At Theale Green, our SEND department – Inclusion – is dedicated to opening doors for all students, fostering a belief in their self-worth, and nurturing their independence and life skills. We are committed to building the character of kindness in each individual, ensuring that every student feels valued and empowered.

We believe that the future belongs to them, and our goal is to create happy, balanced and considerate students who are well-prepared for all transitions in life. We support our students in developing meaningful relationships and connections, guiding them to become compassionate and resilient members of society.

Together, we strive to create an inclusive environment where every student can thrive and reach their full potential.

The Inclusion Team is led by Claire Lloyd – Assistant Headteacher – SENCo, who is supported by Ashleigh Kidd Deputy SENCo & Head of Year 8. In addition, we have two higher level learning mentors who run our Lexia Literacy Program as well as a team of learning mentors who either support in lessons or run targeted programmes for students.

Learning Mentors add value by understanding the needs of the student and ensures that support is effective. Learning Mentors will circulate the classroom, providing help and support to develop independent learners which prompts critical thinking. Learning Mentors are integrated into the overall teaching and learning strategy of the school. This includes providing appropriate training and ensuring they understand the curriculum and the specific needs of the students they support.

All students at Theale Green School receive our universal offer which refers to the support provided to all children, including those with special educational needs (SEN), within mainstream educational settings. It includes:

• High-Quality Teaching: All children receive adapted teaching tailored to diverse learning styles and needs, ensuring inclusivity and accessibility. The Principles of Rosenshine are followed by teaching staff to enable all students to successfully access the curriculum and make progress. Whilst all of these principles are important, we know that 2, 4, 6 & 8 can have the greatest impact.

• Reasonable Adjustments: Teachers adapt the learning environment, materials, and strategies to remove barriers to participation for pupils with additional needs.
• Support: Teachers review progress and provide targets monitored and graduated over time.

We follow the ‘graduated approach’ to meeting SEN needs.

The graduated approach is a 4-part cycle of assess, plan, do, review. 

Contact us:

Initially please contact your child’s tutor or Head of Year

If you would like a tour please email Inclusion@thealegreen.w-berks.sch.uk

Links:

SEND Report

West Berks Local Offer

Reading Local Offer

For a more detailed understanding of the Education Endowment Trust’s guidance:
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports

Image credits:  

1: Rosenshine Principles