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Maintained EY 1.1 How does the setting identify children with additional needs or SEND?
Initial concerns about any special educational needs usually come from parents or from staff working with the child. Staff are experienced in identifying children with a range of special educational needs. Occasionally, children will join us with their needs already identified. For example, they may already be accessing speech and language therapists.
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Maintained EY 1.2 What should I do if I think my child has additional needs or SEND?
You should first discuss this with your child’s teacher who will, if necessary, seek the advice of the school’s Special Educational Needs Coordinator (SENCo).
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Maintained EY 10.1 Who should I contact if I am considering registering for a place at the setting?
Please contact the office on 0118 9421797 or email office@springfieldprimary.org
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Maintained EY 10.2 Who would be my first point of contact if I want to discuss something about my child?
"Your child's class teacher if already attending Springfield. Otherwise contact the school via the school email address office@springfieldprimary.org
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Maintained EY 10.3 Does the setting offer any specific support for parents / carers and families, such as Family Support Workers?
Our ELSA has completed a course in supporting families. Also, we do have access to other services that may be of use, depending on your individual circumstances.
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Maintained EY 10.4 What arrangements does the setting have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
We try to keep up to date what’s available in the local area and, where we have this information, we’re more than happy to signpost it.
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Maintained EY 10.5 What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We send out parental questionnaires to collect parent views but welcome feedback any time. We also have parent representatives on the Governing Body. A formal complaints policy and procedure can be viewed via the School website. We also have a link governor.
Springfield Primary School Nursery Class
At Springfield we have a Nursery class (Owlets) that takes children from the term after their 3rd birthday. Wherever possible we aim to admit children 3 times a year (September, January and April) but this is dependent on numbers.
The class is within our foundation stage area of the school with 2 Reception classes (Tawny and Snowy Owls classes).
We provide a safe, secure, enriching environment encompassing a varied mix of teacher led and child-initiated learning throughout the day. children are encouraged to develop their own interests through exploration, meeting challenges and earning together. Working in close partnership with parents, new experiences and opportunities are provided by our skilled and experienced foundation team.
Children have access to exciting outside areas including our vast school grounds. All children in nursery and reception take part in weekly Forest School activities.
We run morning sessions from 8.45 to 11.45am and afternoon sessions from 12.15 – 3.15 pm. We also provide the 30- hour extended child care provision for parents who are both working and qualify for this benefit. Children attending nursery sessions are also entitled to attend the school’s wrap around care provision for which there is an additional charge – details included below. Morning sessions are from 8.00 – 8.45am and after school from 3.15 – 6pm.
If parents do not receive the 30 hours benefit but wish to receive more than 15 hours, we can usually accommodate this but charge £15 per 3 hour session.
Costs
£15.00 per session;£4.00 special offer see 'other info';£10.00 special offer see 'other info'
Do you cater for special dietary requirements? If so can you provide details?
Yes Dietary Needs Children attending the 30- hour provision will need to bring a pack lunch. The school operates a no nuts policy.
Do you offer funded childcare places: For 3 and 4 year olds, if yes, how many places?
Yes 13+13
Do you have immediate vacancies?
No
Do you provide drop off or collection services?
No
Do you have a waiting list and how many people are on it?
Yes
Local Offer
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Maintained EY 2.1 If my child is identified as having an additional need, who will oversee and plan their education programme?
Your child’s class teacher will have responsibility for this, through consultation with the SENCo.
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Maintained EY 2.2 How will I be informed / consulted about the ways in which my child is being supported?
You will have opportunities during parent consultations to discuss this. Further meetings may be arranged on request. You will be given an opportunity during these meetings to input into the planning process for your child.
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Maintained EY 2.3 How will the setting balance my child's need for support with developing their independence?
Our aim is to facilitate the development of children’s life skills, whatever their needs are. We encourage all children to take an active role in their own learning and provide them with a range of learning opportunities involving challenge at their own level.
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Maintained EY 2.4 How will the setting match/differentiate the Early Years Foundation Stage for my child's needs?
All staff are well trained to deliver a curriculum that is accessible to all. Planning will reflect your child’s next steps and progress will be assessed and reviewed regularly to ensure that teaching is impacting on progress.
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Maintained EY 2.5 What teaching strategies does the setting use for children with additional needs or learning difficulties, including Autistic Spectrum Disorder / ASD, hearing impairment, visual impairment, speech, language difficulties and physical difficulties?
The nurery uses a range of strategies to support children with special or additional needs. Each child is observed and assessed to ensure that the provision is appropriate and effective. For example, a child with ASD may work better with a designated quiet area within the classroom, a hearing impaired child might benefit from sitting near to the teacher. Each child’s individual strengths and areas of difficulty will be assessed and appropriate strategies put in place. Additional resources may be used with particular children, or they might take part in specific interventions.
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Maintained EY 2.6 Does the setting provide any additional staffing from its own budget for children with additional needs or SEND?
We will always endeavour, within the constraints of our budget, to meet children’s special and additional needs.
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Maintained EY 2.7 What specific intervention programmes are offered by the setting for children with additional needs or SEND and are these delivered on a one to one basis or in small groups?
Children will be assessed on an individual basis and invention groups will be organised accordingly.
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Maintained EY 2.8 What resources and equipment does the setting provide for children with additional needs or SEND?
This depends very much on the needs of the child. We provide a range of concrete and tactile learning resources for children across the school. Examples include adapted learning resources e.g. high interest books for children with a lower reading age, resources to aid motor skills and support physical development e.g. pencil grips, adapted scissors.
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Maintained EY 3.1 How will the setting monitor my child's progress and how will I be involved in this?
All children’s progress at Springfield is monitored half termly by the class teacher. All children are set targets and, should they not be making expected progress, they will be highlighted for review and provision will be modified accordingly. For children with support and achievement plans, these will be shared during parents consultations and you will have an opportunity to input into this process at these meetings.
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Maintained EY 3.2 When my child's progress is being reviewed, how will new targets be set and how will I be involved?
You will have updates of your child’s progress during parents consultations. Teaching staff may contact you if they are concerned about your child’s progress. Should you have any concerns you should always contact your child’s class teacher.
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Maintained EY 3.3 ln addition to the setting's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with setting staff?
As outlined above, class teachers and the SENCo will always endeavour to be available for any meetings scheduled outside of regular parents meetings. Your child’s class teacher should be your first point of contact.
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Maintained EY 3.4 What arrangements does the setting have for regular home to school contact?
Newsletters are sent out weekly and any general information is included there. In exceptional circumstances, parents may receive regular updates either by link book or by email. This would only happen if parents and staff agree there is a need. Staff are generally contactable on an ad hoc basis should parents have any specific concerns they wish to discuss.
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Maintained EY 3.5 How can I support my child's learning?
You should speak with your class teacher if you are unsure about how to help them and they will be happy to advise.
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Maintained EY 3.6 Does the setting offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
We often run information sessions for parents. Past sessions have included information on teaching of maths, techniques for reading with your child and learning through play.
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Maintained EY 3.7 How will my child's views be sought about the help they are getting and the progress they are making?
"Children are regularly encouraged to reflect on their learning and progress. Children with Education, Health and Care Plans share their views prior to annual review meetings and have the opportunity to attend part of the meeting.
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Maintained EY 3.8 How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The SENCo and the Leadership Team regularly analyse data to ensure that children identified as having SEN are making good progress regardless of their starting point. If this is not the case, measures are taken to help teachers plan alternative provision.
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Maintained EY 4.1 How does the setting support children's social and emotional development?
We have an ELSA (Emotional Literacy Support Assistant) team at Springfield who work with the SENCo to provide support to children to mitigate social and emotional barriers to learning. The team comprises two qualified ELSAs. Any work carried out by the ELSA team must gain parental approval prior to starting.
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Maintained EY 4.2 How does the setting support children who find it difficult to conform to the settings normal behavioural expectations?
We treat all children as individuals and always endeavour to understand the root causes of any behaviour that is a barrier to learning. All behaviour is communication and we use positive behaviour management techniques to help individuals to express themselves is a way that is safe and allows themselves and others to learn. This is sometimes challenging and has to be balanced with the needs of other children attending our school.
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Maintained EY 4.3 What medical support is available in the setting for children with additional needs or SEND?
Several staff members who have received paediatric first aid training. We follow guidance in individual care plans. Staff are trained annual to administer epi-pens and staff have received specific training for epilepsy and diabetes when required.
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Maintained EY 4.4 How does the setting manage the administration of medicines?
We have procedures for administering medicines. Any controlled medication eg. emergency epilepsy will be kept and administered according to a health care plan put in place by a medical professional.
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Maintained EY 4.5 How does the setting provide help with personal care where this is needed, for example, help with toileting, eating etc?
These needs must be assessed on an individual basis and we follow our intimate care policy. We have had children at our school who have had difficulties in this area and we have put measures in place to support them.
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Maintained EY 5.1 Are there any specialist staff working at the setting and if so, what are their qualifications?
No
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Maintained EY 5.2 Does the setting use any support services, for example, learning support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
We have access to a range of specialist teachers and can access them accordingly depending on a child’s diagnosis and any access criteria being met.
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Maintained EY 5.3 What should I do if I think my child needs to be seen by one of these professionals?
Talk to your class teacher who will consult with the SENCo or, arrange to speak with the SENCo yourself.
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Maintained EY 6.1 What SEND training is provided for practitioners within the Early Years setting?
Training is offered in house from the school SENCo when a need is identified. Occasionally staff will attend training run by the Local Authority on specific needs, or at times training might be provided by other professionals.
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Maintained EY 6.2 Do any practitioners have specific qualifications in additional needs or SEND?
Our SENCo has achieved the National Accreditation Award for SENCo.
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Maintained EY 7.1 How do you ensure children with additional needs or SEND can be included in all activities and trips?
Teaching staff complete a preliminary visit to all sites to ensure access is possible. Risk assessments are carried out as routine in line with the School's accessibility policy.
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Maintained EY 7.2 How do you involve parent / carers in planning the support required for their child to take part in activities and trips?
Parents may be invited to support their child if its considered beneficial for the child. If appropriate, parents will be consulted prior to any organised trip to ensure that any necessary arrangements are made.
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Maintained EY 8.1 How accessible is the building for children with mobility difficulties / wheelchair users?
We have ramped access to several entrances.
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Maintained EY 8.2 Have there been improvements made to the auditory and visual environment?
All classrooms have large smartboards with speaker systems.
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Maintained EY 8.3 Are there accessible changing and toilet facilities?
We have two disabled toilets.
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Maintained EY 8.4 How does the setting communicate with parents / carers who have a disability?
We will always try to ensure that communication with parents can happen regardless of their own personal situations.
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Maintained EY 8.5 How does the setting communicate with parents / carers or whose first language is not English?
Where necessary we may ask other family members to attend meetings to help to translate. If this is not possible we will try to find the appropriate translation support.
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Maintained EY 9.1 What preparation will there be for both the setting and my child before he or she starts?
Children will be invited to a stay and play session with their parents before joining the nursery.
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Maintained EY 9.2 How will my child be prepared to move on to the next stage?
We will discuss with the children about changing classrooms and teachers.
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Maintained EY 9.3 How will you support a new setting or school to prepare for my child?
Any relevant paperwork will be forwarded but transition meetings will also take place where any vulnerable children are highlighted and discussed in more detail.
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Maintained EY 9.4 What information will be provided to my child's new setting or school?
Any useful assessment data and reports as well as any details of additional needs. Information on effective teaching strategies and any friendship issues/ support networks is also useful.
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Maintained EY 9.5 How will you support my child's transition to a new setting or school?
We offer transition activities with next year’s teachers as routine. However, if your child is identified as being particularly vulnerable to change they will be given support by our ELSA team who have access to a range of resources to prepare children for any change.
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Maintained EY 10.1 Who should I contact if I am considering registering for a place at the setting?
Please contact the office on 0118 9421797 or email office@springfieldprimary.org
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Maintained EY 10.2 Who would be my first point of contact if I want to discuss something about my child?
"Your child's class teacher if already attending Springfield. Otherwise contact the school via the school email address office@springfieldprimary.org
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Maintained EY 10.3 Does the setting offer any specific support for parents / carers and families, such as Family Support Workers?
Our ELSA has completed a course in supporting families. Also, we do have access to other services that may be of use, depending on your individual circumstances.
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Maintained EY 10.4 What arrangements does the setting have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
We try to keep up to date what’s available in the local area and, where we have this information, we’re more than happy to signpost it.
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Maintained EY 10.5 What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We send out parental questionnaires to collect parent views but welcome feedback any time. We also have parent representatives on the Governing Body. A formal complaints policy and procedure can be viewed via the School website. We also have a link governor.
West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.
Contact details
- Name: Springfield Primary School
- Address: Barton Road, Tilehurst, Reading, West Berkshire, RG31 5NJ
- Phone: 01189421797
- Website: https://www.springfieldprimary.org
- Email: office@springfieldprimary.org
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