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Mrs. Bland's Infant and Nursery School

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Mrs Bland’s Infant and Nursery School is a smaller than average primary school.

Over 80% of pupils come from White British backgrounds. About 8% of pupils come from Romany or Gypsy backgrounds, which is above average. The proportion of pupils eligible for extra government funding (the ‘pupil premium’), including pupils known to be eligible for free school meals, is 25 %.

The proportion of disabled pupils and those with special educational needs is average.

There is a before and after-school provision called Bumblebees, which is run by the school.

Do you cater for special dietary requirements? If so can you provide details?

Yes Our catering provider has a special diet menu. All food stuffs are checked for allergens etc

Give details of your SEND provision here

Please call us to discuss your child's individual requirements

Do you offer funded childcare places: For 3 and 4 year olds, if yes, how many places?

Yes 26+26

Do you have immediate vacancies?

Yes

Other information

Spaces available with two and three year old's and in Reception year group.

Do you provide drop off or collection services?

No

Do you have a waiting list and how many people are on it?

No

Local Offer

  • Maintained EY 1.1 How does the setting identify children with additional needs or SEND?

    At BCF we understand that there are a number of ways that a child might be identified has having SEND. This may be concerns identified by the federation staff or parents/carers, including behaviour, progress, attitudes towards learning, emotional support and wellbeing. 

    At BCF our whole school assessment and monitoring process aims to ensure SEND is identified as early as possible. As part of the identification process, we listen to parental concerns and liaise with external agencies for assessments and advice when appropriate.  All our children are closely monitored, and their progress is tracked and reviewed termly.   We also monitor and support children’s emotional and behavioural needs.  Any children causing concerns are quickly identified and provision put in place for them.  Parents/carers and pupils are fully involved if any issues are identified and are invited to meet with staff. 

  • Maintained EY 1.2 What should I do if I think my child has additional needs or SEND?

    The school/parent partnership is very important to us, and any concerns should, in the first instance be discussed with the class teacher. In liaison with the inclusion team, any concerns are supported and monitored.  It may also be appropriate for you to meet with the inclusion team to further discuss your/our concerns.  

    We have an open-door policy and all teaching staff are available to speak to parents/carers at the end of a school day. The normal school complaints procedure would apply if a parent/carer had a specific complaint about SEND provision

  • Maintained EY 10.1 Who should I contact if I am considering registering for a place at the setting?

    The class teacher

  • Maintained EY 10.2 Who would be my first point of contact if I want to discuss something about my child?

    The federations’ inclusion team including the pastoral lead, will support parents/carers and families with any matter, and will seek further support and advice from relevant agencies when needed. 

  • Maintained EY 10.3 Does the setting offer any specific support for parents / carers and families, such as Family Support Workers?

    The inclusion team has a range of specific leaflets. They will email anything of interest to parents/carers. They may also direct parents/carers to specific groups who can help. From time to time the weekly federation newsletter may also include information on external workshops, support groups etc.

  • 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 have an open-door policy and all teaching staff are available to speak to parents/carers at the end of a school day. The normal school complaints procedure would apply if a parent/carer had a specific complaint about SEND provision. 

  • Maintained EY 10.5 What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

  • Maintained EY 2.1 If my child is identified as having an additional need, who will oversee and plan their education programme?

    All children receive Quality First Teaching (QFT) in class, the most important strategy for helping children with SEND progress.  It is the teacher’s responsibility to provide for pupils with SEND in their class. This may be done in consultation with the Inclusion Team and where appropriate they will follow guidance given by other agencies.  

  • Maintained EY 2.2 How will I be informed / consulted about the ways in which my child is being supported?

    Our parent/school partnership is very important to us, and the class teacher and Inclusion Team will be available to give feedback and discuss any concerns that arise. 

    Individual targets will be recorded on a Graduated Approach Plan (GAP) or a Support and Achievement Plan (SAP).  All progress against their objectives is monitored termly by the class teacher and reported to the inclusion team. Parents/carers will have the opportunity to meet with your child’s teacher to discuss and contribute to the GAP/SAP, parents/carers and children are encouraged to make their own contributions towards them.    

  • Maintained EY 2.3 How will the setting balance my child's need for support with developing their independence?

    We work very hard to ensure that the support we give children does not lead them to become dependent on adults.   Staff will plan activities appropriate to each child’s needs and ensure a balance of supported and independent and collaborative learning.  All children, including those with SEND, are encouraged to challenge themselves.  Children will be supported where appropriate through planning and discussions with outside agencies. 

  • Maintained EY 2.4 How will the setting match/differentiate the Early Years Foundation Stage for my child's needs?

    It is each teacher’s responsibility to provide for pupils with SEND in their class and be aware that these needs may vary in different learning situations. Additional support is provided, where appropriate through planning, SAPs and GAPs and support staff.  Lessons are adapted to ensure all pupils can access learning at a level appropriate to their needs. Appropriate, personalised resources are available when required.  

  • 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?

    At BCF we are passionate to ensure that all children including those with SEND needs are fully included and integrated in all aspects of school life, with appropriate support when and where needed.  

     

    Some of the strategies of support may include: providing a range of visual prompts, varying seating arrangements, structured vocabulary use, reducing instructions into smaller steps, enlarging printed resources, timetabled sensory breaks, pre-teaching key vocabulary or concepts and giving a child time to consolidate their learning with an adult after the lesson. 

  • Maintained EY 2.6 Does the setting provide any additional staffing from its own budget for children with additional needs or SEND?

    Each class has a Teaching assistant. BCF has a dedicated Pastoral Lead, ELSA (Emotional Literacy Support Assistant).  SEN funding is used for training of personnel, resources including small group support and additional individual support. When needs arise BCF source expert opinions and support.

  • 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?

    • STAR Structured Reading Precision teaching of High Frequency Words 1-1 
    • Colourful Semantics – Whole class, small group and 1-1 
    • Reading Support 1-1 
    • Physiotherapy 1-1 as directed by the Physiotherapy Service 
    • Small Nurture Groups  
    • Turbo and ReTEACH Phonics held daily – Small group 
    • Precision Teaching 1-1 
    • Individual Reading 1-1 
    • SNAP on To Maths  
    • Doodle Maths Individual 
    • Targeted group work for phonics, handwriting, reading maths etc – Small Group 
    • Music Enrichment - Small Group 
    • Gardening Therapy – Small Group 
    • FFT Fisher Family Trust Reading – 1-1 
    • Break out/sensory rooms 
    • Outdoor learning experiences 

  • Maintained EY 2.8 What resources and equipment does the setting provide for children with additional needs or SEND?

    Every class is equipped with appropriate resources for SEN provision. Following advice from professionals we will identify needs and where applicable source resources.  These include, but are not limited to social stories, ear defenders, weighted/wobble cushion, wobble stool, fiddle objects. We also have quiet break out areas, which provides a quiet, safe place when children are feeling overwhelmed, anxious or upset.

  • Maintained EY 3.1 How will the setting monitor my child's progress and how will I be involved in this?

    As part of the schools monitoring and evaluation procedures pupils are continually tracked and monitored, and targets adjusted accordingly. You will be invited to attend parents' evenings and review meetings to discuss your child’s attainment and have the chance to celebrate successes. You will also be given information on the additional support your child is receiving and how you can support them at home.  

  • Maintained EY 3.2 When my child's progress is being reviewed, how will new targets be set and how will I be involved?

    Targets for all children are discussed between pupils, parents/carers and class teachers at collaborative termly meetings. Progress towards outcomes is looked at and if achieved, a new outcome will be set. If it has not been achieved, it will either be modified or extended.  

    Children with complex SEND may have an EHC (Education, Health Care) Plan which means a formal Annual Review meeting will take place to discuss progress which you will be invited to. 

  • 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?

    BCF always welcome meetings with class teachers or our inclusion team to discuss your child’s progress at any time. Meetings can be arranged via the school office.  

  • Maintained EY 3.4 What arrangements does the setting have for regular home to school contact?

    BCF has an open-door policy. Urgent information can be communicated to senior staff on the gates each morning and however we encourage parents/carers to pass on information via phone or email to reduce the number of people around the classroom at busy times of day. If BCF feel the need is there, a home/school diary can be implemented.  

    BCF communicates with all parents/carers through the school website, emails, texts or phone. 

  • Maintained EY 3.5 How can I support my child's learning?

    BCF send out a weekly newsletter detailing the learning that has taken place in class during the week, supporting learning and discussions at home. Encouraging your child to complete reading, homework and ensuring that they regularly attend school will support your child with their learning. Keeping in regular contact with staff and passing on important information which could affect your child’s day is useful. 

  • 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?

    Should a particular issue arise, the school will endeavour to offer support and training to enable parents/carers to support their child’s learning. The school may run evening meetings to explain ways that maths is taught and how you can support your child in learning to read. We also run information evenings on the teaching of phonics. Our Pastoral Lead may also offer Information and details on parenting courses. 

  • Maintained EY 3.7 How will my child's views be sought about the help they are getting and the progress they are making?

    The children’s views are regularly sought through pupil voice meetings, school council, class assemblies and through individual target setting discussions. 

    Each SAP has a section for the child to express their views about what they think is working well for them and the area they need support in. Children with an EHCP have an Annual Review when they have the opportunity to complete an ‘All About Me’ booklet which enables them to celebrate their successes, children are also invited to share this at their Annual Review meeting.  

  • 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 school uses data tracking and parental views from Ofsted to assess its overall effectiveness. SEND provision and policy are monitored by the inclusion team, SEND governor. The school values parental support and warmly invites parents/carers and pupils to share in any evaluations and reviews. 

  • Maintained EY 4.1 How does the setting support children's social and emotional development?

    The school has a dedicated ELSA assistant who supports vulnerable children in the school. In consultation with parents/carers and class teachers they can support pupils who need emotional and social support.

  • Maintained EY 4.2 How does the setting support children who find it difficult to conform to the settings normal behavioural expectations?

    BCF have a clear behaviour system that all children are aware of.  We are an inclusive school where reasonable adjustments are made so that no child is excluded from any activity. BCF recognises that there will be children who need a personalised approach to their specific behavioural needs, individual behaviour plans will be implemented in these circumstances. 

    All children have regular PSHE lessons which involve thinking about and discussing emotional and social well-being. Special care is taken at break times and lunch times to ensure that children are given opportunities to apply the skills they have learned. When there are behavioural incidents, these are resolved using restorative practice techniques. 

  • Maintained EY 4.3 What medical support is available in the setting for children with additional needs or SEND?

    BCF has an accessibility plan. All staff receive regular first aid training including annual EpiPen training. As part of the schools Health and Safety policy, the management of medicines policy supports individual children with medical needs. In consultation with parents/carers, a written health care plan will be drawn up for children with ongoing medical needs.  We take advice from parents/carers and liaise with the GP on other medical issues. We have a register of medical needs which is regularly updated. BCF seek relevant additional training when required.

  • Maintained EY 4.4 How does the setting manage the administration of medicines?

    Both the school office and classroom hold medication such as inhalers, EpiPens. Other prescribed medicine is kept in a secure area. Parents/carers are required to fill out a form detailing dosage and storage instructions for medication. All medication is administered by an adult. 

  • Maintained EY 4.5 How does the setting provide help with personal care where this is needed, for example, help with toileting, eating etc?

    The school has an intimate care policy to ensure that children’s toileting needs are met effectively and sensitively. Parents/carers are encouraged to liaise with their class teacher to ensure individual concerns are taken into account. Staff are available at lunchtimes to support and help children where appropriate. Further support will be sought if appropriate. 

  • Maintained EY 5.1 Are there any specialist staff working at the setting and if so, what are their qualifications?

    Each service has their own criteria to access support which we refer to when considering whether a child needs specialist support. Currently we have input from most of the above services together with, Cognition and Learning Team (CALT), Speech Therapists, Specialist Inclusion Support Service (SISS) provided by Brookfield School, Child and Adolescent mental health Service (CAMHS). We can also apply for support for children and families through the Emotional Health Triage.

  • 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?

    In the first instance you should contact the class teacher. In liaison with the inclusion team, external agencies will be contacted for advice and support where appropriate.  In some cases, you may be advised to speak to your GP. Some referrals are completed in collaboration with the child’s parents/carers. 

  • Maintained EY 5.3 What should I do if I think my child needs to be seen by one of these professionals?

    Each child’s needs are assessed by the class teacher and inclusion team. Each external agency has their own criteria for accessing their services and if appropriate this can be discussed with the school. 

  • Maintained EY 6.1 What SEND training is provided for practitioners within the Early Years setting?

    • All staff are entitled to further professional training. If any specific needs are identified then appropriate training will be arranged, either through in-service training or in liaison with external agencies. The inclusion team keep up to date with current legislation and strategies for specific needs through conferences and training.  

  • Maintained EY 6.2 Do any practitioners have specific qualifications in additional needs or SEND?

    Teaching assistants are also entitled to further professional training. Individuals attend training courses in specific areas of support that are expected to deliver, they are also invited to whole school SEND training sessions to increase understanding of a particular need such as Autism awareness courses.

    Our SENCO and Inclusion Lead hold the NASENCO accreditation.

    Teaching assistants have attended accredited SEN training in literacy and numeracy interventions and emotional support. 

  • Maintained EY 7.1 How do you ensure children with additional needs or SEND can be included in all activities and trips?

    • BCF promotes that all children are included in all areas of learning.  

      A full risk assessment is undertaken for each off-site activity and any adjustments are made accordingly. The federation will work with the parents/carers to ensure that individuals are supported, and any concerns are addressed appropriately. 

  • 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?

    • Where necessary, particularly for residential visits, a meeting will be held with the parents/carers to discuss needs, and they can be accommodated. Extra staffing can be implemented if required or parents/carers have, on some occasions, joined the visits. This has resulted in most children with SEND being able to attend all our offsite activities. 

  • Maintained EY 8.1 How accessible is the building for children with mobility difficulties / wheelchair users?

    The federation is split over two sites, infant and junior schools. Both buildings are on one level with some ramps. There are heavy double doors through to the hall and outside areas.  

  • Maintained EY 8.2 Have there been improvements made to the auditory and visual environment?

    • The school will liaise and take advice from the Sensory Consortium to ensure the environment supports any visual or auditory need.  

  • Maintained EY 8.3 Are there accessible changing and toilet facilities?

    There are disabled toilets on both sites.

  • Maintained EY 8.4 How does the setting communicate with parents / carers who have a disability?

    The federation and its governing body will assess and consider each need on an individual basis will ensure that necessary and reasonable provision is made for any pupil with SEND.   

  • Maintained EY 8.5 How does the setting communicate with parents / carers or whose first language is not English?

    BCF will seek support to have a translator available and to have documents translated into the appropriate language.  

  • Maintained EY 9.1 What preparation will there be for both the setting and my child before he or she starts?

    • The inclusion team will gather information from both parents/carers and previous settings, usually prior to arrival. This information will be shared with all staff working with your child. Your child will have opportunities to visit the school, and these can be at various times throughout the day. We may offer to create a social story with pictures of the school and the staff, which can be read at home, to further support transition. We may also hold a team information and strategy meeting between both settings. 

  • Maintained EY 9.2 How will my child be prepared to move on to the next stage?

    • BCF arranges for children to meet their new teacher in the summer term and if appropriate will arrange further support in liaison with parents/carers and extra support such photographic books. We also promote whole federation events, throughout the year, that are held at the junior school to support familiarisation of the school for our infant children. Our inclusion team works across both settings so there is continuity of support.  

  • Maintained EY 9.3 How will you support a new setting or school to prepare for my child?

    • BCF ensures that transition is supported for all our children. Liaison between parents/carers, school and feeder school is encouraged and visits and interviews are organised. The pupils are supported in their visits to the school and in class work to prepare them for the next stage. If children require further individual support, then this can be arranged with the class teacher, inclusion team and parents/carers. 

  • Maintained EY 9.4 What information will be provided to my child's new setting or school?

    We will pass on all information that we have about your child, including good practice strategies. If required, a hand-over can take place between support staff. We meet with the secondary school and discuss any adaptations that we may have made and pass on any useful contacts. Meetings may also take place between our Inclusion team and the receiving SENCOs/Inclusion team. 

  • Maintained EY 9.5 How will you support my child's transition to a new setting or school?

    The full file of information kept by the Inclusion Team is passed on to the next school. 

  • Maintained EY 10.1 Who should I contact if I am considering registering for a place at the setting?

    The class teacher

  • Maintained EY 10.2 Who would be my first point of contact if I want to discuss something about my child?

    The federations’ inclusion team including the pastoral lead, will support parents/carers and families with any matter, and will seek further support and advice from relevant agencies when needed. 

  • Maintained EY 10.3 Does the setting offer any specific support for parents / carers and families, such as Family Support Workers?

    The inclusion team has a range of specific leaflets. They will email anything of interest to parents/carers. They may also direct parents/carers to specific groups who can help. From time to time the weekly federation newsletter may also include information on external workshops, support groups etc.

  • 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 have an open-door policy and all teaching staff are available to speak to parents/carers at the end of a school day. The normal school complaints procedure would apply if a parent/carer had a specific complaint about SEND provision. 

  • Maintained EY 10.5 What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

Last updated:

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Contact details

  • Name: Mrs. Bland's Infant and Nursery School
  • Address: 6 Jordan's Lane, Burghfield Common, Reading, Berkshire, RG7 3LP

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