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Ashmead School

Ashmead provides its children with two everlasting things, one is roots, the other wings.


Ashmead School’s Local Offer


At Ashmead School, we believe that every pupil has an entitlement to achieve their full potential. High quality teaching and a challenging curriculum is vital; however for some children there are occasions during their school life when additional support may be needed to help them to achieve their targets. All pupils, including those with a special educational need or disability (SEND) has the right to be fully involved in all that the school offers.


SEND provision at Ashmead School

Ashmead is a mainstream nursery and school, serving children from 2.5 -11 years of age.  From reception to Year 6 there are three classes per year group with the exception of Year 3/4 which has one mixed 3/4 class.


Identifying pupils with Special Educational Needs

Children may be identified as having SEND through a variety of ways including the following:

  • Concerns raised by parents or carers/ the child/ the teacher
  • Child performing significantly below age expected levels or whose progress is significantly slower than expected
  • Reading and spelling tests carried out at the beginning and end of the year from year 2-6
  • Liaison with other nursery/school settings
  • Liaison with external agencies (such as Speech and Language Therapists, Occupational therapists, Educational Psychologists)
  • Observations and assessments undertaken in school or by external agencies
  • Medical assessments
  • Through termly Pupil progress Meetings
  • The SENDCOs analyse termly assessment data alongside the assessment coordinator to identify pupils who are not meeting their targets.


At Ashmead, we track children’s progress from entry at Nursery or Reception through to Year 6, using a variety of methods including National Curriculum levels and the Foundation Stage profiles. Children who are not making expected progress are picked up through our termly pupil progress meetings with the class teacher and Head/Deputy Head teacher. A discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.


How we monitor provision

Support Plans are written by the class teacher in consultation with the pupil and parent and are overseen by the SENDCo. Support plans show how support is targeted and the effectiveness of the intervention. These are reviewed at least termly. Termly data and information from teachers, parents and the pupil is all used to assess the effectiveness of the provision and the progress of pupils with SEND. The class teacher will meet with parents of pupils with SEND at least three times a year to discuss the child’s needs, support and progress. Parents are also welcome any time to make an appointment to meet with the class teacher or SENDCo. We can offer advice and practical ways that parents can help their child at home.


Ashmead’s approach to teaching pupils with SEND

We are an inclusive school that welcomes and celebrates diversity. We aim for all pupils to be included in our curriculum and will provide the necessary support to ensure that this is successful. This may include the provision of one to one or small group support, both in and out of class, specific intervention programmes or the use of specialist equipment. All of our staff are trained to adapt lessons according to the needs and differing abilities of children in their class. They set individual targets for every child so that every child is able to learn at their own pace and in their own way. In Early Years, pupils with potential SEN are identified early based on their progress within Development Matters bands. Support is quickly put in place through the ‘Early intervention Timetable.’ This involves additional adults who deliver support for small groups in numeracy, reading, social skills, fine motor skills as well as one to one support for pupils with significant needs. In Years 2, 4 and 6 we have an additional teacher for Maths and Literacy to allow an improved adult to child ratio and which also provides additional adults to support our SEN children. The school also has three Teaching Assistants who have been specifically trained to deliver group and 1:1 interventions. In addition to this class teaching assistants have received training in direct instruction and precision monitoring to support pupils learning within the classroom. In some classes across Years 1-3, we use Shape coding to develop writing in support in Literacy lessons and Numicon to support pupils understanding of number and counting.

We are well supported by external agencies, including Educational Psychology, Specialist Teaching Service, Speech and Language therapy and Occupational Therapy, who provide individualised programmes and advice as appropriate.

All staff appreciate the importance of children having high self-esteem in order to achieve positive well-being. All pupils take part in PSHE and circle times but additional social skills groups, as well as a Pyramid club, are provided to support children with social, emotional and mental health needs. We are part of the TAMHS (Targeted Mental Health in School) project, where staff have the opportunity for regular professional development and training from Mental Health specialists. Occasionally, a child may be referred to our school counsellor or Child and Adolescent Mental Health (CAMHS) for extra support. This is always discussed with parents first.

If a pupil has an additional medical need, a detailed care plan will be compiled in consultation with parents/carers. These are discussed with all staff who are involved with the pupil and appropriate support put in place.


Facilities to include pupils with SEND

The school’s buildings are DDA compliant. The buildings are accessible for wheelchair users and there are three toilets available for disabled users. There are disabled parking bays in the staff and visitors’ car parks, close to the main entrance of the school.


Training for staff

Ashmead school has an Early Years and Key Stage One SENCO who is a qualified teacher and is currently training for the National Award in Special Educational Needs co-ordination. The Key Stage Two SENCO is also a qualified teacher and has a post graduate certificate in SEN.

School staff regularly take part in internal and external training to develop their understanding and expertise in supporting children with SEND.


Arrangements for consultation

How are Parents involved?

  • Parents/carers can request a meeting with the class teacher or SENCO at any time to discuss concerns.
  • Children’s progress is discussed at Parent Evenings and through school reports.
  • Support Plans are shared with parents on a termly basis.
  • Reports from professionals are shared with parents when received.

How are children involved?

  • Child friendly targets are shared with the children.
  • Progress is discussed with the children.
  • The child’s point of view is discussed with them and recorded on Support Plans.


Who does Ashmead School work in partnership with?

  • We involve other professional bodies (including health, social care) to meet the needs of pupils with SEND.
  • These agencies include; Educational Psychologist, Speech and Language, Cognition and Learning, Specialist Teaching Service, Primary Referral Unit, Child and Adolescent Mental Health Service (CAHMS), TAMHS, Paediatricians, Young Carers, The Family Resilience Team and School Nurse.
  • Ashmead is part of the ‘Aspire’ group which involves working in partnership with other local schools.
  • Ashmead is a member of ALPS Co-operative Trust that is a family of three local schools.

Transition arrangements

In the Summer term the SENCO liases with the secondary schools that pupils with SEND will be moving to in the next academic year. There is also liason between other schools and nurseries when children move to Ashmead from other settings and records are transferred accordingly



Ashmead School Key Contacts

Head Teachers

Mr Marcus Pickover and Mr Michael Pearse



Miss Charlotte Pooley (EY and Key Stage 1) and Mrs Ceri Jay (Key Stage 2)

Mrs Amanda Stewart is the SENCO for Nursery


Complaints or Concerns

Should a parent wish to complain about their provision their child is receiving it is suggested that the SENCO be contacted initially so she can endeavor to resolve the situation. Any unresolved issues should be dealt with as described in the complaints policy.


Bucks Local Offer

Information for the local offer for Buckinghamshire County Council is available at