SEND)

 

Who to contact

Contact Name
Will Grahamn
Contact Position
Headteacher
Telephone
0118 966 8065 0118 966 8065
E-mail
meroffice@maidenerleghtrust.org
Website
Maiden Erlegh School in Reading's Website
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Where to go

Name
Maiden Erlegh School in Reading
Address
81, Crescent Road
Reading
Postcode
RG1 5SL
Directions to RG1 5SL

Availability

Age Ranges
11-16

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Will Graham, Headteacher and Becky Clarke, SENCO
Contact Telephone
0118 966 8065
Contact Email
meroffice@maidenerleghrust.org
Links
Maiden Erlegh School Reading ~ website Key Policies SEND
Local Offer Updated
07/06/2023

Schools Extended Local Offer Response

Description

School Name: Maiden Erlegh School in Reading

Address: 81 Crescent Road, Reading, RG1 5SL

Telephone: 0118 9668065

Email: meroffice@maidenerleghtrust.org

Website: www.maidenerleghreading.co.uk

Ofsted link: https://reports.ofsted.gov.uk/provider/23/141886

Head teacher: Mr Andy Johnson

Name: Mrs Becky Clarke

Contact: R.Clarke@maidenerleghtrust.org

Date of latest Accessibility Plan: June 2018

Date completed: June 2022

By whom:

Name: Mr Andy Johnson Role: Head Teacher

Name: Mrs Rebecca Clarke Role: SENCO

 

General Statement – Maiden Erlegh School in Reading is an 11-16 co-educational comprehensive school with Academy status, providing a high-quality education for 900 students. At Maiden Erlegh School in Reading, every teacher is responsible for the well-being and progress of all the students in their care, including those with SEND and the disadvantaged. The SENCo and support team provide additional interventions and resources where appropriate, to help SEND pupils progress and thrive.

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?

Maiden Erlegh School in Reading has a number of children with Special Educational Needs. The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs. We recognise that students with SEND do not form a fixed group and that the needs of individual students may vary over time. 

1.2: What kinds of SEND do those children have?

We currently have students with needs in each of the above categories in school.

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?

Identification of students who may need Special Educational Provision is based on a range of information and a professional dialogue between teachers and SEND staff in school. 

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

We liaise with parents and keep them informed of interventions and support in place for their child.

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?

The school’s SEND and Inclusion policy can be found on the school’s website. https://www.maidenerleghschoolreading.co.uk/

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?

Provision and policies are monitored and evaluated by the SENCO, the Senior Assistant Headteacher for Safeguarding and Student Development, the Inclusion Governor and the Head teacher. The SENCO reports to the Governing Body annually 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. c

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

The SENCO and SEN team, and the Inclusion Team work alongside the pastoral team to support SEND pupils with emotional wellbeing, resilience and independence.

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?

The school evaluates the overall effectiveness of its Inclusion/SEND provision by regularly analysing a range of data each term. Parents are kept informed and involved regarding interventions in place to support their child’s progress. 

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

Termly data tracking is available to parents and carers online. We involve parents and carers in the Annual Review meetings of pupils with an EHCP, and include other professionals, or their reports, as appropriate.

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

The SENCO would ensure parents are included, and would invite external professionals where appropriate. 

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?

We expect teaching across the school to be of the highest quality and our overriding principle s that high Quality First Teaching, differentiated for individual students, is the first step in responding to students who have or may have SEND. Our inclusive teaching is based on a range of strategies. The quality of teaching is monitored in a variety of ways: observing lessons, looking at students’ work, auditing student views and looking at rates of pupil attainment and progress. 

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

Information about lesson content can be found on the Curriculum area of the school website.

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?

Maiden Erlegh School in Reading is housed in a new 3 storey building, with lift and disabled toilets accessible. Careful consideration has been given to the accessibility of the buildings. The minibus, for external extra-curricular activities, has wheelchair access. The staff of Maiden Erlegh Trust speak over 40 different languages and are therefore able to translate if and when appropriate, to ensure information is equally accessible for all families. 

The curriculum has different pathways in KS3 and KS4. Each SEND student is supported in the Curriculum Pathway that the school considers most suitable for them as an individual.

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

Each SEND student is supported in the Curriculum Pathway that the school considers most suitable for them as an individual.

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?

The school aims to provide resources as reasonable adjustments to support SEND students. Any resources and equipment that a student needs will be considered based on recommendations made by specialist services. A range of interventions is used to support SEN pupils. The SENCO liaises with parents regarding the type and frequency of support in place for their child.

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

Any resources and equipment that a student needs will be considered based on recommendations made by specialist services. A range of interventions is used to support SEN pupils. The SENCO liaises with parents regarding the type and frequency of support in place for their child.

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

The SENCO liaises with parents regarding the type and frequency of support in place for their child.

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

The SENCO liaises with parents regarding the type and frequency of support in place for their child.

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?

All parents are made aware of the wide range of extra-curricular activities available to all students throughout the year. Where possible we consult parents when planning any activities outside the classroom, particularly when this may affect the participation of their child. All students have equal opportunities to access school trips wherever possible. Parents’ permission is sought. Risk assessments are completed for all internal and external trips to ensure the safety and wellbeing of all students.

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

Communications with home, Student Notices and display board in school inform children and parents about activities on offer. 

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

All students have equal opportunities to access school trips wherever possible. Parents’ permission is sought. Risk assessments are completed for all internal and external trips to ensure the safety and wellbeing of all students.

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?

All students at Maiden Erlegh School in Reading have a form tutor in a Tutor group of about 30 students; they meet every morning. Pastoral work is overseen by a Head of Year and the work of the Heads of Year is overseen by the Pastoral Assistant Head Teacher. The main aims of pastoral work are to care for the well-being of all students, promote all aspects of a student's development, monitor personal development, behaviour, academic progress and attendance, and help with personal and learning problems when the need arises. The school Pupil Council is democratically elected and regular council meetings are held. Reward routines are in place across the whole school to motivate and encourage students. The school has a Designated Safeguarding Lead.

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?

The school’s SENCO is Mrs Rebecca Clarke.

Contact details: 01189 668065 Email: R.Clarke@maidenerleghtrust.org  

 

Parents should contact the SENCO for a meeting to discuss their child’s special educational needs.

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

Parents should contact the SENCO for a meeting to discuss their child’s special educational needs.

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?

Our Special Needs Co-ordinator (SENCo) has completed the mandatory National SENCo Award at the University of Reading, graduating in December 2017, and is a qualified teacher with 23 years of classroom experience at both primary and secondary level. She also qualified in January 2018 to assess pupils for Access Arrangements. She frequently attends external training, liaises with other SEN leaders in the Maiden Erlegh Trust, and meets with other SENCos within the Local Authority. All teaching and support staff are offered regular training opportunities. All support staff have previous experience working with SEND children, and are briefed by the SENCO on the specific needs of all SEND students. The support staff, SENCO and Senior Assistant Headteacher work together on a daily basis to ensure effective provision is in place at all times.

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?

The school aims to provide resources as reasonable adjustments to support SEND students. Any resources and equipment that a student needs will be considered based on recommendations made by specialist services. We have a range of resources, equipment and interventions used in school to support SEND pupils.

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?

The school inspires parental confidence by establishing a reciprocal relationship with them as partners in their children’s learning and development through good exchange of information, and by using resources flexibly to meet needs. Parents/carers are key partners in their children’s education. Evidence shows that children make most progress when their key adults work together. At Maiden Erlegh School in Reading, we provide progress information to all parents through the termly reports and annual progress meetings. All parents are encouraged to discuss benchmarks and students’ targets with their child; to submit feedback on reports; and are able to make an appointment to meet with a subject teacher, SENCO, Head of Year, Tutor or Mentor where necessary. Yearly information evenings are held, with specific advice on how parents can support their child, particularly in English and Maths, at home. The Pastoral Assistant Head can advise parents of external agencies and support networks for families. 

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

The SENCO can advise and recommend appropriate courses of action for students with SEND.

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?

In line with the SEND Code of Practice 2015, “The views, wishes and feelings of the child or young person, and the child’s parents” are paramount. Any interventions or support strategies will be explained and discussed with students so they understand their purpose and desired outcomes. Students are encouraged to monitor and judge their own progress towards those outcomes, reflecting what is important to, and for, them as an individual. Learner feedback is part of our established learning culture. This includes informing families of next steps and what they can do to help to support their child’s learning.

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?

The school’s SENCO is Mrs Rebecca Clarke. Contact details: 01189 668065 Email: R.Clarke@maidenerleghtrust.org  

 

Complaints regarding SEND provision are handled through the existing school complaints procedure. Details are available on the school website.

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

Complaints regarding SEND provision are handled through the existing school complaints procedure. Details are available on the school website.

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?

At Maiden Erlegh School in Reading we are committed to working with other professionals and practitioners to ensure that we maximise the impact of our interventions for our pupils. We listen to parents and students about services they use and are valued by them; invite representatives of agencies working with students to relevant meetings and reviews; and value the contributions from all parties.  The SENCO liaises with parents regarding interventions from outside agencies and support networks for families. The SENCO can advise and recommend appropriate courses of action for students with SEN.

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

The SENCO liaises with parents regarding interventions from outside agencies and support networks for families. The SENCO can advise and recommend appropriate courses of action for students with SEN.

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?

For advice and support:

Reading Information, Advice & Support Service for SEND (SENDIASS): Tel: 0118 937 3421 or email: iass@brighterfuturesforchildren.org  

www.brighterfuturesforchildren.org  

www.readingiass.org  

 

The Children’s Action Team: 01189376570

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?

We aim to make all our learners and their families feel welcome We work collaboratively with partner schools sharing information that will help learners move on. All new Year 7 students attend a Primary Transition Day in year 6 to meet staff and understand the school ethos and expectations. SEND students meet the SENCo and their TA mentor in the summer term of Year 6 through a visit to their primary school, and at the Primary Transition Day. SEND pupils have an extra Transition visit during the summer term to allay anxieties about the move to secondary school. All students with an EHCP meet with the SENCO in the summer term. Parents of SEND pupils are offered a meeting with SENCO in the summer term to discuss their concerns about their child’s transition. The Head of Year 7, Assistant Head teacher and SENCO work closely with feeder primary schools to ease transition.

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?

The link to the Local Offer www.readingsendlocaloffer.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?

We track the progress of all our learners and as professionals we regularly discuss with parents any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Parents are encouraged to speak to the SENCO about any concerns they have. Termly data tracking is available to parents/carers online. Parents/carers are invited to attend and supply a report for Annual Review meetings for students with an EHCP.

14.2: How often will these reviews happen?

Parents/carers are invited to attend and supply a report for Annual Review meetings for students with an EHCP. Other reviews are arranged as needed. 

15: Who can I contact for further information?

The school’s SENCO is Mrs Rebecca Clarke.

Contact details: 01189 668065

Email: R.Clarke@maidenerleghtrust.org

16: What is the complaints procedure?

Details of the school’ s complaints procedure is available on the school’s website.

17: Our external partners are

Educational Psychologist
Speech & Language Therapist
Social Care
CAMHS
JAC (Just Around the Corner)

Aurora
Adviza (Connexions) advisors
Sensory Consortium
Primary Mental Health Care Worker
Behaviour Support worker

Mental Health Support Team

Emotional Based School Avoidance Team

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

The team of TAs have added to the wealth of expertise available and allowed us to develop a fuller range of interventions to support pupils.

We have introduced a range of one-to-one pupil support mentoring sessions and small group interventions including Lego Therapy, Spelling support, Times Tables intervention, Art Therapy, Handwriting club. Fresh Start Phonics, Confidence & Communication, reading support, Numeracy intervention, Maths drop-in, Chatterbox. A Homework club is supervised 3.15pm-3.55pm four days a week, with support from support staff for pupils to seek help with their homework.

We have introduced a computer-based literacy screening test, to identify pupils struggling with literacy. The SENCO is qualified to administer a range of psychometric tests to help identify pupils’ learning issues, and to test KS4 students for Access Arrangements.

19: Link to the schools websites SEND information or policy page.
Please add the links http://www.maidenerleghschoolreading.co.uk/page/?title=SEND&pid=36 http://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=u5Y9

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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.

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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
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