Springfield Infant School and Nursery

Building strong foundations for a lifetime of learning

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Current interventions and support available

Funding for SEN

We receive a fixed sum for each pupil at the school and in addition we can apply for top up funds depending on the level of need of the pupil. There are also other sources of funds we are able to use with specific children, such as those that are looked after or in receipt of free school meals.

 

These funds are used to subsidise additional support that a pupil may need either through the purchase of specialist equipment, additional assessments, staff training or further support.

 

Please refer to Suffolk County Council's guidance regarding funding and what parents and school are entitled to through this link.

 

Provision for Special Educational Needs

At Springfield Infants school and Nursery we recognise the complexity of children’s needs and try to meet them fully within the environment of a mainstream school and Nursery. We provide for all kinds of SEN included within the broad areas of need discussed in the SEN Code of Practice:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs.

 

Please find below a breakdown of the additional and different needs which our children have as a percentage of the whole school population:

SEN support across school – 13%

EHCP support– 1%

 

 

SEN register broken down into areas of Need:

 

SEN Support

EHCP

Cognition and Learning (CL)

Communication and Interaction (CI)

Social, emotional mental health (SEMH)

Sensory/physical development (SPD)

Year N

8

0

1

8

0

0

Year R

19

2

5

17

7

1

Year 1

6

0

4

5

5

0

Year 2

6

2

5

7

5

2

Total

39

4

15

37

17

3

 

  • Communication and interaction – 95%
  • Cognition and learning – 38%
  • Social, emotional and mental health difficulties – 44%
  • Sensory and/or physical – 8%

Please note: Some children have needs which fall into more than one category.

 

Dual placements 3%

 

We work with special needs schools to support dual placement children where appropriate. This should be discussed with both schools accordingly.

Interventions

In addition to quality first teaching within every classroom we offer a range of interventions to support the individual needs of children we teach. These are tailored to meet the child's individual specific needs and are designed to ensure that learning opportunities are enhanced and progress carefully monitored. These are delivered by trained in school staff and/or outside agencies.

Some of these include:

 

* Read Write Inc

* Reading boosting

* Phonic boosting

* Maths boosting

* Family Support Practitioner 

* In house Speech and language therapy-Communicate

* External speech and language therapist-NHS

* Breakfast club including gym trail activities

* Thrive-supporting emotional and social difficulties 

*Support from county inclusive support service (CISS)

*Ginger group

*Handwriting interventions

*Nursery Narrative-speech and language intervention

* Transition groups-including regular liaising with the Junior School in the Spring/summer term for transitions into KS2.

*Friendship groups/play groups with our family support worker

 

We also work with other settings when a child is dual placed at out school. Please refer to the school's admissions policy.

 

The SENCO completes provision maps on a termly basis for all SEND and carefully monitors that pupils are receiving high quality, effective interventions. Please refer to our pupil premium policy to see an overview of how the school ensures the continued improvement of social and emotional development across the school for all pupils.

 

 

 

We are working hard to become a THRIVE trained school and currently have 2 members of Staff working within our THRIVE room. We plan to extend this level of expertise throughout the next Year 2018-19 working with more children across the school. Thrive is an approach that looks at a child's social and emotional development and possible interruptions that may have occurred at any of these key developmental milestones/stages. Our work with the children will plan to support and enable them to develop the appropriate social and emotional skills to move into "right time development" for their age.

 

At our setting we have been using Thrive-Online to screen children in Reception in their class or work group. The results help us to plan our social and emotional curriculum. We adapt what we teach to best meet the needs that are indicated.  
 
We also use Thrive-Online to assess and develop action plans for individual children. This ensures that the adults working with them understand their individual needs and are able to meet these most effectively. We will gain permission from parents to complete individual assessments, but do not require permission for whole class assessments as this falls within general assessment tools used within school. 

Thrive in our school

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