SPECIAL EDUCATIONAL NEEDS INFORMATION REPORT
Special Educational Needs
Information Report
SEN Information Report
Prepared by the Curriculum Support Department
22/10/2015
This Special Educational Needs Report is a summary of the provisions in place at Chiltern Edge
School to support the learning and development of pupils with Special Educational Needs and
Disabilities. It should be read together with the school’s SEND Policy, and the new SEND Code of
Practice. Links are provided within this document. For further information, or to discuss this report
with the Special Educational Needs Coordinator, please contact the school and we will be pleased to
arrange a meeting.
DRAFT SEN Information Report September 2015
Chiltern Edge School – SEN Information Report
Some useful abbreviations
SEN
Special Educational Needs
SEND
Special Educational Needs and Disabilities
SEND COP
Special Educational Needs and Disabilities Code of Practice (statutory
code of practice which came in to force September 2014, and replaces
the previous SEN COP)
SENCO
Special Educational Needs Coordinator (Mrs Rebecca Ilderton)
SENDIASS
Special Educational Needs and Disabilities Information Advice and
Support Service (Oxon; formerly Parent Partnership)
EHCP
Education and Health Care Plan (replaces the Statement) and is a
written record of special provision
SEN Support
Intensive/extra support provided through school in addition to in-class,
teacher led provision (this category has replaced the previous School
Action and School Action Plus)
SEND Register
The school’s list of pupils with a Statement/EHCP or SEN Support
PP
Pupil Profile – comprehensive and confidential advice and guidance
given to the subject staff of particular pupils
1PP
One Page Profile – guidance and information for teachers written by
the SEND pupil him/herself
CSD
Curriculum Support Department
TA
Teaching Assistant
This report should be read with the school’s SEND Policy. If you would like a meeting to
discuss our policy and provision, please contact Mrs Ilderton at the school using the contact
details below.
The school’s SENCO and SEND Governors
The school’s Special Educational Needs Coordinator (SENCO) is Mrs Rebecca Ilderton. Mrs
Ilderton can be contacted through email: rilderton@chilternedge.oxon.sch.uk or telephone:
0118 8972100, extension 426. The SEND governors are Dr Claire Samuel and Mr Andrew
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Harland, who can both be contacted through school. The Acting Chair of Governors is Mrs
Pauline Conway.
Special educational needs for which provision is made at the school
The school supports a variety of special educational needs, which fall under the broad
categories of Communication and Interaction (C&I), Cognition and Learning (C&L), Social,
Emotional and Mental Health difficulties (SEMH), and Sensory and/or Physical Needs
(S/PN).
We support pupils with Autistic Spectrum Condition, Dyslexia, Dyspraxia, Down’s
syndrome, multiple physical difficulties, profound learning difficulties, visual impairment,
hearing impairment, medical needs, Tourette’s syndrome, Attention Deficit Disorder,
Attention Deficit Hyperactive Disorder, and mental health, emotional and behavioural
difficulties.
The school’s policies for the identification and assessment of pupils with special
educational needs
At Chiltern Edge School we work within the guidance provided in the SEND Code of
Practice, 2014.
Chiltern Edge School follows a process by which we identify and manage children and young
people with SEND. Teachers are responsible and accountable for the progress and
development of the pupils in their class, including where pupils access support from Teaching
Assistants or specialist staff. The Graduated Approach recognizes that children learn in
different ways and can have different kinds or levels of SEN. Increasingly, step by step,
specialist expertise can be brought in to help the school with the difficulties that a child may
have, if their needs cannot be met by the subject teachers in class. Please see also our full
SEND Policy.
A small number of children will require an Education, Health and Care (EHC) needs
assessment in order for us to decide whether it is necessary to set out the support that will
help them achieve the best outcomes. This is usually where needs are complex or severe and
progress is not being made despite individually tailored support. The written record of the
special provision that must be put in place for the child or young person is called an EHC
Plan.
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A request for an assessment is most likely to be made by the school or college that a child
or young person attends but can also be requested by a parent1 or a young person aged 1625. You can make a request by completing an application form, or by calling Oxfordshire
County Council, 01865 792422, and asking to speak with the SEN case worker team in your
area.
We evaluate the effectiveness of provision both quantitatively and qualitatively
The Curriculum Support Department (CSD) delivers literacy interventions based on an initial
assessment of need. Progress is measured by pre and post testing using a variety of
standardised assessment tools. Alternatively, we can calculate Ratio Gain, which is a
calculation of the number of months gained in attainment divided by the number of months of
an intervention. Ratio gains of 2 or more mean that the pupil is making double the rate of
progress. We use programmes that have been recommended for use, for example Sound
Reading System, Reciprocal Reading, and AcceleRead Accelewrite as evaluated by Greg
Brooks.2 We expect measurable progress in the literacy skill targeted by the intervention, but
progress in terms of growing confidence and learning independence is also assessed through
our Traffic Light review, and the One Page Profile, a document giving background
information and guidance for teachers about individual pupils, which reflects the pupil’s
feelings about their own learning. The success of additional interventions which address
confidence, social skills and self-esteem are assessed through questionnaires completed
before and after the intervention.
Quality teaching is the first step in our graduated approach to teaching pupils
with special educational needs
High quality classroom teaching is the first step when children or young people join the
school; either in Year 7, or at other times during KS3 or KS4. Teaching and learning is a key
and ongoing focus for whole school training. Teachers differentiate according to need, and
are supported in this with guidance and advice from CSD staff and the Pastoral Team. The
school’s Pastoral Team includes the Assistant Headteacher, Heads of Houses, Tutors and the
Pastoral Support Manager. Teachers are also supported through whole school training and
both generic and personalised advice sheets from external agencies. Specialist outreach
1
The term ‘parent’ refers to any person who has parental responsibility for a child or young person, and any
person who has care of a child or young person, i.e. lives with and looks after the child.
2
http://www.interventionsforliteracy.org.uk/widgets_GregBrooks/What_works_for_children_fourth_ed.pdf
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workers support pupils with various needs such as communication and interaction, speech
and language, or visual and hearing impairments. Teaching Assistants are used in classrooms
as directed by the teachers. If the pupil’s needs cannot be met in class and the expected
progress is not being made, more intensive interventions through CSD or the Pastoral Team
will be put into place. The process is graduated, with increasingly specialised and intensive
provisions being put into place, as a result of careful assessment of need.
The school has a robust system for assessing and reviewing the progress of all
pupils
With support of the Strategic Information Manager, Chiltern Edge School has a system of
robust data tracking, and department heads will identify any pupil who is not making the
expected progress in their subjects. The SENCO also has an overview of progress. The
School’s Information Management System (SIMS) is used to track progress, including
behavioural issues, subject reports, learning review data, and the impact of provisions.
Parents’/carers’ views are a key aspect of this assessment and review, and we use feedback
from reports and parent-teacher meetings. We also ask the pupils about their learning, and use
their comments as the basis of their One Page Profile. We also record and share with teachers
and parents the more detailed history of need, assessment, and provision which are recorded
on children’s Pupil Profiles.
Each pupil who has a Statement/Education and Health Care Plan has a Key Worker, in
addition to their group tutor, who will usually be the SENCO, or another member of either
the CSD or Pastoral Team. The name of the Key Worker will be on the Pupil Profile. The
SENCO, Specialist Teacher, Key Worker or Pastoral Team member will meet the pupil and
liaise with his or her parents and teachers at least once a term to listen to any concerns, share
progress and review targets. Everyone will be asked to contribute to changes or additions to
the Pupil Profile. These important face-to-face or telephone meetings will be recorded in
SIMS.
Some Pupils are listed on the SEND Register as having SEN Support. This means that they
have moved through the graduated approach to more specialist, intensive and personalised
support for literacy or social and emotional needs. They will also have a Key Worker, and the
same process will apply. In this case the Key Worker might be a member of CSD or the
Pastoral team, including a Head of House or group tutor.
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The school adapts the curriculum and learning environment for pupils with
special educational needs
The term ‘differentiation’ means that a teacher will adapt the teaching materials or delivery of
the subject knowledge, according to the various needs of pupils in the classroom. There are
many strategies to support the learning of pupils with different special educational needs, or
additional needs - for example pupils who speak English as an additional language. Teachers
also differentiate work to stretch and challenge the most able pupils in the classroom. For
Gifted, Aspiring, Talented and Enterprising (GATE) children, we have a GATE co-ordinator
who works with such pupils. Differentiation advice is provided to teachers through training
sessions, Pupil Profiles, and a robust teaching and learning programme led by the Deputy
Headteacher. We make adjustments for candidates with disabilities and learning difficulties
in examinations, as well as in normal classroom situations. This is in accordance with the
Joint Council for Qualifications regulations and guidance. These adjustments are known as
Access Arrangements, and are embedded within a whole school approach to accessibility.
For some students typing may be more appropriate than handwriting, therefore touch-typing
courses are offered during afternoon registration. Laptops are available for use in school, and
can be collected for lessons from CSD, or borrowed directly from departments. Pupils are
also welcome to bring in their own laptops, although this must be discussed and agreed by the
SENCO. Time is allocated to pupils to use CSD to organise and print out work.
We encourage pupils to use accessibility technology, such as 'Speak' in Word, which uses a
computerised voice to 'read' the text aloud. To promote learning independence we are moving
from ‘human’ readers to computerised readers in GCSE examinations. This access
arrangement is only available to pupils who meet the examination boards' strict criteria. The
school has also subscribed to Load2Learn, which offers school text books on computers,
again only available for those pupils with significant print difficulties, enabling them to
access the text. The Dragon Project has been set up through CSD to support pupils with
severe spelling or writing difficulties. This speech recognition software enables pupils to talk
into a microphone linked to a computer, so that the words are converted into text on the
screen. Please contact us in CSD for a demonstration of any of these tools.
Please see the school’s Accessibility Policy for further information about the ways in which
the school ensures physical and curriculum access.
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Additional support for learning that is available to pupils with special
educational needs
As well as careful differentiation, and a Literacy Across the Curriculum (LAC) Policy,
additional classroom support for learning is provided by Teaching Assistants who have
subject specialisms and training in various SEND (See Appendix 1).
Staff in CSD have had training in Restorative Approaches, which aim to develop and support
relationships in school, and take a restorative approach to resolving conflict, by encouraging
pupils to take responsibility for their behaviour, think about consequences for themselves and
others, and take positive steps forward. Staff are also trained in Anti-Bullying initiatives. We
have a strong anti-bullying ethos at Chiltern Edge School; there is a dedicated pupil group,
Power Group, formed by past pupils to increase understanding of bullying issues, provide
information to staff and to pupils, and support children who may feel vulnerable. We also
have pupil Anti Bullying Ambassadors, and representation on the school Council. Both peer
mentoring and support for reading, for example through Reading Buddies, are also
encouraged.
The school enables pupils with special educational needs to engage in the
activities of the school (including physical activities) together with children who
do not have special educational needs

The SENCO takes an active role in the school’s drama productions, and we have an
ethos of positive encouragement of all pupils to take part in all aspects of school life,
whether on stage or backstage

The school participates in the Duke of Edinburgh award scheme, and the SENCO
supports the inclusion of pupils with SEND in this programme

Youth Award groups (Years 10 and 11) include pupils with and without SEND, all
taking part in the varied activities offered on this course, with support as necessary

The school’s Power Group includes many members who have SEND

Pupils on Pupil Premium are supported financially to attend residential and day trips

Pupils with SEND are supported to take part in all school activities, including the
Year 7 Camp

PE staff encourage participation in sports, with the support of Teaching Assistants

Lifts in school provide access to the science classrooms and to the Sports Hall
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
The school’s Accessibility Policy ensures that when physical access to a class is not
possible for a student, classes are moved so that all pupils can take part in mainstream
lessons

Specialist outreach support is sought to ensure that pupils with visual or auditory
impairments are enabled to participate as fully as possible in all mainstream activities

Differentiation training for staff across the curriculum, with a focus on literacy, means
that all children should be able to participate in classes

Pupil Profiles, and other information about individual pupils, as well as generic advice
about SEND in school is made available to all teachers through the SEND area on the
school website
Support is available for improving the emotional, mental and social development
of pupils with special educational needs
CSD runs small group sessions to support the development of social skills. Staff have been
trained in restorative approaches and incorporate these into their small group teaching, as
well as when children are referred to the department for support in dealing with various
incidents. CSD also runs activities and clubs to support children, and has a quiet garden
where children can socialise in a calm and supportive environment (see Appendix 2).
The school has a designated teacher with Responsibility for Social and Emotional Aspects of
Learning (SEAL) and for Personal, Social, Health, Citizenship and Economic Education
(PSHCEE). The school has a Pastoral Support Manager with responsibility for having a
positive impact on the care, guidance and support offered to students in the school. The
Pastoral Support Manager liaises with other members in the Pastoral Team, for example the
Heads of Houses and the school counsellor, to identify interventions needed and to instigate,
monitor and evaluate these interventions. The Pastoral Support Manager encourages target
groups within the school to make expected progress.
Expertise and training of staff in relation to children and young people with
special educational needs, and how specialist expertise will be secured
In addition to extensive staff training, CSD provides advice and information to staff through
regular briefings given by the SENCO, SEND Bulletins, the SEND noticeboard, and a staff
information area on the school intranet, as well as an open-door policy for all staff in order to
provide further support .We take very careful account of any professional reports provided by
parents, and any recommendations made by outside agencies, and previous schools. Where
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appropriate this information is shared with staff through Pupil Profiles, One Page Profiles,
announcements at staff briefings, and via e-mail.
Teaching Assistants have regular training and opportunities to up-date their knowledge and
skills. This is recorded on Blue Sky, and monitored according to the school’s performance
management procedures. Although training is given at Chiltern Edge, when recruiting we
look for particular experience in SEND as well as subject knowledge and expertise. Close
working relationships are established between local authority Special Educational Needs
Support Services and the staff working with individual pupils.
Chiltern Edge employs a specialist teacher qualified to teach and assess pupils with dyslexic
difficulties (See Appendix 1, Anne House). As part of our whole school approach to access
and inclusion, the specialist teacher also assesses for access arrangements related to general
qualifications, e.g. GCSEs) and vocational qualifications (e.g. BTECs).
Additional equipment and facilities to support children and young people with
special educational needs
To access specialist equipment or facilities, the SENCO follows the protocols specified by
each local authority, currently Oxfordshire, Reading and West Berkshire. The process for
engaging additional support/specialist services (e.g. Educational Psychologist, Specialist
Teacher of the Deaf) is monitored by the SENCO, within the local authorities’ frameworks.
The SENCO has close links with Bishopswood Special School, and arrangements can be
made to share expertise and training with Bishopswood staff. Chiltern Edge School shares
resources, for example reading schemes, literacy and numeracy programmes with
Bishopswood School. Access to Bishopswood’s hydrotherapy pool and outside facilities can
also be negotiated depending on need.
Arrangements for consulting parents of children with special educational needs
regarding the education of their child, and the involvement of such parents

Parents are involved from the outset and encouraged to discuss any concerns with
class teachers as they arise

Parents are always encouraged to take part in the process of reviewing and monitoring
a student’s provision and progress
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
Parents will receive accurate information when they meet with teachers, in order to
gain a full picture of their child’s skills and abilities, as well as their child’s behaviour
at school

Parents are consulted before outside agencies are involved, and are included as far as
possible in any strategies put into place

Parents have the right to access any records of their child’s progress and are
encouraged to contribute to these records

Learning Review Days meetings are held once a year, as well as Parents’ Evenings,
and all parents will receive regular feedback with ‘Currently Working At’ (CWA)
figures and a written report

Parents are welcome to visit the school or arrange meetings with the child’s form tutor
or SENCO at other times to discuss any aspect of their child’s progress

Face to face meetings are encouraged, particularly when a child joins the school

We are happy to make arrangements wherever possible for interpreters to be present
for parents with a first language other than English

The school website also provides information about the Curriculum Support
Department (CSD)

We will actively seek parent feedback as part of our process for the annual review of
the SEND policy, in addition to encouraging parental comments about how well we
are meeting their child’s needs

We will be providing summaries of the SEND policy and this SEN Information
Report

SEND information and leaflets/audio guides are available in a number of community
languages and are available from the school, as well as Oxford Local Education
authority, and Reading Borough Council advice and support services:
o The Special Educational Needs and Disabilities Information Advice and
Support Service SENDIASS, formerly Parent Partnership, provides an
information and support service to any parent of a child or young person (ages
0-20) who has SEN or Disability in Oxfordshire, with any kind of learning
difficulty or physical disability:
http://schools.oxfordshire.gov.uk/cms/content/sendiass-oxfordshire-formerlyparent-partnership
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o Reading’s Advice and Support Service for SEND is Reading Borough
Council’s information and support service, which also gives information about
mediation services:
http://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=Vq
ahHpIA19A
Arrangements for consulting young people with special educational needs
regarding their involvement in their own education
All pupils will be involved in making decisions about their education, in ways which reflect
their evolving maturity. All pupils are given the opportunity to make choices. Confident
young pupils, who know that their opinions will be valued and who can practise making
choices, will be more secure and effective pupils during the school years and in future life.
At Chiltern Edge School, we encourage pupils to participate in their learning by:

Contributing to reviews and targets (informally or formally through One Page
Profiles)

Talking to Teaching Assistants and teachers about their learning

Being given the opportunity to tell us how they feel in school (focus groups)

House and individual reward systems

Having the opportunity to join the School Council

Being welcome to express their views to the Headteacher and leadership team
Dealing with complaints from parents of pupils with special educational needs
concerning the provision made at the school
If pupils or parents/carers are unhappy with any aspect of SEND provision they should
discuss the problem with the teacher or form tutor in the first instance. Anyone who feels
unable to talk to the teacher, or who is not satisfied with the teacher’s comments, should ask
to speak to the SENCO. For a problem that might need time to be explored, parents/carers
should make an appointment with the SENCO.
We encourage resolution of problems by informal means wherever possible. All complaints
will be handled in accordance with the schools Complaints Policy:
http://www.chilternedge.oxon.sch.uk/attachments/policies/ComplaintProcedures_2014.pdf
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The governing body
Governing bodies have legal duties under the Children and Families Act 2014 in relation to
pupils with special educational needs and disabilities (SEND). Chiltern Edge has two named
SEND governors, who have specific oversight of the school’s arrangements for SEN and
disability. As well as monitoring provision, their responsibilities are to increase the extent to
which pupils with disabilities can participate in the curriculum; improve the physical
environment of schools to enable pupils with disabilities to take better advantages of
education, benefits, facilities and services provided; and improve the availability of
accessible information to pupils with disabilities. Full details of the Governing body’s role
can be found in the Governors’ Handbook, GOV UK3.
The SEND governors at Chiltern Edge School, Mr Andrew Harland and Dr Claire Samuel,
take active roles in our SEND reviews, meet regularly with the SENCO, CSD department
staff and teachers, and support with production of linked school policies and provisions. Mr
Harland has also promoted and supported the use of accessibility tools, such as speech
recognition technology in school, and is familiar with current Joint Council for
Qualifications’ guidance relating to adjustments for candidates with disabilities and learning
difficulties. In addition to the nominated SEND Governors other members of the governing
body are enthusiastic supporters of SEND initiatives; the Acting Chair of Governors, Mrs
Pauline Conway, is well known to CSD and an active participant in various activities.
The school’s arrangements for supporting pupils with special educational needs
in a transfer between phases of education or in preparation for adulthood and
independent living
Planning and preparation for the transitions between phases of education and preparation for
adult life are included in SEN Support. There are close links between Chiltern Edge School
and the local primary schools, with visits by the SENCO and a member of the Senior
Leadership Team to prepare for the transition. All Year 6 pupils are included in a three day
induction to Chiltern Edge School in the summer term.
3
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/395789/Governors_Handbo
ok.pdf
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
SEND records are transferred following county procedures

Basic information is requested from primary schools in advance of the visit by
SENCO and Senior Leadership Team to identify particular needs

Key information is shared with staff, as is appropriate, with due regard to
confidentiality

There are opportunities for all pupils to visit Chiltern Edge and SEND pupils may
be offered additional visits

The Statement/EHC plan will be reviewed/amended in the light of the
recommendations of the annual review in Year 5, taking into account parents’
views and preferences, and the response to consultation by the Local Authority
with the schools concerned

For a transfer in to or between schools, reviews and amendments will be made by
the 15th February of that calendar year at the latest.

The SENCO, where possible, will attend the final annual review of Year 5 and 6
pupils with statements for whom the particular school has been named

For pupils moving from school into a post-16 provision or apprenticeship, the
EHC plan is reviewed and amended by 31st March in the calendar year of the
transfer, to allow for planning and organising support and provision at the new
institution

The SENCO liaises closely with Learning Support Departments at college or the
chosen Sixth Form school
Useful links
Link to Equality Act Advice and Guidance:
https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools
Link to the SENDIASS Oxfordshire (formerly Parent Partnership):
https://www.oxfordshire.gov.uk/cms/public-site/sendiass-oxfordshire-formerly-parentpartnership; (Telephone: 01865 792422)
Link to Reading Borough Council Reading Information, Advice & Support Service for
SEND (formerly Parent Partnership):
http://servicesguide.reading.gov.uk/kb5/reading/directory/service.page?id=VqahHpIA19A
(Telephone: 0118 937 3421)
Link to the national Independent Advice Service for SEND: http://www.iassnetwork.org.uk/
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Link to the Anti-Bullying: http://www.anti-bullyingalliance.org.uk/send-resources/; see also:
http://www.anti-bullyingalliance.org.uk/onlinetraining
Link to information about EHCP: https://www.oxfordshire.gov.uk/cms/public-site/educationhealth-and-care-plans
Link to the Education and Health Care Plan (EHCP) meeting process:
https://www.oxfordshire.gov.uk/cms/content/education-health-and-care-plan-assessment
Link to the Information, Advice and Support Services Network (IASS Network) who have a
duty to provide information, advice and support to disabled children and young people, those
with SEN and their parents: http://www.iassnetwork.org.uk/
The government also provides an information overview: https://www.gov.uk/children-withspecial-educational-needs/overview
Useful websites for SEND information
Achievement for All: http://www.afa3as.org.uk/
Autism Education Trust: http://www.autismeducationtrust.org.uk/
Communication Trust: https://www.thecommunicationtrust.org.uk/resources/resources/
Council for Disabled Children: http://www.councilfordisabledchildren.org.uk/
Dyslexia SpLD Trust: http://framework.thedyslexia-spldtrust.org.uk/
I CAN – the children’s communications charity: www.ican.org.uk/
MindEd: https://www.minded.org.uk/
nasen: http://www.nasen.org.uk/
National Sensory Impairment Partnership: https://www.natsip.org.uk/
SEND Code of Practice:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND
_Code_of_Practice_January_2015.pdf
SEND Gateway: http://www.sendgateway.org.uk/
Local offers
Link to OCC’s local offer: https://www.oxfordshire.gov.uk/cms/public-site/specialeducational-needs-and-disability-local-offer
Reading Borough Council’s Local Offer:
http://servicesguide.reading.gov.uk/kb5/reading/directory/family.page?familychannel=3
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Appendix 1: Curriculum Support Department Staff
Curriculum Support Department Staff
Member of Staff
Role and Specialism
Full Time/ Part Time
Becky Ilderton
Special Educational Needs Coordinator
(SENCO; Primary Transition; English and
Lead Youth Award teacher)
Specialist Teacher (1-1 teaching and
support, assessment, intervention coordinator, access arrangements, Power
Group, assistive technology, access
arrangements)
Lead Teaching Assistant (TA) and
English as an Additional Language (EAL)
Specialist Co-ordinator; Hearing Impaired
expertise; Humanities and English KS3/4
Subject Specialist TA – Food Tech;
Down’s Syndrome
KS4 mentoring; Subject Specialist TA –
Maths KS3/4
Withdrawal Intervention TAs; Literacy
expertise; Youth Award; KS3 English
KS4 mentoring; Science Subject
Specialist KS3/4
Departmental Administration and Access
Arrangement Co-ordinator; Registration
Activities Co-ordinator; Assistive
Technology
Year 7 in-class support and mentoring;
Power Group support
Year 7 in-class support and mentoring
Full time
Miriam Eustace
Year 9 and 11 in-class support and
mentoring; Science Subject Specialist
Full time
Sarah Turner
Year 8 in-class support and mentoring
Full time
Francesca Evans
Year 9 in-class support and mentoring
Tuesday, Thursday, Friday
Lynn Ford
Volunteer staff member
Monday
Harley Edwin
Year 7
Phoebe Lucas
PE Subject Specialism
Tuesday, Wednesday,
Thursday
Full time
Anne House
Mo Van Boxel
Mary Ede
Tracey Seelig
Carolyn Kew
Sue Newton
Liz Allen
Jess Hammant-Cracknell
Lisa O’Brien
Tuesday, Wednesday and
Thursday
Full time
Full time
Monday, Wednesday,
Thursday, Friday
Tuesday, Wednesday,
Thursday morning
Full time
Full time
Full time
Full time
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Appendix 2: Curriculum Support Department Activities
Curriculum Support Department Activities
CSD Activities
Time
Staffing
Break Time Club
Every break time – by
invitation
CSD Staff
Card Club
Wednesday 12.30 -12.50
CSD Staff
Dragon Club – Speech recognition
Software
Wednesday tutor time
Anne House
EAL Conversation Club
Lunchtimes by
appointment
Mrs Van Boxel
Empowerment and Empathy/Social
Skills
6 week course – 60
minutes per week – by
invitation
Anne House
Examination Access Arrangements
Screening by invitation
Anne House
Friday Club
Friday P5 – by invitation
CSD Staff
Gardening Club
Thursday – tutor time –
see SENCO
CSD Staff
Homework Club
Tuesday 3.10 – 4.10 – see
SENCO
CSD Staff
Lego Club
Tuesday and Thursday
1.20-1.50
CSD Staff
Lunchtime Club
Every lunchtime – by
invitation
CSD Staff
Power Group
Thursday – tutor time –
see Mrs House
Mrs House
Speech Recognition Software Project
Daily – by invitation
Anne House
SPLD (Dyslexia) Club
Tuesday 3.10 – 4.00 – See
Mrs House
Anne House
Tutor Time Literacy – various
programmes depending upon need
Every tutor time – by
invitation
Liz Allen
Tutor Time Typing
Every tutor time – by
invitation
Liz Allen
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Appendix 3: Service/Agency Contacts
Service/Agency Contacts
Service/Agency
Contact Name
Tel/Fax/E-mail
Advisory Teacher for Pupils with
Down’s Syndrome and complex
medical needs
Sandy Alton
Access through SENCO
Autistic Service Outreach Teacher
Ryan Bradley
Access through SENCO
Bishopswood Outreach
Janet Kellet
Access through SENCO
CAMHS
Oxfordshire – tbc
Tel: 01865 904700
Reading - tbc
Tel: 011899315861
Dyslexia Assessment
Anne House
Access through SENCO
Educational Psychologist
Catherine Roderick – Oxon Access through SENCO
Deborah Sanders - Reading
Local SEN Team Oxfordshire
Queries and information about
EHC Plans
Looked After Children
SENCO
SEN Case Worker Team Tel: 01865 792422
https://www.oxfordshire.gov.u
k/cms/content/contact-specialeducational-needs-caseworkteams
Daniel Sadler
Tel: 01189721500
Access through SENCO
Physiotherapist
School Counsellor
Through school, or directly
Emma Holmes
Self-referral; staff referral
Tel: 01189725100
School Nurse
Jackie Nice
Tel: 01189725100
Extension: 437
SENCO
Becky Ilderton
Tel: 01189721500
Extension:426
SEND Governors
Claire Samuel
Tel: 01189725100
Andrew Harland
Tel: 01189725100
Local SEN Team
Oxfordshire
Tel: 01865 792422
SENDIASS (SEN and Disability
Information, Advice and Support
Service) formerly Parent Partnership
https://www.oxfordshire.gov.u
k/cms/content/contact-specialeducational-needs-and16 | P a g e
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disability-local-offer
Speech and Language Service
Outreach Teacher
Iona Carminada
Access through SENCO
Teacher of the Deaf
Kath McDermott
Access through SENCO
Visually Impaired Outreach
Katarina Walls
Access through SENCO
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