Springfield Infant School and Nursery

Building strong foundations for a lifetime of learning

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Current interventions and support available

Funding and Resources

The school receives a Notional SEN Funding budget each year that is determined by a national formula and uses indicators based on prior low attainment, family income profiles, English as an additional language, free school meals and looked after children.  From this funding, the school will meet the first £6,000 cost of provision for every child with SEND.  Where a child’s provision costs more than £6,000, the school can apply to the Local Authority for Top-up Funding.  The SENDCo and Headteacher will determine which pupils are eligible for this extra funding and will make necessary application via the Local Authority procedures.  The costs for SEND provision are typically the funding of small group or one to one provision such as speech therapy, Thrive sessions, the funding of support and interventions from outside agencies and the funding of specialist resources and equipment

 

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

 

Arrangements for Admissions

All children applying for a place in the school are subject to the criteria outlined in the Admissions Policy.  No child will be discriminated against on the grounds of having SEND.  Where a child’s SEND is complex, the SENDCo, Headteacher and Governors will evaluate the ability of the school to make reasonable adjustments that will adequately provide for their needs.  Where a child has an Education Health and Care Plan, this evaluation will be made in partnership with Local Authority SEND personnel.

 

Please find below a breakdown of SEND as a percentage of the whole school population:

SEN support across school – 13%

EHCP support– 1%

 

 

SEN register broken down into areas of Need April 2019:

 

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

 

For Physical/Sensory needs we have an adapted environment with disabled toileting facilities and specialist furniture.  We also access advisory teachers for visual and hearing impairments and take advice from the physiotherapists and occupational therapist where necessary.

 

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.

 

SEND Training

The SENDCo is responsible for the planning and, where possible, the delivery of SEND training for all staff. Regular updates and information about SEND can be given on staff training days and there are many online opportunities for staff to stay abreast of SEND issues and changes.  It is possible to determine the changing needs of training through an audit of skills that the SENDCo could carry out every one or two years.  This means that staff can communicate to the SENDCo what the greatest training needs are across the school.

 

 

 

 

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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