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Pippins School

Service has Local Offer

Pippins School is an average sized school with over 200 pupils aged 3 - 11. The school is located in an urban area of Colnbrook, close to a major airport. It is a popular ‘family' school, which achieves good results.  The Early Years Foundation Stage comprises a Nursery class which is open in the mornings, and a Reception class. 

Learning lies at the heart of all we do.  We nurture our children, develop their strength and resilience and strive to realise the potential of every child.  We believe that everyone can achieve, regardless of ability and aptitude and we offer new opportunities to learners who may have experienced previous difficulties.  Every child is significant, every child deserves the best and every child has the right to achieve.  Trust and integrity are the cohesive elements that bind the partnership between home and school TOGETHER. Together, we celebrate and share success and achievement.   

Pippins School Nursery opens at 8.30am - 11.30am. Reception to Year 6 children filter in from 8.35am.  School officially starts at 8.45am and finishes at 3.10pm. We have a range of after school activities.

Who to contact

01753 682937

Where to go

Pippins School
Raymond Close, Rodney Way,

Local Offer


The Children and Families Bill (April 2014) outlines the Government’s plans to require Local Authorities to publish information on services and provision across education, health and social care for children and young people aged 0-25 with Special Educational Needs and Disabilities (SEND June 2014). The purpose of a local offer is to enable parents and carers to see more clearly what services are available for children with SEND in their area and how to access them. The information below is Pippins School's contribution to the local offer.

Please feel free to contact us in advance to discuss your / your child's specific needs and we will do our best to work with you to resolve any access issues.

Contact Name
Mrs Sara Doherty
Contact Telephone
01753 682937
Contact Email
SEND policy
Local Offer Age Bands
Primary (4-10 years)

Extended Local Offer Response

Special Educational Needs Policy

The term Special Educational Needs Disability (SEND) has a legal definition which is set out in the Education Act 1996 and the Children and families Act 2014. It applies to children who have learning difficulties or disabilities that make it significantly harder for them to learn or access education than most other children of their age.

The term SEND covers a wide range of types of need, including:

  • specific learning difficulties
  • moderate learning difficulties
  • speech, language and communication needs
  • social, emotional and mental health needs
  • autism spectrum conditions
  • visual and hearing impairment
  • physical disability
  • multi-sensory impairment
  • Profound and multiple learning difficulties.

Pippins School aims to provide equal opportunities for all pupils to reach their full potential and the highest possible standards of personal and academic achievement. We aim to create a positive environment which recognises the achievements of all members of the school community.

There are many types of additional need - some physical, some related to mental health, some to do with learning and others to do with social or emotional interaction.  Whatever your child's need - we will work with you to make sure they are ably supported, challenged and inspired to be the very best they can.

Teaching and Learning

At Pippins School, it is our aim to have outstanding provision for all pupils in school including those with special educational needs. We aim to live out our vision as an inclusive school which values the qualities that make every person unique and to make sure that pupils with SEN or disabilities receive the correct support in order to reach their best potential. 

At Pippins School, we have high expectations.  We promote high achievement and life learning.  We provide:

  • Consistently high quality teaching which is differentiated and personalised to meet the needs of all our children.
  • A creative curriculum, where children participate fully and develop skills for learning and for life.
  • In the mornings, every class in Key Stage 1 and groups in Key Stage 2 have access to a Learning Support Assistant (LSA) to support the class teacher, small groups of children or 1:1 as well as interventions across the school throughout the school day.
  • Aspirational target setting linked to our tracking system.
  • A learning environment that facilitates effective learning.
  • Up to date training and courses that impact and influence our teaching and learning.
  • High standards to ensure that our children are literate and numerate and have advanced technological skills.
  • A positive approach towards a healthy lifestyle.
  • And create  learning partnerships between school, home and the community that supports and encourages success and promotes respect

Identifying and Assessing Special Educational Needs

The 2014 SEN Code of Practise identifies four types of action that should be taken to put effective support in place.  These are assess, plan, do and review.  We endeavour to ensure that all children’s needs are identified and effectively supported through the following process.

How does the school know if a child needs extra support?

  •      Concerns might be raised by parents/carers or the child’s class teacher
  •      If we notice that a child is making limited/slow progress
  •      If we notice a change in the child’s behaviour/attitude

How does the school assess and monitor my child’s progress?

Our teachers monitor each child’s progress and will discuss any concerns with our Special Educational Needs Disability Co-ordinator ( SENDCo).

Teachers and the Senior Leadership Team meet regularly to discuss children’s progress.  Any concerns will be discussed and followed up with the appropriate action and intervention. We will involve parents in conversations about their child and any concerns class teachers or staff have around their learning or progress.

Action plans are written for each child with SEND and reviewed at regular intervals, discussed with the child’s parents and the child (if appropriate).   The Personal Plans contain achievable targets which are reviewed regularly.

The effectiveness of the support in place will be revised and any changes necessary will be put into place.

Involving Parents and Children and Young People in Planning and Reviewing Progress

How will the school involve me as a parent and my child in meeting my child’s needs?

We value and need your input and support as a parent and will engage both you and your child in many of the decisions we make.  

  • Parents/carers will be informed as soon as any area of concern has been identified.
  • You will be invited to meet with your child’s teacher each term to discuss progress and to review and set new targets.
  • You can make an appointment with your child’s teacher or our SENDCo at any time to discuss any concerns you may have.
  • We will give you advice on how to support learning at home.
  • Your child’s teacher will speak with your child individually to talk about progress and set targets together.
  • If outside agencies are involved (e.g. Speech and Language, Educational Psychologist) they normally provide advice and strategies you can use at home.
  • If your child has  an EHCP (Education, Health and Care Plan) you will be invited to the 6 monthly/Annual Reviews, where progress will be discussed and you will be involved in helping to set further targets.

Additional Support

What additional kinds of support are available for children with SEND?

We offer a range of support, depending on the needs of each individual child.  

  • The curriculum is differentiated so that tasks set are at the appropriate level for each child
  • Small groups of children are given targeted literacy/maths support in class, led by the class teacher or a Teaching Assistant (TA) 
  • We run intervention groups for some children, where the children are given extra literacy/maths support outside of their classroom e.g. Precision Teaching, Speed-up, Teodorescu Handwriting Scheme, Active Literacy Kit.
  • We have a range of computer software to support learning e.g. Units of Sound, Sumdog
  • Our Nurture Lead works closely with the SENDCo, staff and parents, to identify children who may need targeted social, emotional and/or mental health support. She offers group sessions and 1:1 play based therapy tailored to the needs of individual children and groups as required.
  • Occasionally a child may need support from a specialist such as the Educational Psychologist, Speech and Language therapist, Services for Autism, the Sensory Consortium or Behaviour Support Services.  We work closely with a range of specialists who help to support a number of children in our school.
  • Our school will purchase in association with key specialists any necessary additional equipment e.g. electrical equipment, coloured glasses, writing aids.
  • Our school has access for wheelchair users and toilets for the disabled.

Extra Activities

How does the school ensure children with SEND are included in extra-curriculum activities and school trips?

Ideally, each class will go on at least two school trips a year.  Children with SEND are encouraged to join their class and will be supported as appropriate.

We have a range of before, during and after school clubs e.g. sports clubs, judo, homework club, writers club, computer club, netball and creative club. These are available for all children but these are on a voluntary basis; therefore if a child with SEND wishes to attend a club, the school will endeavour to meet any extra provision that is required to enable them to attend.

Meeting the Social and Emotional Needs of Children and Young People with SEN

How will the school support my child’s social and emotional development?

Members of staff are always readily available to chat with children who might want to discuss a concern.

For some children we offer small group sessions in our Nurture Room – otherwise known as ‘George’s Room’.

We work closely with SEBDOS – an outreach service for supporting children with Social, Emotional and Behaviour needs.  They offer specialist support for small groups, 1:1 or family work.

Regular ‘Circle Times’ and PSHE in class are used as opportunities to discuss issues such as friendships or bullying.

We have regular whole school ‘anti-bullying’ assemblies and specialists/ agencies providing support.

Keeping Up to Date with Knowledge and Skills

What training has the staff supporting children and young people with SEND had or having?

Different members of staff have received training to help them support children with needs such as Autism, Dyslexia, Speech and Language or Social and Emotional needs, Nurture group Leader, Attachment, Pyramid Club, Rob Long Behaviour for Learning, Jolly Phonics.

  • All staff have level 1 training in Safeguarding.
  • The majority of our staff have Team Teach and First Aid Training.
  • The majority of our Teaching Assistants hold NVQ Level 2 and Level 3 qualifications.
  • All teaching staff, have as a minimum, an appropriate degree with some members of staff having further qualifications.
  • Continuous professional development is considered a priority at Pippins School.


How will my child be prepared to join the school or to transfer to a new school?

In every year group, there will be children for whom change is a challenge.  We will do all we can to make sure the transition for all children, including a child with SEND joining our school, or moving from us to a new school, is as smooth as possible.

We will liaise with the previous, or receiving school, prior to a child joining or leaving us so that important information can be exchanged.

There will be a transition period where the child has opportunities to visit us prior to starting, or visit their new school prior to leaving us.

We will spend time with the child leaving us, to help prepare them for the changes that are going to take place.

When possible we will meet with parents prior to a child with SEND joining us, or where this has not been possible once the child arrives, to share information and listen to the parents’ views.

For children moving up to Secondary School, our SENDCo will liaise with the SENDCo at the new school.

A member of staff from the Secondary School will visit the child at our school.

The child will visit their Secondary School for a transition day, and if necessary further visits can be arranged.

Helpful Contacts

Any concerns about your child in the first instance should be referred to the class teacher. The Headteacher, Mr Jalaf and or the SENDCo, Mrs Doherty, are always available to meet with any parents who are anxious.  

Please contact the school office on 01753 682937 to make an appointment.

Last Updated


This information has been collected from third party providers therefore the Slough Family Information Service website and Slough Borough Council 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