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Castleview School

Castleview School is a primary school and nursery with over 600 pupils aged 3-11.  It is a popular and over subscribed school which achieves very good results.  

We are committed to inclusion and believe that all children should be equally valued in school.  We strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.  We are committed to giving all of our children every opportunity to achieve the highest of standards.  This helps to ensure that our school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.  

We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.  

Castleview school has an in-school resource base for 22 pupils aged 3-11 with Autism Spectrum Disorder (ASD) and Complex Needs (CN). 

All pupils who are allocated to the resource base will have a detailed Education, Health and Care Plan.

Who to contact

Name
Clare Beynon
Position
Head Teacher
Telephone
01753 810615
Email
mail@castleview.slough.sch.uk
Website
Castleview School

Where to go

Address
Woodstock Avenue
Slough
Berkshire
Postcode
SL3 7LJ

Local Offer

Description

 

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 Castleview School's contribution to the local offer.

 

Contact Name
Kiran Aujla
Contact Telephone
01753 810615
Contact Email
kaujla@castleview.slough.sch.uk
Local Offer Age Bands
Primary (4-10 years)

Extended Local Offer Response


Special Educational Needs Policy

The term Special Educational Needs (SEN) 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 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 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.

Our Special Educational Needs Policy can be found on our school website at www.castleview.slough.sch.uk/Policies

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. In addition, resources can be adapted to suit the needs of the learner. 

Children and young people who have been identified as having special educational needs tend to have more significant barriers to their learning. 

The school supports those children identified 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

The importance of early identification of a child who is struggling with their learning is crucial. The earlier support is put into place for those children, the better the chances of making progress and acheiving success.

At Castleview School, children are identified as having a special educational need 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 gained through meeting with other professionals that might be in contact with the child such as 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 where further support is needed. 

Termly meetings are held with the Senior Leadership Team to discuss individual children’s academic progress. As a result of these meetings, interventions and support is put in place. 

Half-termly meetings are held with specialists from Slough Borough Council, such as an Educational Psychologist, to discuss learning, social and behavioural concerns.

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

Castleview school is an inclusive school where each child’s views are valued and respected.

Children are encouraged 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, to express an opinion and have that opinion taken into account.  Whenever appropriate, children’s opinions and views will be sought and they will be encouraged 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 this to be shared with us.

When a child is identified as having a special educational need, parents are informed and a meeting is arranged to discuss what measures will be put into place to support their child.  Parents are encouraged to share their views and aspirations for their child and agreed targets are then worked towards. 

Regular meetings are held between class teachers and parents to review attainment and progress. In addition, parents can meet with 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 in more detail.

Additional Support

When a child has been identified as having a special educational need often additional support is put into place for that child. This may involve providing additional adult support to work with the child to consolidate learning. When appropriate, referral to an outside agency is sought. When specialist advice is needed to support a child, we may contact one of the following agencies:   

  • 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 by planning in advance and using accessible places.  Risk assessments are undertaken for all trips. 

All children are welcome at our after school activities.  For those children who require 1:1 support in order to take part in an activity, a ‘Needs Analysis’ would be completed and discussed with parents.

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

Our school is an inclusive school and we welcome and celebrate diversity.  We are a caring and understanding team and believe that high self-esteem is crucial to a child’s well- being.

The class teacher has overall responsibility for the pastoral, medical and 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 so that similar incidents do not re-occur. There are high expectations of behaviour. The school uses a positive behaviour management approach, including the use of reward systems such as stickers and house points to encourage good behaviour. Children are supported to have a sense of self-awareness and empathy towards others.  

Attendance and lateness of every child is recorded and closely monitored. Persistent lateness and absence are reported to the headteacher.

All of the above measures in place enable us to minimise the possibility of exclusion.

Keeping Up to Date with Knowledge and Skills

We identify training needs and organise appropriate training for individual 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 and 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 abreast of local and national initiatives in SEN and attends the termly local authority SENCO meetings.

Transitions

Starting School 

Initial contact is made with parents and the previous setting as soon as we are notified of the transfer.  Visits and discussions with the parents, child and relevant professionals working with the child are arranged. 

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.

In addition to this, 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.  As such 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 and a 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 prior to 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 and special arrangements are documented. 

The Profiles are updated annually and handed to relevant members of school staff in preparation for the new academic year.

Helpful Contacts

 

Dedicated Contacts at the School

Headteacher – Clare Beynon

SENCO – Kiran Aujla

Last Updated
28/06/2019

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