Mrs. Bland's Infant and Nursery School
Mrs Bland’s Infant and Nursery School is a smaller than average primary school.
Over 80% of pupils come from White British backgrounds. About 10% 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 15 %.
The proportion of disabled pupils and those with special educational needs is average. There is after-school provision at the school, ‘Funzone’, but this is not managed by the school.
Who to contact
Where to go
- Mrs. Bland's Infant and Nursery School
6 Jordan's Lane
- RG7 3LP
Time / Date Details
- Time of day
- Age Ranges
- Other notes
We can provide a variation of hours to suit individual needs. We have a breakfast club and afterschool club which is available to children aged 3 and above.
- Has Provision
- Experience with
- Our catering provider has a special diet menu. All food stuffs are checked for allergens etc
- Immediate vacancies
- Date updated
- Vacancy range(s)
Vacancy range(s) Places Start Age End Age 1 2 2 0 3 5
- 3 & 4 year old funding
- 2 year old funding
30 Hours Extended Entitlements
- Are you registered to provide 30 Hours?
- 30 Hour Partner Summary
- None we provide all 30 hours care
- Do you have a waiting list?
- Offers pickups
- SEN Provision Type
- Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Visual Impairment
- Local Offer Age Bands
1 to 4
5 to 7
- Needs Level
- 1.1: How does the school identify children/young people with special educational needs and disabilities?
At Mrs Bland’s infant and Nursery school 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.
- 1.2: What should I do if I think my child has SEND?
The school, parent partnership is very important and any concerns should, in the first instance be discussed with the class teacher. In liaison with the SENCO and Headteacher any concerns are acted upon promptly and appropriately.
1. Identification of SEND
- 2.1: If my child is identified as having SEND, who will oversee and plan their education programme?
It is the teacher’s responsibility to provide for pupils with SEND in his/her class. The SENCO will co-ordinate the provision, liaise with outside agencies and support class teachers. The class teacher and SENCO will liaise closely with parents of pupils with SEN so they are aware of the strategies that are being used and are involved as partners in the process.
- 2.2: How will I be informed / consulted about the ways in which my child is being supported?
The parent/school partnership is very important and the class teacher and SENCO will be available to give feedback and discuss any concerns each party may have.
Termly parents evenings and regular contact through the home link books ensures communication is regular and clear.
- 2.3: How will the school balance my child's need for support with developing their independence?
All children are encouraged and supported to be independent. Children will be supported where appropriate through planning and discussions with outside agencies.
- 2.4: How will the school match / differentiate the curriculum for my child's needs?
It is each teacher’s responsibility to provide for pupils with SEN in his/her class and be aware that these needs may be present in different learning situations. Additional support is provided, where appropriate through planning, support achievement plans, LSA’s and TA’s.
- 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?
Special Educational Needs is part of the mainstream curriculum delivered to all pupils and is the responsibility of all of our teachers. Additional support is provided where appropriate through planning, small group intervention strategies and 1:1 support. Under the SEN code of practice the class teacher has responsibility to meet individuals needs through quality first teaching. A support achievement plan will outline provision that is different or additional to class provision. This will detail:
- Strategies and interventions used
- Success criteria
- Role of parent/child
- Review dates
Before any SAP is agreed and implemented meetings between all parties will take place.
- 2.6: What additional staffing does the school provide from its own budget for children with SEND?
Each class has a T.A who supports SEN, both in class and with intervention programmes. The school has a dedicated ELSA (emotional literacy support assistant) who supports vulnerable children.
SEN funding is used for training of personnel, resources including small group support and 1:1 support where appropriate.
- 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 / Title Intervention Type PAT (Phonics) Speech and language Fine motor development Small group Structured reading Precision teaching of High Frequency words One to one
- 2.8: What resources and equipment does the school provide for children with SEND?
Every class is equipped with appropriate resources for SEN provision. Following advice from professionals we will identify needs and where applicable source resources from outside agencies.
- 2.9: What special arrangements can be made for my child when taking examinations?
2. Support for children with special educational needs
- 3.1: How will the school 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. Pupil progress meetings and classroom observations by the SENCO, subject co-ordinators and senior leadership team ensures teachers know children’s progress and you will be invited to attend parents evenings and review meetings to discuss this.
- 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 and class teachers at termly parents evenings. Before any Support and Achievement Plan is written discussions will take place between the class teacher, the SENCO and parents to discuss individual or group targets. The class teacher will meet at least termly to discuss your child’s needs, support and progress.
External agencies, (speech and language, Special Needs support team, EP) may attend meeting when targets are discussed and set. They may also attend review meetings.
Children with complex SEND may have an EHC plan which means a formal annual review meeting will take place to discuss progress which you will be invited to.
- 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?
You are welcome to make an appointment to meet with either the class teacher or SENCO and discuss your child’s progress at any time.
- 3.4: What arrangements does the school have for regular home to school contact?
All pupils have home school link books/reading records. Parents are encouraged to write in the books. The school communicates with all parents through the school website, emails, texts, curriculum information and the home/school link book.
- 3.5: How can I help support my child's learning?
Information regarding your child’s learning will be sent out via emails, the school newsletter and on curriculum information sheets. If your child has a Support Achievement Plan then specific ways in which to help your child will be written on that. Any concerns you have on how to help your child should be addressed to the class teacher who will advise and support you as appropriate.
- 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 holds regular curriculum evening events. The school runs adult literacy lessons for parents who have asked for support. Should a particular issue arise the school will endeavour to offer support and training to enable parents to support their child’s learning.
- 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.
- 3.8: What accredited and non accredited courses do you offer for young people with SEND?
- 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?
The school uses data tracking and parental views from Ofsted to assess its overall effectiveness. SEN provision and policy are monitored by the SENCO, Headteacher and SEN governor. The school values parental support and warmly invites parents and pupils to share in any evaluations and reviews.
3. My child's progress
- 4.1: What support is available to promote the emotional and social development of children with SEND?
The school has a dedicated ELSA assistant who supports vulnerable children in the school. In consultation with parents and class teachers they can support pupil’s who need emotional and social support.
- 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?
The school has a positive behavioural policy which recognises that there will be children who need a personalised approach to their specific behavioural needs. We encourage parents to work collaboratively with the school and the school will liaise with the behaviour support team for advice and support where appropriate.
- 4.3: What medical support is available in the school for children with SEND?
The school 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, a written health care plan will be drawn up for children with ongoing medical needs.
- 4.4: How does the school manage the administration of medicines?
The school will administer medicines that have been prescribed by a doctor, dentist, nurse or pharmacist prescriber. The appropriate paperwork, available from the school office, must be completed by parents prior to the administration of medicine. Staff administering medicines will follow the schools management of medicines policy.
- 4.5: How does the school provide help with personal care where this is needed, eg. 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 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.
4. Support for my childs overall well being
- 5.1: 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 uses a range of SEN support services and when a pupil meets the access criteria for that service, the school will liaise with them and provide a link between agencies, class teachers and parents when appropriate.
- 5.2: What should I do if I think my child needs support from one of these services?
The first port of call should be the class teacher. In liaison with the SENCO, external agencies will be contacted for advice and support where appropriate.
- 5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?
Each child’s needs are assessed by the class teacher and SENCO. Each external agency has their own criteria for accessing their services and if appropriate this can be discussed with the school.
- 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?
The SENCO will discuss any concerns you may have and if appropriate seek advice and support from external agencies.
- 5.5: What arrangements does the school have for liaison with Children's Social Care services?
The school will liaise with Children’s Social Care services when appropriate.
- 6.1: What SEND training is provided for teachers in your school?
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 by liaising with external agencies.
- 6.2: What SEND training is provided for teaching assistants and other staff in your school?
Teaching assistants are also entitled to further professional training. This is done through individuals attending courses on an issue that has been identified or through in service training on whole school issues. Training with our feeder Junior school has also taken place with all teaching assistants from both schools attending.
- 6.3: Do teachers have any specific qualifications in SEND?
The SENCO has a level 6 SEN award.
- 6.4: Do teaching assistants have any specific qualifications in SEND?
Teaching assistants have attended accredited SEN training in literacy and numeracy initiatives.
- 7.1: How do you ensure children with SEND can be included in out of school activities and trips?
The school adheres to the Equalities Act and schools accessibility plan. We aim to ensure that any individual need does not constrain any educational entitilement. The school will work with the parents to ensure that individuals are supported and any concerns are addressed appropriately.
- 7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?
The school will liaise with the parents to ensure individual needs are met.
- 8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
The school is all on one level with some ramps. There are double doors through to the hall and outside areas.
- 8.2: Have adaptations / improvements been 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.
- 8.3: Are there accessible changing and toilet facilities?
The school has a disability toilet.
- 8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
The school and governing body will ensure that the necessary provision is made for any pupil with SEN.
- 8.5: How does the school communicate with parents / carers who have a disability?
The school will liaise the Sensory Consortium and with parents to ensure communication is appropriate and effective.
- 8.6: How does the school communicate with parents / carers whose first language is not English?
The school will liaise with the parents and ETMAS to ensure communication is effective and appropriate for the individual family.
- 9.1: What preparation will there be for both the school and my child before he or she joins the school?
The school has an induction period for all new children whereby they get to meet their new school, class and teacher. We will support all new children to ensure that they can settle quickly and confidently into our school.
- 9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
The school arranges for children to meet their new teacher in the summer term and if appropriate will arrange further support in liaison with parents.
- 9.3: How will my child be prepared to move on to his or her next school?
The school ensures that transition is supported for all of our children. Liaison between parents, 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, SENCO and parents.
- 9.4: How will you support a new school to prepare for my child?
Along with the individual records the SENCO will liaise with the new school to discuss individual needs. If appropriate then additional meetings with the parents, SENCO and new school can be arranged.
- 9.5: What information will be provided to my child's new school?
Records will be transferred to the new school. Liaison with parents and transfer school takes place and outside agencies are involved if appropriate.
- 9.6: How will the school prepare my child for the transition to further education or employment?
- 10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?
The class teacher should be the first point of contact. Appointments with the SENCO or Headteacher can be arranged to share any concerns.
- 10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
Parents can request an appointment to discuss any concerns they may have. The ELSA will either work with the family or signpost them to other agencies for help. Requests for support are dealt with quickly and appropriately.
- 10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
SENCO or Headteacher the school will signpost parents/carers to external agencies if appropriate.
- 10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
The school welcomes any communication with parents. Parent views are sought through parent questionnaires, annual reports slips and through formal and informal discussion. The school welcomes feedback through emails and letters. An appointment can be made with any members of staff.
Should a concern not be satisfactorily resolved then the schools complaints procedure can be accessed via the schools website.
5. Specialist services available / accessed by the school
6. Training of school staff in SEND
7. Activities outside the classroom including school trips
8. Accessibility of the school environment
9. Preparing my child to join a new school / next stage of education
10. Who can I contact to discuss my child?
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