Geoffrey Field Infant School

Community - Infant School

Geoffrey Field Infant School has published their Local Offer providing information on Special Educational Needs and Disabilities (SEND)

This setting has signed up to offer Tax Free Childcare.

Who to contact

Contact Name
Miss Z Dean
Contact Position
Head Teacher
Telephone
0118 937 5473 0118 937 5473
E-mail
admin@geoffreyfieldinfant.reading.sch.uk
Website
www.geoffreyfieldinfant.co.uk
Scan to visit this website

Where to go

Address
Exbourne Road
Reading
Berkshire
Postcode
RG2 8RH
Directions to RG2 8RH

Availability

Age Ranges
3-7

Childcare Information

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Description

 

Contact Name
K Coombes
Contact Telephone
0118 9375473
Contact Email
senco@geoffreyfieldinfant.reading.sch.uk
Links
www.geoffreyfieldinfant.co.uk Accessibility Plan SEND Policies
SEN Provision Type
Universal
Local Offer Updated
28/07/2022

Schools Extended Local Offer Response

Description

School Name: Geoffrey Field Infant School Address: Exbourne Road, Reading, RG2 8RH Telephone: 01189375473 Email: admin@geoffreyfieldinfant.reading.sch.uk Website: www.geoffreyfieldinfant.co.uk Ofsted link: http://www.ofsted.gov.uk/inspection-reports/find-inspectionreport/provider/ELS/109782 Headteacher: Miss Z Dean SENCO: Name: K Coombes Contact: senco@geoffreyfieldinfant.reading.sch.uk Date of latest Accessibility Plan: June 2021 Date completed: May 2022 By whom: Name: Mrs K Coombes Role: SENCO School Logo (optional) Classification: OFFICIAL-SENSITIVE 2 Classification: OFFICIAL-SENSITIVE SEN Information Report / Local Offer Submission 2022/2023 (schools) Government Legislation requires all schools to publish the SEN Information Report / Local Offer (clause 65 of the Children’s Act). This report is coproduced by the Headteacher, Governor’s and parents. It is a lengthy document and its aim is to outline the provision that the school provides for children with SEND. *School to provide a general statement about what the school provides in box below

General Statement – At Geoffrey Field Infant School we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. The school is committed to early identification of SEN and adopts a graduated approach to meeting SEND in line with the SEND Code of Practice. The school’s system for regularly observing, assessing, reviewing and recording the progress of all children is used to identify children who may not be making good progress and therefore may have additional needs. The needs of the whole child are considered not just the special educational needs of the child. Parents’ views are sought throughout the graduated approach cycle and are kept fully informed about their child’s progress and any additional provision that their child may be receiving. Individual Education Plans are reviewed in consultation with parents during termly parent meetings. The school works with a range of external agencies. Their services include advice to the school about targets and strategies, specialised assessment or direct work with children with identified special educational needs

1: The kinds of special educational needs for which provision is made at the school
1.1: Do you have children with SEND in your school?

The school has a number of children with special educational needs. The four broad areas of need are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs.

2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
2.1: How do you know if a pupil has SEN?

We regularly assess and track the progress of all our learners and as professionals we discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Advice from professionals is sought as appropriate. If parents are concerned they should approach the class teacher in the first instance followed by the SEND Coordinator. Where a child is identified as having a special educational need an Individual Education Plan is created for the child and shared with parents during the termly parent meets

3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
3.1: Where can I find information about the school SEN Policy?

The school’s SEND and Inclusion policy can be found on the school’s website www.geoffreyfield.co.uk Please go to Our School then Policies

3a: How the school evaluates the effectiveness of its provision for such schools
3a.1: How do you make sure that the SEN provision is helping pupils make better progress?

Provision and policies are monitored and evaluated by the SEND Coordinator, the Inclusion Governor and the Head teacher. The SEND Coordinator reports to the Governing Body annually about the needs of the pupils in the school, the effectiveness of the provision in place and the progress and attainment of the SEND group in each cohort. Where appropriate, targets are set for a pupil’s well-being on an Individual Education Plan. These are reviewed each term and progress against these targets are shared with parents

3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
3b.1: How do you check and review the progress made by pupils with SEN?

We assess and track the progress of all our learners and as professionals we regularly discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Advice from external professionals is sought and implemented as appropriate. We regularly involve parents and families in discussions about their child’s learning and progress. This includes informing parents and families of next steps and what they can do to support their child’s learning. Individual Education Plans are reviewed termly and shared with parents each term. If parents are concerned they should approach the class teacher in the first instance followed by the SEND Coordinator

3c: The school's approach to teaching pupils with SEND
3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?

All pupils in all lessons have access to differentiated curriculum provision. This may involve modifying learning objectives, teaching styles and access strategies. Monitoring of progress is carried out by the class teacher and used to inform future differentiation within planning and teaching. Progress is reviewed at the same intervals as the rest of the class and a decision made about whether the pupil is making good progress at this level of intervention. Termly newsletters are shared with parents. This informs parents regarding topics which will be taught that term and suggestions are made for how parents can support their child at home.

3d: How the school adapts the curriculum and learning environment for pupils with SEND
3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?

Our SEN and Inclusion Policy promotes the involvement of all our learners in all aspects of the curriculum including activities outside the classroom. Having identified needs, we seek to match provision to need. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met; where applicable parents/carers are consulted and involved in planning

3e: Additional support for learning that is available to pupils with SEND
3e.1: Is there additional support available to help pupils with SEND with their learning?

Having identified needs, we seek to match provision to need with small group and 1:1 interventions provided as appropriate. We define expected outcomes of planned interventions and then monitor the impact through regular meetings and tracking of pupil progress. Parents are informed of the extra provision their child is receiving during the termly parent meets

3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
3f.1: What social and extra-curricular activities are available for students with SEND?

All of our learners are involved in all aspects of the curriculum including school trips and after school clubs. Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. Risk assessments are carried out for each trip and include named individuals with SEND or medical conditions if adaptations are required. After school club information is shared with parents at the beginning of each term.

3g: Support that is available for improving the emotional and social development of pupils with SEND
3g.1: What support will there be for my child's overall well-being?

Personal and social development underpin the work of the school so that the pupils see themselves as learners, are cooperative and develop tolerance and respect. Pupils are taught to manage their feelings and behave appropriately so that all pupils can learn. Effective relationships are demonstrated and developed across all areas of the curriculum. The school’s ELSA (Emotional Literacy Support Assistant) provides additional support as appropriate in the classroom or within tailored 1:1 or small group sessions. Advice from external professionals is sought and implemented if necessary.

4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
4.1: Who should I contact if I want to find out more about how the school supports students with SEND?

The school’s SENCO is Mrs K Coombes. Contact details: Telephone: 01189375473 Email: senco@geoffreyfieldinfant.reading.sch.uk If parents are concerned about their child’s learning or development they should approach the class teacher in the first instance followed by the SEND Coordinator

5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
5.1: What training have the teachers and other staff who support children and young people with SEND had?

Our staff receive regular training and our teachers hold qualified teacher status. We have a number of established relationships with professionals in health and social care e.g. Sensory Consortium, specialist nurses. We access a range of additional services including CAMHs and Occupational Therapy. We buy into the Educational Psychology Service and the Speech and Language Therapy Service. Staff from specialist provision are also contacted to provide training e.g. staff from EP Collier Speech and Language Resource and from the ASD Resource at Christ the King. When buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service.

6: Information about how equipment and facilities to support children with SEND will be secured
6.1: What happens if my child needs specialist equipment or other facilities?

The buildings and grounds provide reasonable access for pupils and the buildings include appropriate décor, signs, fixtures and fittings. Classrooms are optimally organised with appropriate equipment to promote the participation and independence of all pupils. Specialist resources are sourced via external services if necessary.

7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
7.1: How will I be involved in discussions about and planning for my child's education?

We regularly involve parents and families in discussions about their child’s learning. This includes informing parents and families of next steps and what they can do to support their child’s learning. Any changes to provision are discussed with the learner and their families. Parent meets are held termly where Individual Education Plans are shared. The school runs reading, phonics, Singapore Maths and Key Stage 1 workshops for parents throughout the year.

8: The arrangements for consulting young people with SEN about, and involving them in their education
8.1: How will my child be involved in his/her own learning and decisions made about his/her education?

Learner feedback is part of our established learning culture so that pupils are aware of their successes and next steps. Any changes to provision are discussed with the learner and their families.

9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
9.1: Who can I contact for further information?

Complaints regarding SEND provision are handled through the school’s complaints procedure – initially through the class teacher, then the SEND Coordinator/Head teacher, the Governing Body, the LA. All complaints are recorded and a response made. The Inclusion Governor is Mrs Z Glancy. She can be contacted via the school office.

10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
10.1: Who else provides services in school for children with SEN or disabilities?

We have a number of established relationships with professionals in health and social care, these include social services, speech and language therapy and educational psychologists. These are recorded on our provision map. All external partners we work with are vetted in terms of safeguarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service. Parents can contact the SENCO for advice on how to contact these services.

11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?

For advice and support: Reading Information Advice and Support Service for SEND (SENDIASS) : 01189373421 iass.partnership@reading.gov.uk The Children’s Action Team (South): 01189376570

12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?

All details and required information are passed on to the receiving school within a reasonable timescale. A thorough transition programme is in place for pupils moving into or out of the school. This includes meetings between teachers, visits for the pupils, meetings between SEND Coordinators to discuss the needs of vulnerable pupils and those with SEND.

13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
13.1: Where can I find out about other services that might be available for our family and my child?

The link to the Local Offer is: www.reading.gov.uk/servicesguide

14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?

We assess and track the progress of all our learners and as professionals we regularly discuss any concerns we have as well as celebrate achievement. We have systems in place to use data to support tracking. Advice from external professionals is sought and implemented as appropriate. We regularly involve parents and families in discussions about their child’s learning and progress. This includes informing parents and families of next steps and what they can do to support their child’s learning. Parent meets are held termly. If parents are concerned they should approach the class teacher in the first instance followed by the SEND Coordinator.

15: Who can I contact for further information?

In the first instance, parents/carers are encouraged to talk to their child’s class teacher. Further information and support can be obtained from the school’s SENCO

16: What is the complaints procedure?

The Complaints Policy and Procedure for Geoffrey Field Infant School can be found on our website within Our School then Policies.

17: Our external partners are

Educational Psychologist Speech & Language Therapist Social Care Behaviour Support Physiotherapy Occupational Therapy Sensory Consortium

18: Is there any additional provision you have developed during the year?

n/a

19: Link to the schools websites SEND information or policy page.
The link to the Local Offer is: www.reading.gov.uk/servicesguide The link to the SEN Information Report is: Geoffrey Field Infant School - SEND

Ratings

Sign in to rate this service

Disclaimer

This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.

Actions

Sign in to rate this service Save to Shortlist

Last Updated

Last updated:

Contact the Team

Family Information Service

fis@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer

localoffer@reading.gov.uk 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support

CSAAdvice.Signposting@reading.gov.uk 0118 937 3747 0118 937 3747
Skip back to top of page