Castleview School
Castleview School is a primary school and nursery. The school has over 600 pupils aged 3-11.
It is a popular and over subscribed school which achieves very good results.
We are commit to:
- inclusion and believe that all children should be equally valued
- eliminate prejudice and discrimination
- develop an environment where all children can flourish and feel safe
- give our children every opportunity to achieve the highest standards
- ensure that our school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.
We aim to:
- develop a sense of community and belonging
- offer new opportunities to learners who may have experienced difficulties.
Castleview school has an in-school resource base for 22 pupils aged 3-11 with:
- Autism Spectrum Disorder (ASD)
- Complex Needs (CN).
All pupils allocated to the resource base will have a detailed Education, Health and Care Plan.
Who to contact
- Contact name
- Tubatsi Moloi
- Contact position
- Head Teacher
- Telephone
- 01753 810615 01753 810615
- mail@castleview.slough.sch.uk
- Website
- Castleview School
- Scan to visit this website
Where to go
- Name
- Castleview School
- Address
-
Woodstock Avenue
Slough
Berkshire - Postcode
-
SL3 7LJ
Find SL3 7LJ on a map
Time/date details
- When is it on
- Open Monday to Friday from 8am until 4pm.
- Time of day
-
Morning
Afternoon
Local Offer
- Description
The Children and Families Bill (April 2014) requires Local Authorities to publish information on:
- education
- health
- social care
for children and young people aged 0-25 with Special Educational Needs and Disabilities.
The purpose of a local offer is to help parents and carers:
- find and
- access services
for children with SEND in their area.
The information below is Castleview School's contribution to the Local Offer.
- Contact name
- Julie Devitt
- Contact telephone
- 01753 810615
- Contact email
- mail@castleview.slough.sch.uk
- Local Offer age bands
- Primary (4-10 years)
Schools extended Local Offer response
- Special Educational Needs policy
The term Special Educational Needs (SEN) has a legal definition. It 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 harder for them to learn or access education than most other children of their age.
The term SEN covers a wide range of types of need, including:
- specific learning difficulties
- moderate learning difficulties
- speech, language and communication needs
- behavioural, emotional and social difficulties
- autism spectrum conditions
- visual and hearing impairment
- physical disability
- multi-sensory impairment
- profound and multiple learning difficulties.
Castleview School aims to provide:
- equal opportunities for all pupils to reach their full potential
- the highest possible standards of personal and academic achievement
- a positive environment which recognises the achievements of all members of the school.
- Teaching and learning
Some children find it harder to learn than other children of the same age.
Sometimes, it may be possible to help children by making small changes to:
- teaching styles and
- support strategies.
Our school has many different ways of helping children to learn and make progress. This includes differentiating lessons so that all children can:
- access the curriculum and
- experience success.
Also, the school can adapt resources to suit the needs of the learner.
Children and young people with SEN often have significant barriers to their learning.
The school supports them through:
- curriculum differentiation
- support for behaviour
- bespoke, individual support through specific programmes or interventions
- support for health needs
- small group work
- specialist teaching groups.
- Identifying and assessing Special Educational Needs
It is important to identify a child who is struggling with their learning at an early stage.
This helps them have a better chance to:
- make progress and
- acheiving success.
The school identifes children as having SEN through a variety of ways. These include:
- information gained through meetings with the child’s previous setting
- concerns raised by a parent/carer
- significantly lower than expected levels of achievement and limited progress
- concerns raised by a member of staff such as unusual behaviour
- information from other professionals that might be in contact with the child. This might be a physiotherapist, speech therapist or paediatrician.
At Castleview School, we measure children’s progress in learning against:
- the national expectations and
- age related expectations.
The class teacher continually assesses each child and notes areas where they:
- are improving and
- need further support.
The Senior Leadership Team has termly meetings to:
- discuss individual children’s academic progress and
- put interventions and support in place.
We meet specialists from the council such as an Educational Psychologist, to discuss concerns about:
- learning
- social and
- behavioural.
These meetings are held half termly.
- Involving parents and children/young people in planning and reviewing progress
Castleview is an inclusive school. We value and respect each child's view.
We encourage them to express their views either :
- verbally or
- non-verbally
using appropriate methods to suit communication needs.
They have a right to:
- receive and make known information
- express an opinion
- have thier opinion taken into account.
Whenever appropriate, we will seek children’s opinions and views.
We encourage them to take an active part in decision making, especially as part of their reviews.
Castleview School promotes a culture of co-operation between parents and school. Parents have a unique knowledge of their child and we encourage them to share it with us.
When a child is identified as having a SEN, parents are informed. A meeting is arranged to discuss measures that will be put into place to support their child.
Parents are encouraged to share their views and aspirations for their child. Agreed targets are then worked towards.
Class teachers have regular meetings with parents to review attainment and progress. Parents can also meet their child's class teacher at an agreed time to discuss any concerns.
The Special Educational Needs Co-ordinator is also available to discuss support and progress.
- Additional support
When a child has been identified as having SEN, often extra support is put into place for that child.
This may involve providing additional adult support to work with the child.
When appropriate, we would refer to an outside agency. We may contact one of the following agencies for specialist support.
- Educational Psychology Service
- Autism Outreach Service
- Behaviour Support Service
- Speech Therapy Service
- Sensory Consortium Service
- Physiotherapy and Occupational Therapy Service
- School Nurse
- Parent Partnership
- Social Services
- Attendance Officer
- Learning Difficulties and Disabilities Service.
- Extra activities
Castleview School tries to make all trips inclusive. We plan in advance and use accessible places.
Risk assessments are undertaken for all trips.
All children are welcome at our after-school activities.
We willcomplete a ‘Needs analysis’ for children who need 1:1 support. We will discuss this with parents.
- Meeting social and emotional needs of children/young people
Our school is an inclusive school and we welcome and celebrate diversity.
We:
- are a caring and understanding team
- believe that high self-esteem isimportant to a child’s well-being.
The class teacher has responsibility for the:
- pastoral
- medical
- social care
of every child in their class.
After any incident, we expect our children to:
- reflect on their behaviour with an adult and
- discuss ways of changing and improving that behaviour.
This is to make sure similar incidents do not re-occur.
There are high expectations of behaviour. The school uses a positive behaviour management approach. This includes the use of reward systems such as
- stickers and
- house points
to encourage good behaviour.
We support children to have a sense of self-awareness and empathy towards others.
We record and monitor attendance and lateness of every child. Persistent lateness and absence are reported to the headteacher.
All the above measures help to minimise the possibility of exclusion.
- Keeping up to date with knowledge and skills
We:
- identify training needs and
- organise relevant training
for teachers and support staff relevant to the needs of the children in their class.
School staff have received training from the:
- Educational Psychologist
- Speech Therapist
- Sensory Consortium
- Learning Difficulties and Disabilities Team.
School based training has also been delivered on topics such as:
- Down Syndrome and
- Autism Spectrum Disorders.
The SENCo:
- keeps up to date with the local and national initiatives in SEN and
- attends the termly local authority SENCo meetings.
- Transitions
Starting school
We:
- contact parents and the previous setting as soon as we are notified of the transfer
- arrange visits and discussions with the parents, child and relevant professionals working with the child.
Transition between year groups:
Children with special needs are prepared for transition to a new year group through frequent visits to the new class during the summer term.
Also each child is given a transition booklet made specifically with the individual child in mind. The booklet is written as a social story that can be read over the summer break.
Transition to Secondary School:
The school follows the Local Authority transfer arrangements to secondary schools.
Parents of pupils with Education, Health and Care plans attending Year 5 are given the opportunity to discuss transfer options with the:
- SENCO
- Inclusion Manager
- representative from the local authority.
Secondary staff are invited to the final annual review of a child with a Statement or Education, Health and Care Plan.
The SENCO meets with secondary staff to:
- discuss all children with special needs prior to transfer and
- can arrange additional visits to the secondary school for children before the transfer.
All documentation and information is forwarded for any child transferring to another school before the end of Year 6.
All pupils with Statements or Education, Health and Care Plans have a One Page Pupil Profile in which all:
- strengths
- needs
- differences
- special arrangements
are documented.
The Profiles are updated annually. They are handed to relevant members of school staff in preparation for the new academic year.
- Helpful contacts
- Headteacher – Tubatsi Moloi
- SENCO – Seema Ilyas.
Last updated
Last updated - .
Disclaimer
This information has been collected from third party providers. Slough Information and Services Guide and Slough Borough Council cannot accept responsibility for the accuracy of this information and recommend that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service), OFSTED and CQC registrations.