Mrs. Bland's Infant and Nursery School

Mrs. Bland’s is a nursery and infant school located in the village of Burghfield Common.  It is a fully inclusive school dedicated to raising the standards of achievement for all children.  All staff at the school are committed to ensuring children fulfil their potential. Our whole school assessment and monitoring process aims to ensure that 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. 

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.

At Mrs. Bland’s Nursery and Infant 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 when appropriate.  All of our children are closely monitored and their progress is tracked and reviewed termly.   We also look at and discuss children’s emotional and behavioural needs.  Any children causing concerns are quickly identified and provision put in place for them.  Parents and pupils are fully involved if any issues are identified and are invited to meet with staff.

It is the teacher’s responsibility to provide for pupils with SEND in their 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 SEND so they are aware of the strategies that are being used and are involved as partners in the process. Most special educational needs can be managed with appropriate provision in school. 

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 parental evenings ensure that communication is regular and clear. Parents will be given a copy of their child’s GAP (Graduated Approach Plan) or SAP (Support and Achievement Plan) and are encouraged to make their own contributions towards them.  These will be reviewed, at least termly following the "Assess, Plan, Do, Review" (APDR) cycle.

We work very hard to ensure that the support we give children promotes growing independence and 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 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. 

It is each teacher’s responsibility to provide for pupils with SEND in their 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 and by the support from TA’s.  Lessons are differentiated to ensure all pupils are able to access the learning. Differentiation and Adaptation can be by task, time, learning environment and outcome. 

Special Educational Needs and Disabilities are 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: 

• Targets 
• 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. 

 Provision for children with SEND will be personalised according to their particular needs.  Where the school deems it appropriate, the following strategies may be used.  It is unlikely that the full range would be suitable for every child.  We work very closely with a range of professionals who are experts in their fields and seek further advice on individual cases where necessary. 

Autistic Spectrum Disorder (ASD) 

• Careful consideration of seating with a clearly defined work station 
• Filter out irrelevant stimuli 
• Provision of visual aids and timetables 
• Clear communication so that instructions cannot be misinterpreted 
• Slow delivery of instructions to allow for information to be processed 
• Understanding checked before child gets down to work 
• Consistency in dealing with challenging behaviour 
• Circle of Friends 
• Social skills can be directly taught 
• Social stories 
• Consistency with timetabling and classroom expectations 
• Advanced warning if something will be different to normal 
• Programmes to address sensory needs 
• Working breaks 
• Pupils strengths and interests used as a vehicle to teach skills 
• Structure during unstructured times e.g. lunch times and privilege time 

Hearing Impairment 

• Careful seating with clear sight lines to the teacher and board 
• Speak clearly and at a reasonable pace 
• Allow extra time for information to be processed 
• Light source in front of teacher rather than behind 
• Ensure child is paying attention before speaking 
• Repeat questions from elsewhere in the room before answering them 
• Provide written notes, instructions and visual aids 
• Give a list of new vocabulary in advance 

Visual Impairment 

Should we have a child in school with visual impairment we will liaise closely with the child and their parents, and seek specialist advice from professionals and the sensory consortium.  

Speech and language difficulties 

We work with a speech and language therapist who can assess children with speech and language difficulties and put together a personalised programme.  

Each class has a TA who supports SEN, both in class and with intervention programmes. The school has a dedicated ELSA (Emotional Literacy Support Assistant) who supports children.  SEN funding is used for training of personnel, resources including small group support and 1:1 support where appropriate.  In addition, some TAs run a series of intervention programmes in the afternoons. 

Every class is equipped with appropriate resources for SEND provision. Following advice from professionals we will identify needs and where applicable source resources from outside agencies. 

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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.

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.

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.

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.

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.

You can support your child’s learning by talking and reading with them.  Knowledge Organisers will tell you what your child will be learning at school.  The weekly newsletter also details the learning that has taken place in class during the week.   

 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 (SAP) 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. 

The school holds regular curriculum evening events.  Should a particular issue arise the school will endeavour to offer support and training to enable parents to support their child’s learning. 

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

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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 SEND governor. The school values parental support and warmly invites parents and pupils to share in any evaluations and reviews.

The school has a dedicated ELSA assistant for both Early Years and Key Stage 1, 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.

Mrs. Bland’s is an inclusive school where reasonable adjustments are made so that no child is excluded from any activity. 

The school has a positive behavioural policy which is written in line with Therapeutic Thinking techniques, that 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. 

All children have regular PSHE and RE lessons which often 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. 

There is a clear set of school rules which are applied consistently in all classes by all staff.   

For children who find it difficult to conform to normal behaviour expectations, extra support may be given and a Therapeutic Plan written and shared with parents.  All staff are trained in behaviour management techniques.   All staff, including lunch time carers are made aware of strategies in place for particular children. 

When there are behavioural incidents, these are resolved using restorative practice techniques.

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.

We follow guidance given by West Berkshire.  There must be a form signed by parents and then medicine is kept in the office and administered by office staff. 

The school will administer medicines that have been prescribed by a doctor, dentist, nurse or pharmacist. 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 school’s management of medicines policy. 

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.

The school uses a range of SEND support and the school will liaise with them and provide a link between agencies, class teachers and parents when appropriate. 

We have access to the following SEN support services.  Assessment will be carried out at school to see if it is appropriate to access a particular service.  Each service has its own criteria for referrals and school visits. 

• Educational psychologist 
• Autistic Spectrum Disorder (ASD) advisory teacher 
• Cognition and Learning Team (CALT) 
• Sensory Consortium 
• Specialist Inclusion Support Service (SISS) provided by Brookfield School 
• Speech and Language Therapist 
• Child and Adolescent Mental Health Service (CAMHS) 
• Therapeutic Thinking Support Team (TTST)

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.

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.

The SENCO will discuss any concerns you may have and if appropriate seek advice and support from external agencies.

The school will liaise with Children’s Social Care services when appropriate.

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.

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.

Our SENCO holds the NASENCO accreditation. Our SENCO can be contacted via the school office.

Teaching assistants have attended accredited SEN training in literacy and numeracy initiatives.

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.

The school will liaise with the parents to ensure individual needs are met.

The school is all on one level with some ramps. There are double doors through to the hall and outside areas.

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

The school has a disability toilet.

The school and governing body will ensure that the necessary provision is made for any pupil with SEN.

The school will liaise the Sensory Consortium and with parents to ensure communication is appropriate and effective.

The school will liaise with the parents and ETMAS to ensure communication is effective and appropriate for the individual family.

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.

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.

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.

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.

Records will be transferred to the new school. Liaison with parents and transfer school takes place and outside agencies are involved if appropriate.

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The class teacher should be the first point of contact. Appointments with the SENCO or Headteacher can be arranged to share any concerns.

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.

SENCO or Headteacher the school will signpost parents/carers to external agencies if appropriate.

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.