New Town Primary School ~ Nursery Class

New Town Primary School logo

New Town Primary School is a very special place, and we believe all of our children, whatever their background, have a right to good quality education and to shine as young people. We are very proud to be part of the Royal County of Berkshire Schools Trust, which is a Multi Academy Trust. Our school is almost in its 140th year of providing for the children of New Town, and so we are very lucky to be located next to the canal in a beautiful Victorian building, filled with light, space and fantastic opportunity.   We develop our children academically, behaviourally and spiritually throughout our school, and the staff are committed to working hard and doing the best for everyone who belongs to our school family. New Town is blessed to have a wide range of children and families from different nationalities, and we celebrate our diversity of faiths and experiences of different cultures throughout our school.

Education is at its best when we work together with our families who can help us to make the best of every learning opportunity and establish clear links between celebrating achievements at home as well as at school.  We are committed to an open door policy where parents and families are encouraged to talk to us and exchange information so that we can create a seamless relationship between home and school.

We welcome you to our wonderful school family.

To arrange a school tour please contact the school office to arrange on 0118 9375509.

 

 

Who to contact

Contact Position
Office Manager
Telephone
(0118) 937 5509 (0118) 937 5509
E-mail
admin@newtown.reading.sch.uk
Website
New Town Primary School ~ Nursery Admissions Policy
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Where to go

Name
New Town Primary School
Address
School Terrace
Reading
Berkshire
Postcode
RG1 3LS
Directions to RG1 3LS

Availability

Age Ranges
3-5
Wheelchair access
Yes

Inclusion Information

Wheelchair access
Yes

Childcare Information

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

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Name
Kate Rex
Contact Telephone
0118 9375509
Contact Email
admin@newtown.reading.sch.uk
Links
Newtown Primary School Website SEND Policies Accessibility Plan
Local Offer Age Bands
Early Years (0-4 years)
SEN Provision Type
Universal
Local Offer Updated
11/07/2023

Schools Extended Local Offer Response

Description

School Name: New Town Primary School

Address: School Terrace, Reading, RG13LS

Telephone: 0118 9375509

Email: admin@newtown.reading.sch.uk

Website: http://www.newtown.reading.sch.uk

Ofsted link: https://files.ofsted.gov.uk/v1/file/50079672 

 

Head teacher: Ms Polly Cornish

SENCo: Kate Rex

Contact: admin@newtown.reading.sch.uk

Date of latest Accessibility Plan: 2023

Date completed: July 2023

By whom: Polly Cornish 

General Statement – All children receive quality first teaching which takes into account individual learning needs and creates an inclusive learning environment. Through ongoing discussion and regular pupil progress meetings, we frequently review and record what we offer EVERY child in our care and what we offer additionally, including interventions. These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. Underpinning ALL our provision in school is the graduated approach cycle.

 

 

All teachers are responsible for every child in their care, including those with special educational needs and disabilities.

 

 

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 have a significant percentage of children with SEN and EHCPs in our school.

Children and young people’s SEND are generally thought of in the following four broad areas of need and support:

1. Communication and interaction Provision has included daily speech and language groups, speech and language support for children with hearing impairments, 1:1 activities, individual daily visual timetables and planning charts, social stories, verbal instructions being broken down, visual prompts and scribed work.

2. Cognition and learning Provision has included 1:1 practising of skills, (e.g. name and sentence writing, phonics, reading and number work), focus small group work with TA or teacher, prompts on desk (e.g. days of the week, Literacy checklist, reminders), Toe by Toe (reading intervention, computer programmes for touch typing, precision learning.

3. Social, emotional and mental health Provision has included individual reward charts and systems, card systems for emotions/feelings/anxieties, sand timers, social stories, lunchtime club, social skills and self-esteem groups (FS2-6), time with Pastoral Support ELSA, or trusted adult, time out/safe space area, additional planning and arrangements for transition, Individual Behaviour Plans, TSPs and aromatherapy/massage therapy.

4. Sensory and/or physical needs Provision has included pencil grips and moulded pencils/pens, fiddle toys, PE changing cards, ear defenders, writing slopes, foot rests, daily practice of fine or gross motor skills, sensory circuits, handwriting practice schemes (e.g. Write from the Start), alternative recording arrangements (e.g. dictaphone, typing, scribe, Dictaphone white boards), touch typing practice, peer massage, music therapy, use of radio transmitters for hearing impairments, individual arrangements for tests, additional planning and arrangements for transition.

There are currently 80 children on the SEN register at New Town, which includes children in FS, representing approximately 18.14% of our total number on roll, compared to 12.2% nationally. There are 16 children with Education, Health and Care Plans

1.2: What kinds of SEND do those children have?

ADHD   ASD   Moderate Learning Difficulty   other   SEMH   SLCN          

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?

We assess our children regularly both formally and informally and use these outcomes to initiate SEN support where necessary.

Assess

• We encourage parents/carers to talk to staff about any concerns as they arise.

• Teachers assess and observe children’s learning closely; TAs support this process.

• All staff monitor children’s wellbeing closely.

• Data is tracked on the school data system.

• Staff meet termly to discuss individual pupils’ progress and attainment and so identify any concerns and strategies to ensure progress continues.

• Meetings are held with parents/carers and relevant staff and practitioners to discuss needs and support, which is recorded on Individual Provision Plans (IPPs).

• Multi- professional meetings are held with complex cases to ensure full support is planned.

• Health Plans are created with the information from all professionals involved and communication from parents to support the daily routine of children with additional needs and disabilities.

• IPPs are reviewed three times a year, in consultation with parents/carers, and next steps agreed.

• Some interventions have formal assessments which are used to measure their effectiveness after a set period of time. Others are measured using personalised targets, start and end scales, tracking and by academic progress.

• Termly teacher assessments also show the impact of interventions.

• Continuous communication with all professionals regarding more complex cases and disabilities throughout the year allow for Health Plans and provision to be adapted to meet the child’s changing needs.

 Rapid identification of need through baseline assessments completed within the first two weeks of child being in school

• Regular SEN conferences to discuss pupils needs amongst staff

• Rapid identification throughout the school using concern forms and data alerts

• Constant electronic communication between all staff to monitor and record pupil’s needs

2.2: How will I know if my child is receiving SEN support?
  • Teachers will communicate their concerns with you and gather your thoughts and feelings
  • The SENCo will inform you in writing of your child being on the SEN register
  • You will be given a copy of your child's IPP and it will be discussed at parents meetings

 

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?

New Town Primary School - SEND

New Town Primary School - Policies

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?

• IPPs are reviewed three times a year, in consultation with parents/carers, and next steps agreed.

• Some interventions have formal assessments which are used to measure their effectiveness after a set period of time. Others are measured using personalised targets, start and end scales, tracking and by academic progress.

• Termly teacher assessments also show the impact of interventions.

• Staff meet termly to discuss individual pupils’ progress and attainment, reviewing current support and planning next steps to ensure progress continues.

• Continuous communication with all professionals regarding more complex cases and disabilities throughout the year allow for Health Plans and provision to be adapted to meet the child’s changing needs.

  • provision is monitored by the leadership team through observations 
3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?

We have a wealth of skills at New Town and our ELSA staff support children to assess their emotional needs. We work closely with other schools to ensure smooth transitions happen whenever a child moves from us and, wherever possible, we communicate with the schools that children have just left.

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?

Assess

• We encourage parents/carers to talk to staff about any concerns as they arise.

• Teachers assess and observe children’s learning closely; TAs support this process.

• We communicate regularly with outside professional to seek advice and feedback on current practice.

• All staff monitor children’s wellbeing closely.

• Data is tracked on the school data system and by the SENCo.

• Staff meet termly to discuss individual pupils’ progress and attainment and so identify any concerns and strategies to ensure progress continues.

• Meetings are held with parents/carers and relevant staff and practitioners to discuss needs and support, which is recorded on Individual Provision Plans (IPPs).

• Multi- professional meetings are held with complex cases to ensure full support is planned.

• Health Plans are created with the information from all professionals involved and communication from parents to support the daily routine of children with additional needs and disabilities.

• IPPs are reviewed three times a year, in consultation with parents/carers, and next steps agreed.

• Some interventions have formal assessments which are used to measure their effectiveness after a set period of time. Others are measured using personalised targets, start and end scales, tracking and by academic progress.

• Termly teacher assessments also show the impact of interventions.

• Continuous communication with all professionals regarding more complex cases and disabilities throughout the year allow for Health Plans and provision to be adapted to meet the child’s changing needs.

3b.2: How will I find out about the progress my child is making?
  • SEN children have a plan/do/review IPP that is reviewed 3 times a year, you will receive copies of this
  • The IPP measures progress against targets set by external professionals as well as internal monitoring
  • there will be two written reports each year and three opportunities for you to meet with the class teacher
3b.3: How will I be involved in those reviews? Who else will be there?

The class teacher and the SENCo will plan new targets and provision for your child's IPP. This will be shared with you at the open evenings, three times a year. The targets can also be amended based on discussion or updated professional reports.

This meeting will usually take place with the class teacher and yourself.

If you child has an EHCP, then a meeting will take place with the SENCo and yourself as part of the annual review as well as the three yearly meetings with the class teacher..

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?

• Teachers scaffold learning to support every child’s needs, to ensure they make progress e.g. different tasks on the same topic, additional resources, phonics lessons grouped according to ability, pre-teaching vocabulary, knowledge organisers.

• Additional resources and equipment, including visual symbols, are used to support learning, relevant to need.

• Class teachers provide varied support, e.g. making time to talk with a child or creating a picture checklist to enable a child to change for PE independently.

• Additional interventions or specific support are used to address specific needs, in groups or individually, such as speech and language therapy programmes, Write from the Start (handwriting), or precision learning. • Lunchtime clubs for identified children to develop social skills, self-esteem and anger management skills.

• Our Pastoral Support staff are closely involved with some children, in many different ways. E.g. offering support and discussing issues with children.

• A fully embedded Rainbow Club offers daily support at break and lunch times for many children.

• Teaching Assistants (TAs) and teachers communicate well, to ensure appropriate support is in place and discuss the impact of the support.

• Training is put in place from specialist services to enable staff to understand how to support children with disabilities.

• Information regarding support groups and parenting support is offered to parents whose children have additional needs and disabilities.

• Physical environments are organised to allow children with disabilities to access learning at their pace and within their comfort levels.

• We have worked to translate policies and other key information into the common languages of our school in order to make them equally accessible to all.

• If you require more information regarding your specific child please contact the class teacher.

• Staff have been trained by the Speech and Language therapist to support children with communication difficulties

• Staff training has been topped up regarding supporting children with complex ASD needs

• We are a therapeutic thinking school

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

There are termly 'our learning' documents that are on our school website which shows that learning for that term. The curriculum is also accessible on our school website and we regualry post pictures of our children's work on the school Facebook page

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?
  • Learning areas have risk assessments. As these learning areas are constantly changing risk assessments are working documents and change with the environments.
  • Specialists are consulted when required and multi professional meetings are held when complex cases arise.
  • The new building work has included a disabled toilet, accessible via a ramp.
  • Many steps in school are marked with yellow strips or an edging that is contrasting, either in vision or in texture, to the rest of the flooring.
  • There are spaces in the car park designed for disabled users
  • The new building work has accommodated a buzzer at wheelchair height.
  • Entrance and exit to the school office is via a ramp and an electric door. Low level windows are in place to accommodate for people in wheel chairs. New doors are wheel chair width. A ramp allowing access to the rear of the East Block has also made it accessible from the other side of the school
3d.2: How will the curriculum be matched to my child's needs?
  • All children in FS2, KS1 and 2 were invited to attended the trips available this year, regardless of need.
  • Clubs have been open to all year groups in KS1 and KS2 and provision made to enable SEND children from across the school to attend the club of their choice. 
  • Staff have been trained in Read Write Inc and use this to support all pupils and smaller groups of SEN
  • Children are taught in class, sometimes with support and sometimes through interventions run by support staff. Wave one differentiation in the classroom allows for children to experience a variety of teaching strategies to support their learning.
  • Children are encouraged to find styles that suit their learning needs and are supported in using these styles. These include the use of iPads, ear defenders, break out spaces or time away from the main group. All of these learning styles are supported in the school and the children are free to use them when they feel the need.
  • Considerable thought, planning and preparation goes into utilising our support
  • staff to ensure children achieve the best outcomes, gain independence and are prepared for adulthood from the earliest possible age.
  • Support staff are deployed according to the needs of children, as advised by outside practitioners and from our knowledge and observations. Whilst the needs of the children are paramount, the duty of care will also inform the deployment of TAs and the roles that they play.
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?
  • Children are taught in class, sometimes with support and sometimes through interventions run by support staff. Wave one differentiation in the classroom allows for children to experience a variety of teaching strategies to support their learning.
  • Support staff are deployed according to the needs of children, as advised by outside practitioners and from our knowledge and observations. Whilst the needs of the children are paramount, the duty of care will also inform the deployment of TAs and the roles that they play.
  • children are supported more through scaffolding and in class support from the teacher.
  • Pastoral needs are met by blocks of support from the ELSA
  • All children have taken part in understanding equality and equity in order to accept their differences and needs
3e.2: How are the school's resources allocated and matched to children's special educational needs?
  • Support staff are deployed according to the needs of children, as advised by outside practitioners and from our knowledge and observations. Whilst the needs of the children are paramount, the duty of care will also inform the deployment of TAs and the roles that they play.
  • Additional funding from SEN for children with EHCPs is allocated to provide adult support for our children and meet the outcomes expected in the EHCP.
3e.3: How will I know if my child is getting extra support?

 Most additional support is fluid and flexible according to need however set programmes and intensive support will be communicated. 

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

Support staff are deployed according to the needs of children, as advised by outside practitioners and from our knowledge and observations. Whilst the needs of the children are paramount, the duty of care will also inform the deployment of TAs and the roles that they play.

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?

During the school day children are invited to access:

• Sensory activities

• Peer massage

• Pastoral support programmes

• Rainbow Club

• Lunch time and break time clubs

• After school clubs

• Breakfast club

• A variety of interventions

• Pastoral support

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

After school clubs are emailed out to parents on a termly basis and you are invited to choose a club with your child.

If you have any questions about the activities that your child accesses please contact the class teacher

3f.3: How will my child be included in activities outside the classroom, including school trips?
  • Children with additional needs are always included by name in risk assessments for off site visits. Some have individual risk assessments when required.
  • Parents of disabled children are invited to discuss any trips and understand how provision is made to support their child when not on site.
  • All children are encouraged to participate in after school clubs and ratios are adjusted to cater for their needs.
  • All children in FS2, KS1 and 2 were invited to attended the trips available this year, regardless of need.
  • Clubs have been open to all year groups in KS1 and KS2 and provision made to enable SEND children from across the school to attend the club of their choice. 
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?

•Peer massage

• Pastoral support programmes

• Lunch time clubs

• After school clubs

• Breakfast club

• A variety of interventions

• Music Therapy

 

Sensory circuits usually runs three separate sessions; one for FS2, one for KS2 and one for KS1. This allows us to access more children and supports transition for vulnerable pupils.

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?

If you have any questions or concerns regarding your child’s development please contact the class teacher in the first instance or Kate Rex admin@newtown.reading.sch.uk

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

please contact the class teacher in the first instance or Kate Rex admin@newtown.reading.sch.uk

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?

Specialist support:
• Pastoral Support Team
• Pupil Premium and SEN support
• Speech and Language Therapist (NHS)
• Behaviour support (when needed)
• Music therapist (when needed)

We are committed to developing the ongoing expertise of our staff.

Recent training has included:

  • Read, Write, Inc
  • Supporting pupils with social communication issues
  • Supporting early language
  • Mental Health Surgeries
  • Strategies for engaging pupils with learning
  • Speech and language training for non-verbal pupils
  • Behaviour and therapeutic thinking
  • Scaffolding
  • Equality and equity
  • massage

Specialist advice can be found here

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?

• Considerable thought, planning and preparation goes into utilising our support staff to ensure children achieve the best outcomes, gain independence and are prepared for adulthood from the earliest possible age.

• Support staff are deployed according to the needs of children, as advised by outside practitioners, EHCP outcomes and from our knowledge and observations. Whilst the needs of the children are paramount, the duty of care will also inform the deployment of TAs and the roles that they play. Provision for each of the identified areas are:

• Communication and interaction Provision has included daily speech and language groups, 1:1 activities, individual daily visual timetables and planning charts, social stories, verbal instructions being broken down, visual prompts and scribed work.

• Cognition and learning Provision has included 1:1 practising of skills, (e.g. name and sentence writing, phonics, reading and number work), focus small group work with TA or teacher, prompts on desk (e.g. days of the week, Literacy checklist, reminders), Toe by Toe(reading intervention, computer programmes, write from the start, precision learning.

• Social, emotional and mental health Provision has included individual reward charts and systems, card systems for emotions/feelings/anxieties, sand timers, social stories, lunchtime club, social skills and self-esteem groups (FS2-6), time with Pastoral Support TAs, or trusted adults, time out/safe space area, additional planning and arrangements for transition, Individual Behaviour Plans, PSPs, reduced timetables, music therapy and peer massage therapy. Rainbow Club has become a well embedded support group that children can access daily.

 • Sensory and/or physical needs Provision has included pencil grips and moulded pencils/pens, fiddle toys, PE changing cards, ear defenders, writing slopes, foot rests, daily practice of fine or gross motor skills, sensory circuits, handwriting practice schemes (e.g. Write from the Start), alternative recording arrangements (e.g. dictaphone, typing, scribe), touch typing practice, braille books and resources, aromatherapy/massage therapy, individual arrangements for tests, additional planning and arrangements for transition, wheelchair, physical therapy work and access to a sensory room.

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?

All EP meetings are started with a parent meeting and followed up by a meeting with the SENCo.

Parent consultations evenings are followed up with SENCo appointments when necessary.

All IPPs are discussed with families

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

We offer guidance on many areas of learning and can direct you to tools and resources that are offered by Reading

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?

Pupil interviews have informed the next IPP.

children are encouraged to communicate their needs with staff

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?

We follow Reading Borough Council’s Complaints Policy. 

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?

 

Local offer Reading Directory | New Town Primary School

 

In school we have also used the services of:

• Speech and Language

• Music Therapy

• Educational Psychologist

• Behaviour support

• Educational welfare officer

• The school nurse

• The safeguarding team

• One Reading

• ASD advisory service

• PCSO

• PMHW

• CAMHS

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

if you have concerns and would like to connect with one of these services, please contact the school office. Alternatively you can go to your GP, your health visitor or self refer through Children's Single Point of Access.

If you want to report concerns about a child or young person, email us at cspoa@brighterfuturesforchildren.org (please do not change the subject matter in the email that is generated when you click on the email link).

Or you can call us on 0118 937 3641 (Option 1)

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?

• Children & Families Act 2014

• Equality Act 2010

• Mental Capacity Act 2005

 

Reading Directory | Special Educational Needs/Disabilities (SEND) Team

Reading SEND IASS

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?

When moving to a secondary school:

There is additional transition support in place that is tailored to the needs of the child.

Before any transition, wherever possible, arranging visits for pupils, staff and parents/carers e.g. between feeder settings, home and secondary schools.

Holding transition meetings with staff, parents/carers and other practitioners, if necessary.

Passing all records on to new schools.

Arranging additional visits for pupils, if it is felt necessary.

Creating photo diaries for children, where needed.

Year 6 children attending a ‘Secondary School Awareness’ day for their chosen secondary school.

In order to prepare for new classes in September we hold a class swap session in July.

A transition programme for year six children personalised to the anxieties prominent within the year group as analysed from a pupil questionnaire.

Staff providing relevant additional support to those anxious about changes, where appropriate e.g. staff sharing their knowledge of secondary schools with individuals to reassure and give them confidence.

support for KS2 pupils transitioning to secondary has resulted in a programme of support tailored to meet their needs and anxieties.

Detailed meeting between Primary and secondary school regarding children’s needs.

Detailed communication between preschool settings and the receptions team

SEN transition passports used internally

Social stories for every child due to inability to mix bubbles for the usual 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?

New Town School information https://www.newtown.reading.sch.uk/

Reading Directory | Special Educational Needs/Disabilities (SEND) Team

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?

Action/Event Who’s involved Frequency

Action/Event  Who’s involved FrequencyInformal discussion at the start and end of the dayChild, parents/ carer, class teacher, sometimes SENCo, Pastoral Support MentorDailyIPP review meetingParents/ carer, class teacher, sometimes SENCo3x yearlyParents’ eveningParents/ carer, class teacher, sometimes child3x yearlyTeacher/ parent consultations using translatorsTeacher, parent, adult with additional language skills who can translateAs requiredMeeting following concern raised by parent/carers, teacher or childParents/ carer, class teacher, sometimes SENCoAs requiredReview meetings to follow up concerns/ actionParents/ carer, school staff, outside practitionersAs required, usually termlyAnnual review meetings for children with Statements of Special Educational Needs or Education, Health and Care PlansParents/carer, school staff, outside practitioners, SENCoAnnuallyMeeting with outside practitioner, e.g. Speech and Language Therapist, Educational Psychologist, Behaviour Support teacherSchool staff, parents/ carer, sometimes child, SENCoAs required

 

14.2: How often will these reviews happen?

please see the frequency column in the table above

15: Who can I contact for further information?

Who can I contact for further information? admin@newtown.reading.sch.uk

Contact details of support services IASS@brighterfuturesforchildren.org

16: What is the complaints procedure?

We follow Reading Borough Council’s Complaints Policy. We operate an open door policy. Parents make an appointment to see the class teacher/senco in the first instance.

We follow Reading Borough Council’s Complaints Policy. Make a complaint, comment or compliment

17: Our external partners are

Educational Psychologist Rebecca Dougall

Speech & Language Therapist Children and Young People's Integrated Therapies | Children Young People and Families Online Resource (berkshirehealthcare.nhs.uk) Isabel Clifford

Social Care: Marcia Heron- EWO & Penny Angel- School Nurse

Case officer: Maria Zameer

Paediatric Occupational Therapist

Music Therapist: Rima Jakubauskas, Daphne George

Drawing and Talking: Beam Wellbeing

Massage Therapist: Sophie Webster

Behaviour Support: Sue Walker, Vanessa Treston

SEN Support: SEN@brighterfuturesforchildren.org

Virtual School

ASD advisor: Jenna Redmond

 

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

This year we have developed:

• The impact and deployment of our TAs

• Support for children with social communication difficulties, ASD and emotional, behavioural needs

• Support for children with SALT needs and training for staff working with children 1:1, including intensive interaction, PECS and Autism Bucket

• Scaffolding support for all children in the classroom

• Quality provision for physically disabled children through excellent links with RBH

• Staff skills for managing mental health issues within children, SEN Embedded use of RWI to support all children as well as SEN

• Personalised provision for high need children linked to sensory learning

• Supported transition using social stories for all children

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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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