Wokingham Directory | Maiden Erlegh School (2023)

Maiden Erlegh School is a larger than average comprehensive school with academy status providing a high quality education for over 1800 students, about 470 of whom are in our thriving Sixth Form.

The school is located on a closed site, which is compact in relation to the number of students on roll and as such there is limited outdoor space and no outdoor play at break and lunchtime.

The school day starts at 8.40am and finishes at 2.55pm Monday to Thursday and at 2.20pm on a Friday. During the day there is a 15 minute morning break, during which students spend their time in their next lesson area, and a 30 minute snack break spent in the dining room. This results in a highly structured and fast paced day.

Our motto is “a school of opportunity, diversity and success for all” and this permeates everything our staff do. We have a tradition of academic excellence and expect the very highest standards from all our students, including those with a special educational need, for which we offer a stimulating, caring, inclusive and supportive environment.

The school is very successful because it is ambitious and has a team of highly qualified and committed people who promote achievement for all. At Maiden Erlegh School every teacher is responsible for the well-being and progress of all the students in their care, including those with SEND and the disadvantaged.

We currently have over 80 students with an Educational, Health and Care Plan on roll. The numbers of students who receive extra support vary from year group to year group but typically 15% of our student population has SEN Needs.

Contact information

Maiden Erlegh School
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Contact Name
Mr Paul Gibson
Contact Position
0118 926 24670118 926 2467
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Maiden Erlegh School
Silverdale Road
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Complaints Procedure

Complaints procedure notes

The key policies for Maiden Erlegh School can be found here:Maiden Erlegh School - Key Policies

Complaints link
Complaints Policy

Accessing this service

Type of School
Age Ranges
11 yrs - 18 yrs
Eligibility Criteria

Wokingham Borough Council manage our admissions process

Local Offer - Support available for children and young people with additional needs

Website Links
Inclusion Department
Contact Name
Maiden Erlegh School
Contact Telephone
0118 9262467
Contact Email

Local Offer Description

Local Offer last reviewed 02/05/2023

Identification of Special Educational Needs and Disabilities (SEND)1.1: How does the school identify children/young people with special educational needs and disabilities?

Maiden Erlegh School works together with the primary school, parents and professionals during transitionto identify students with special educational needs and disabilities. The student’s voice is placed at the heart of all planning on how their needs can be met.

Examples and strategies for identification include:

(Video) Maiden Erlegh Bowling Club open day 2018

  • Liaison with the primary schools during Year 6 to 7 transition
  • SATs results
  • Support provided to students for the SATs tests
  • CATs test at the start of Year 7
  • On-going teacher observations, assessments, experience
  • Regular progress tracking through the Data Collection Reports, three times a year
  • Outside agency reports
  • Liaise with parents/carers and use of their knowledge
  • Listening to students and their concerns
  • Experiences shared from previous schools and settings
  • All staff encouraged to highlight areas of concern to the SENCo
1.2: What should I do if I think my child has SEND?

Firstly, detail the concern in writing to the SENCo, submitting any specialist reports. Following receipt of the above, the SENCo will contact parents/carers.

Support for children with special educational needs2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Staff from the Inclusion SEN Team in liaison with Subject Teachers, Head of Year and Tutor.

There are a number of qualified SENCo's at Maiden Erlegh School due to the number of students we have with Special Educational Needs. They are supported by two SEND Managers.

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • RegularData Collection Reports (three times a year)
  • Education Plan meetings
  • Annual Review meetings if student has an Education, Health and Care Plan (EHCP)
  • Meetings as needed with subject teacher, SENCo, Head of Year, Tutor
  • Parents Evening (annual)
  • Classroom Support Plan
  • Home-School Book
2.3: How will the school balance my child's need for support with developing their independence?

The holistic development of the student is central to the support provided within school. Our aim is to ensure that all students achieve success for themselves academically, but also are well prepared for their next steps after Key Stage 4. Some of the strategies used are:

  • Classroom Support Plan
  • User friendly timetables, suitable for secondary school
  • Setting homework on Google Classroom
  • Contact person for the student within the Inclusion SEN Team for any worries or concerns
  • Include plans for independence (Travel Training, Using Money, etc.) in the Education, Health and Care Plan Reviews
  • All students take part in the Personal Development programme delivered in school on a weekly basis.
  • All students take part in a diverse and informative Assembly Programme
  • Teaching Assistants are shared within classrooms and provide support as/when required and students are encouraged wherever possible to be independent learners
  • Careers advice including: Developing Curriculum Vitae, Mock Interview Practice, Meeting with Careers Advisor.
2.4: How will the school match / differentiate the curriculum for my child's needs?

The curriculum will be differentiated by the subject teacher within the classroom based on each individual student’s need, taking in to account teacher assessment, advice provided via a Classroom Support Plan and outside agencies.

Foundation Purple Pathway

Students entering Maiden Erlegh in Year 7 with Key Stage 2 levels in both English and Mathematics that are significantly below national expectation (but are not lower than junior school levels - above Year 3), are supported within our ‘Purple Pathway’ curriculum. This is a two year programme that provides the student with firm foundations from which to select Key Stage 4 Options, which commence at the beginning of Year 9. This curriculum pathway is taught within a smaller teaching group (maximum of 12 students) and is designed to provide the student with more personalised and specialist support with numeracy and literacy.

In order to fully avail of this opportunity, the students on this pathway do not study French, Geography, History or Religious Studies explicitly, though elements of these subjects are delivered as project based work. For the remaining subjects (Music, Drama, ICT, Technology, Science and Physical Education), students are taught within larger mixed ability teaching groups.

Key Stage 4

For a very small number of our students at Key Stage 4 for whom a profile of 8 successful GCSE's is not realistic and whose medium term educational goal is successful access to Level 2 courses at college or basic work/apprenticeship placement. Students can choose to take the Princes Trust Qualification qualification and be prepared for GCSE English Language, GCSE Combined Science (Foundation) and GCSE Maths (Foundation) alongside Entry Level Certificates or Number & Measure qualifications.

Indigo Resource Base

Maiden Erlegh School opened a resource base for students with an EHCP and a diagnosis of Autism Spectrum Disorder (ASD) and require support as well with associated Social Emotional and Mental Health. The Resource Base will have the benefit of a specialist SEN classroom, dedicated work spaces, a Therapy Room, Sensory Room and a Garden area. Students will spend 20 - 80% of their time in mainstream lessons. Five spaces will be allocated each year.

SEND students outside of these groups are taught within the mainstream curriculum.

Subject to staffing, the school also provides a range of additional groups and clubs which SEND students can access, depending on their individual need.

There is a whole school Homework Club after school, which all students are invited to attend, supported by a member of staff and sixth from students.

2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

Each student’s needs are looked at individually to determine the best strategies for them. Classroom Support Plans are provided to teachers containing advice on strengths, difficulties and recommendations for them to use in the classroom.

(Video) Welcome to Year 7 - September 2020

Strategies used in the classroom include:

  • Differentiated activities in the classroom
  • Visual support including pictures, writing frames or word banks
  • User friendly timetables
  • Reward systems
  • ICT support
  • Read Write Software
  • RNIB book share scheme
  • Breaking down tasks into manageable chunks
  • Multi-sensory approach to activities
  • Advice from outside agencies including CAMHS, The Sensory Consortium, Educational Psychologist, etc.
  • Classroom materials and homework being placed on a Google Classroom
  • Worksheets and written materials on different coloured paper, different sized fonts, etc.
  • Use of the Inclusion Study Area and Inclusion SEN Area for bespoke timetables
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • 3 SENCOs
  • SEND Manager x 2
  • Teaching Assistants
  • Supervisory Teaching Assistants to support within the Inclusion SEND Area
  • Higher Level Teaching Assistants in Mathematics and English
  • School Counsellors
  • JAC Youth Workers
  • Speech and Language Therapist (SALT)
  • ELSA trained HLTA
2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
As part of the transition process, discussions are held with primary settings regarding all students’ ability levels in relation to national standards. Those deemed to need an alternative pathway in order to boost their English and Mathematics skills are supported within our ‘Purple Pathway’ curriculum. This is a two year programme that provides the student with firm foundations from which to select Key Stage 4 Options, which commence at the beginning of Year 9.This curriculum pathway is taught within a smaller teaching group and is designed to provide the student with more personalised and specialist support with numeracy and literacy.In order to fully avail of this opportunity, the students on this pathway do not study French, Geography, History or Religious Studies explicitly, though elements of Geography and History are delivered as project based work. For the remaining subjects (Music, Drama, ICT, Technology, Science and Physical Education), students are taught within larger mixed ability teaching groups.SEND students outside of this group are supported within the mainstream curriculum.The school, subject to staffing, may provide a range of additional groups and clubs which all SEND students can access, depending on their individual need. A continued Purple Pathway, or alternative curriculum, may be deemed suitable for a very small number of our students at Key Stage 4 and will be based on the assessment of school staff, in consultation with parents.There is a whole school Homework Club after school, which all students are invited to attend, supported by a member of staff and sixth from students.Small group
2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each student but we will endeavour to provide resources as each student with SEND requires. Any resources and equipment that a student needs will be considered based on recommendations made by specialist services. Currently we have the following resources and equipment in school:

  • Inclusion SEN classrooms
  • Inclusion Study Area
  • Exercise books for visually impaired students
  • Use of RNIB book share scheme
  • Rapid Plus Reading programme
  • Reading Plus programme
  • Read Write Software
  • Coloured overlays
  • Posture packs
  • Support Chairs
  • Social skills materials
  • Screening materials e.g.GL Screener and GL Portfolio for Dyslexia and Dyscalculia
  • Library of SEND support materials
  • Board Games
  • Safe Knives for Food Technology
2.9: What special arrangements can be made for my child when taking examinations?

The Joint Council for Qualifications (JCQ) publishes a comprehensive guide with regard to Access Arrangements, which outlines their criteria and threshold for qualifying for concessions. For a concession to be awarded, the student must meet the stringent criteria outlined by the JCQ. Maiden Erlegh School employs an assessment process in line with JCQ criteria to assess qualification. The Centre’s decision is final and external professional reports can only be used as supporting evidence.

The following are some of the concessions available:

  • Extra Time
  • Scribes
  • Reader/Computer Reader
  • Word Processor
  • Prompter
  • Colour naming
  • Supervised Rest Breaks
  • Smaller Venues
  • Squared Paper
  • Ear Plugs
  • Fiddle Toys

The school’s procedures for concessions and access arrangements for examinations are on the website:Maiden Erlegh School - Examinations Access Arrangements

My child's progress3.1: How will the school monitor my child's progress and how will I be involved in this?
  • My Child at School Parent App.
  • Regular data tracking via DCP reportsavailable online.
  • On-going Teacher assessment and in class assessment.
  • Progress Meetings (once a year for each year group).
  • Termly review by the SENCo or SEND Manager
  • Annual Review meetings for students with an EHCP – parents/carers invited to attend and supply a report.
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • Parents involved in student target setting process at the start of each academic year.
  • Subject staff will contact parents/carers as necessary throughout the academic year.
  • Regulartracking reports inform teacher of targets and students’ personal targets (three times a year).
  • Consultation at Progress Meetings.
  • Annual Review Process for students with an EHCP.
3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
  • Annual Reviews if the student has an EHCP.
  • Parents/carers can contact the relevant subject teacher or Head of Year at any point in the academic year if there is a concern.
3.4: What arrangements does the school have for regular home to school contact?

There are a variety of communication strategies to enhance liaison with parents/carers of students:

  • Parents Information Evening at the start of each year.
  • Email, phone, diary and home-school books.
  • My Child at School Parent App.
  • Weekly update by the Headteacher (Friday)
3.5: How can I help support my child's learning?

Lots of information is provided to parents on the school’s website about you can support your child’s learning:

Some of the key points are given below:

  • Inform the school of any changes of circumstances that may impact on your son/daughter’s day at school.
  • Establish regular routines with regard to organisation and the completion of homework.
  • Encourage students to complete homework when they receive it and not the night before it is due, then if there is an issue they can find the subject teacher for help.
  • Encourage students to pack their bag the night before, so they don’t forget any of their books or equipment.
  • Ensure that students have the right stationary and equipment for school.
  • Ensure they attend school regularly and discuss any concerns in relation to this with the Head of Year.
  • Offer rewards and incentives at home for success at school.
  • Work in partnership with the school.
  • Parent Information Evenings provide information on how you can support your child in the different stages of their academic career:
    • Parents Meeting for students transitioning from Year 6 to Year 7
    • Parents Information Evening at the start of each year
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
  • The school runs annual Parent Information Evenings to offer guidance with supporting students in school.
  • The school regularly updates the website with new information about how to support your child.
  • Annual Careers Fair.
  • GCSE Options Evening.
  • Information evenings for students and parents/carers at key transition points.
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • Students review their Data Collection Reports, three times a year in tutor and with their subject teachers.
  • Annual Review Meetings - if the student has an EHCP, this enables the student to give written and verbal feedback.
  • Student voice is sought when developing and revising Classroom Support Plans.
  • Students are expected to attend Progress Meetings with their parents/carers and teachers.
3.8: What accredited and non accredited courses do you offer for young people with SEND?

The curriculum has different pathways in KS3, KS4 and KS5 (see curriculum pages on website which outline our different curriculum pathways designed to meet our students’ different needs and help them realise their potential). Each SEND student is supported in the Curriculum Pathway that school thinks is most suitable for them as an individual.

3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?

Provision and policies are monitored and evaluated by the SENCo, SEND Manager, Deputy Head of Pastoral and SEN, the SEN/Inclusion Governor and the Headteacher.

The SENCO reports to the governing body each half term on the SEN needs of pupils in the school, the effectiveness of the provision in place and the progress made by the SEN group of students. In addition to this we monitor overall effectiveness by:

Monitoring progress via regular data tracking (three times a year).

  • SEN students are separately discussed and tracked at standards review meetings.
  • Review recommendations from outside agencies.
  • Measure the impact of interventions using specific criteria designed to evaluate progress.
  • Discussion with students and parents/carers as appropriate.
  • Students are aware of own learning targets and next steps.
  • Questionnaires completed at the beginning and end of intervention.
  • Lesson observations.
  • Annual parents and student school surveys.
Support for my child's overall well being4.1: What support is available to promote the emotional and social development of children with SEND?

All students at Maiden Erlegh School have a form tutor, in a tutor group of approximately 30 students and they meet with them every day. Pastoral work is overseen by a Head of Year and in turn their work is overseen by an Assistant Headteacher for each year group.

The aims of the pastoral work are to care for the well-being of all students, promote all aspects of a pupil’s development, monitor personal development, behaviour academic progress and attendance. In addition to all of this there are also:

  • Teaching Assistants
  • After School Clubs
  • Personal Development Lesson (delivered weekly):Maiden Erlegh School - Curriculum
  • Assembly Programme
  • JAC Youth Workers
  • School Counsellors
  • Mentor staff based in the Inclusion SEN area.
  • Structured Emotional and Mental Health Support Programme, including:
    • Kooth App
    • Educational Mental Health Practitioners (EMHPs)
    • Mental Health First Aiders
4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
  • External Support where appropriate e.g. CAMHS, Behavioural Specialists, Foundry, Cranbury College, Reading FC, Alt Prov and other Alternative Learning Provisions, etc.
  • Reactive Plans
  • Proactive Plans (Individual Behaviour Plans and Pastoral Support Plans)
  • Risk Assessments
  • Art, Canine & Equine Therapy
  • Inclusion Team SEN Team
  • Inclusion Student Support
  • Inclusion Study Area
  • JAC Youth Workers
  • School Counsellors
  • Work Experience Opportunities
  • Educational Psychologist Referral
4.3: What medical support is available in the school for children with SEND?
  • Trained First Aiders
  • Staff can take on training to support the medical needs of students, where it is considered appropriate within our mainstream setting e.g. Epilepsy training, Epipen Training, etc.
  • Medical Health Care Plans
  • Referral to School Nurse

The School’s First Aid Team sends out Medical Healthcare Plans to all parents/carers to capture the full medical details of conditions and the care plans desired.

The Schools Website provides further details.

(Video) Maiden Erlegh School Teachers on Strike

4.4: How does the school manage the administration of medicines?
  • Specifically trained adults are allocated according to individual needs of students.
  • A First Aider always on site.
  • All medication is stored safely and securely. Written consent must be provided by parents/carers before the First Aid Team are permitted to administer or store any medication.
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?

The school does not provide any form of intimate care, help with toileting or eating.

There are the following facilities available on site:

  • Disabled toilet.
  • Quiet area during snack break available, if required
  • Separate changing areas for PE
Specialist services and expertise available at or accessed by the school5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

The school has access to the following support services:

  • CAMHs
  • Wokingham Local Authority
  • Occupational Therapists
  • Education Welfare Officer
  • Speech and Language Therapists
  • Educational Psychologist
  • Maiden Erlegh Trust Career Advisor
  • JAC (Just Around the Corner) Youth Workers
  • School Counsellor
  • Educational Mental Health Practitioners (EMHPs)
  • Sensory Consortium (for Visual or Hearing Impaired Students)
  • Behaviour Support Worker from Foundry College (Wokingham) or Cranbury College (Reading)
5.2: What should I do if I think my child needs support from one of these services?

Write to the SENCo who will assess and make a referral or provide advice. In many instances it is more appropriate to discuss your concern with your GP, if your concern has a medical basis.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
  • In school staff follow programmes provided by these services.
  • The school has their own Speech and Language Therapist who can complete assessment and implement programmes.
  • Specialists (Occupational Therapy and Educational Psychologists) are requested via the CYPIT service for Wokingham and come in to support from time to time, depending on each student’s needs.
5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
  • GP referral
  • Speak to the school SENCo
  • Referrals can, in some instances, be made via the SENCo.
5.5: What arrangements does the school have for liaison with Children's Social Care services?

School has access to Children’s Social Care Services, if required. This is done via our Designated Safeguarding Officer. Further information can be found on the school website.

Training of school staff in SEND6.1: What SEND training is provided for teachers in your school?
  • Training is provided, dependent on current needs on roll during staff training days and via staff briefings.
  • Deputy Head for Pastoral and SEN, SENCO and SEND Manager attend training and share this expertise with staff.
  • The SENCo or SEND Manager attend Wokingham SEN meetings, accessing and sharing best practice.
  • Maiden Erlegh School is part of the Maiden Erlegh Trust and best practice is shared across the trust and overseen by a Trust Lead in the area. Further information on the Trust can be found on their website.
6.2: What SEND training is provided for teaching assistants and other staff in your school?

Teaching Assistants have weekly team meetings during which training can be provided and expertise shared. All Teaching Assistants are included in whole school training day programmes. Teaching Assistants who specialise in aspects of SEND cascade their knowledge and expertise throughout the SEND team and during whole school training days.

6.3: Do teachers have any specific qualifications in SEND?

Teachers do not have specific qualifications for working with SEND students, but as part of the teaching qualification, they have to be able to differentiate and provide an inclusive environment in the classroom for all students.

Teachers are supported by our SENCo and SEND Manager.

6.4: Do teaching assistants have any specific qualifications in SEND?

Teaching Assistants are given opportunities to attend courses and training to further develop their knowledge and understanding of areas of SEND. Recent courses attended include: Nurture Assistants, Dyslexia, Speech and Language Support, Occupational Therapy support, Attachment Disorder, EAL, ADHD and Supporting Mental Health and Bracknell and Wokingham Teaching Assistant qualification.

Activities outside the classroom including school trips7.1: How do you ensure children with SEND can be included in out of school activities and trips?

All students at Maiden Erlegh School are included in out of school activities and trips in discussion with parents/carers and subject to a risk assessment being undertaken. There is a wide range of extracurricular activities and the timetables for these are published each term. In order to ensure inclusion for all students:

  • 1:1 support on trips may be provided, depending on the level of need.
  • Specific activities are arranged for SEN students, recent events include:
    • Inclusive sporting fixtures
    • Multi-skills club after school
    • Pantomime
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

Maiden Erlegh aims to create an inclusive environment for all students, including accessibility to school trips. The school:

  • Discusses activities and trips with parents/carers and school staff.
  • Takes advice taken from the place to be visited in terms of their facilities and accessibility.
  • Parents/carers are sent the relevant communications with regard to specific trips by the relevant faculty.
  • Parents/carers complete a Medical Healthcare Plan as part of the application process, which forms a significant part of the school’s risk assessment process.
  • Information evenings are then held for those attending residential trips so that the relevant information can be relayed and parental questions addressed.
Accessibility of the school environment8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

The majority of the school is fully accessible to students with restricted mobility, as the new buildings have spacious lifts, ramped access to all areas, automatic entrance doors and other adaptations. The major functions, such as dining hall, main halls, etc. are all on the ground floor. Although there are a few areas that are only directly accessed via stairwells, the conjunction of the old and new buildings often means that one is able to enter and reach the upper floors by lift and then walk through to the older areas.

8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • Open classrooms have been replaced by closed classroom areas.
  • Classrooms have been carpeted
  • Signage is reviewed on a regular basis
8.3: Are there accessible changing and toilet facilities?
  • Disabled toilets.
  • The PE changing rooms are accessible via ramped access points.
8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?

Every effort is made to ensure all students can access the school’s facilities. Each year an Accessibility Audit is conducted of the site and a plan developed to enable continuous improvement to take place of facilities.

8.5: How does the school communicate with parents / carers who have a disability?

Parents/carers receive the same formal communication links as all parents/carers via meetings, phone calls, email correspondence and letters. The school will endeavour to accommodate the needs of parents on an individual basis.

8.6: How does the school communicate with parents / carers whose first language is not English?

The school will have a record of each student’s first language. Where possible we ask staff, with a shared common language, to support with communications.

The school website can be translated in many different languages easily, by selecting which language you require from the home page.

(Video) Inclusion Open Evening Video

Preparing my child to join the school or to transfer to a new school or the next stage of education and life9.1: What preparation will there be for both the school and my child before he or she joins the school?
  • For Primary transfer there is extensive liaison with their current school or setting. We endeavour to visit ALL students who are transitioning to our school in Year 7. For those students with an EHCP, a member of the Inclusion Unit team will visit them in their primary setting.
  • Planned transition includes additional visits into our school for the student.
  • Photos of key areas and key staff can be made available.
  • Booklets with school information can be provided.
  • Meeting held with the family and specialist services involved with them, as necessary.
  • SENCo / SEND Manager will attend TAFs, Annual Reviews, etc. as appropriate.
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Classroom Support Plan given to all new teaching staff outlining student’s needs and suggested strategies to support them.
  • Analysis of attainment data is used to inform as to the most suitable curriculum pathway for a student.
  • For Key Stage 4 and Key Stage 5, an Advisor representative is involved in the transition planning.
  • Specialist SEN Careers advice provided to Key Stage 4 and 5 students with an EHCP.
  • GCSE Options evenings and Sixth Form Options Evenings
  • Advertisement of college open evenings
  • UCAS and Apprenticeship support for sixth form students
9.3: How will my child be prepared to move on to his or her next school?
  • Maiden Erlegh will take guidance from parents/carers and new setting in this respect and support as appropriate
  • Support can be identified and planned as part of the Annual Review process for EHCP students.
  • Where necessary we support applications and visits to college.
9.4: How will you support a new school to prepare for my child?

The relevant Maiden Erlegh staff will liaise with the key staff at the new school / college to supply them with all the relevant information needed to support with the student’s smooth transition to their new setting.

9.5: What information will be provided to my child's new school?

In discussion with parents/carers, school will share records of interventions, reports andassessments carried out.

9.6: How will the school prepare my child for the transition to further education or employment?
  • Personal Development Programme
  • Trust wide careers programme
  • Work experience
  • College visits
  • Annual Careers Fayre
  • School works with Maiden Erlegh Trust Careers Advisor in preparation for college transitions for EHCP / Statemented students
  • Students have access to an online careers portal
  • Students have a careers interview in Year 11
  • Guidance can be given from an independent advisor at key transition times, when necessary.
Who can I contact to discuss my child ?10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

To get the most efficient response, you should follow these guidelines:

  • If your concern is subject specific you should contact the subject teacher directly. This can be done by emailing mesoffice@maidenerleghtrust.orgor telephone the main switchboard on 0118 9262467.
  • If it is a general pastoral issue then you contact your son/daughter’s tutor or for serious issues, their Head of Year.
  • If your query is related to your son/daughter’s special educational need you should contact the SENCo. The lead SENCo at Maiden Erlegh School is Claire Nimmo and she can be contacted atc.nimmo@maidenerleghtrust.org
10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)

Not at this time. Parents/carers are able to contact SENDIASS (The Special Educational Needs and Disability Information Advice and Support Service).

10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

School tries to keep up to date contacts for agencies and is always happy to help parents/carers find support groups as needed.

10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?

Our Complaints’ Policy is available on the school’s website.

The school appreciates positive feedback, as it supports us in reviewing and reflecting on our provision. Any compliments received are extended to the relevant members of staff.

School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School admission arrangements

All admissions to Maiden Erlegh School are adminstered by Wokingham Borough Council.

If a student has an EHCP, then the school has to be consulted in accordance with the SEN Code of Practice.

School Admission Link
School admission arrangements

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

SEN Policy Link
Maiden Erlegh School - Key Policies

(Video) Headteacher Update 03 03 23


How many pupils does Maiden Erlegh school have? ›

Maiden Erlegh School is a larger than average comprehensive school with academy status providing a high quality education for over 1800 students, about 470 of whom are in our thriving Sixth Form.

How do I email maiden Erlegh? ›

Email: mesoffice@maidenerleghtrust.org – depending on the type of enquiry, please mark the subject field as below: On the subject line of emails, please indicate the following: Name of subject/teacher for General curriculum queries.

What time does Maiden Erlegh school start? ›

The school day starts at 8.40am. Morning registration is from 8.40am to 8.50am (Monday - Thursday) and 8.40am - 9.20am (Friday).

What rank is Maiden Erlegh School in the UK? ›

How do we rate this school?
Rating2019 Rating2018 Rating
Overall Stars55
Overall Score69.868.7
England Rank174 (out of 3,166)172 (out of 3,031)
Local Rank12
2 more rows
Jun 20, 2019

What's the biggest high school in WV? ›

The largest public school in West Virginia (by enrollment) is Morgantown High School with 1,858 students.

We have firm commitment to the very highest standards of teaching and care for our students. Our school provides a rich environment in which students of all bac...

What is the largest school in Nevada? ›

Nevada Colleges Ranked by Largest Enrollment

University of Nevada Las Vegas tops the list with a population of 30,679 students.

What is the biggest school in Anne Arundel County? ›

Largest Schools in Anne Arundel County
  • Severna Park Middle School. ...
  • Chesapeake High School. ...
  • Northeast High School. ...
  • St. ...
  • Crofton High School. ...
  • Crofton Middle School. Anne Arundel County Public Schools, MD• ...
  • Central Middle School. Anne Arundel County Public Schools, MD• ...
  • Archbishop Spalding High School. Severn, MD•

What is maiden erlegh school ranked in reading? ›

Maiden Erlegh ranked 6th! We are delighted to announce that we are the best non-grammar school in Berkshire according to The Real School Guide 2019!

Is Maiden Erlegh School good? ›

Maiden Erlegh School is a top rated, Secondary, Co-Ed school located in Berkshire, South East. It has 1860 students from age 11-18 yr with a student-teacher ratio of 16 : 1.


1. Open Event Presentation 2020
(Maiden Erlegh School in Reading)
2. Football & Multi-Sports Holiday Camps
3. Maiden Erlegh lake
(Andrew Long)
4. Maiden Erlegh School student destroying an Israeli flag
5. NK03RRY Wokingham Rd J/W Loddon Bridge Rd Earley Reading 02/11/14 12:45pm
(Road Watch)
6. Headteacher Update 11/12/2020
(Maiden Erlegh School - Maiden Erlegh Trust)
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