FCIA INFORMation report

1. Love Life. Embrace Learning. Believe Together.
SEND
Information
Report
Who can I
talk to about
SEND
provision?
What is
SEND?
What do I do
if I think my
child has
SEND?
Will my child
be treated
the same as
the other
children?How are the
staff in school
trained and
prepared to
work with my
child?
I’m worried
about my
child’s
progress.
What should I
do?
Who else
might be
involved in
supporting my
child?
What happens
if my child
requires more
significant
support?
My child is
going to
another school.
How will they
be prepared to
meet my child’s
needs?
I’m unhappy
about the
support my
child is
receiving. What
should I do?
Our Vision,
Mission and Ethos
statements

2. Love Life. Embrace Learning. Believe Together.
Vision Statement
Love Life. Embrace Learning. Believe Together.
Ethos Statement
Field Court C of E Infant Academy is a school where Christian values inspire us
all to learn in a friendly, vibrant, happy place with the wellbeing of our children,
staff and families placed at the heart of everything we do.
Mission Statement
Through fun and creative teaching, we will engage, inspire and enable our
children to aspire and achieve without limits. They will know who they are and
develop a passion for life, learning and the world around them.

3. Love Life. Embrace Learning. Believe Together.
What is SEND?
S.E.N.D. stands for Special Educational Needs and Disabilities
Children have a Special Educational Need and/or disability if they have a
learning/medical difficulty which calls for special educational provision to be made for
them. For example:
They might have significantly greater difficulty in learning than the majority of children
the same age;
They may have a disability which prevents or hinders them from making use of
educational facilities of a kind generally provided for children of the age in schools
within Local Authority area.
The areas of Special Educational Needs include:
Cognition and Learning (general or specific learning difficulties)
Social, Emotional and Mental Health difficulties.
Communication and Interaction difficulties (speech and language difficulties, Autistic
Spectrum Disorders)
Sensory and physical difficulties (hearing/visual impairment, physical & medical
difficulties)

4. Love Life. Embrace Learning. Believe Together.
Who can I talk to about SEND provision?
Your child’s class teacher
01452 720257
Lois Smith
Deputy Head Teacher
Special Educational Needs and Disabilities Co-ordinator (SENDCo)
Pupil Premium Lead
l.smith@fieldcourt-inf.gloucs.sch.uk
Sally Beard
SENDCo Assistant
Early Years (Little Explorers) SENDCo
s.beard1@fieldcourt-inf.gloucs.sch.uk
Liz Frisby
Family Support Worker
familysupport@fieldcourt-inf.gloucs.sch.uk

5. Love Life. Embrace Learning. Believe Together.
What do I do if I think my child has SEND?
Parents play a vital role in identifying SEND and working together is key. If
you have a concern, please talk to your child’s class teacher. They may
involve the SENDCo (SEND Coordinator) or the Family Support Worker in a
discussion with you about your concerns.
The school uses information about your child’s progress in school, as well as
other information from class teachers and parents, to make a decision as to
whether a child might need further support. Parents are a particularly
important source of information; we will work actively with you and keep you
fully informed about how we continue meet your child’s needs.
If Special Educational Needs are identified and support offered already
hasn’t met those needs, then the school, along with the child and parents,
will hold a ‘Learning Conversation’ and will work together to create a plan,
known as a ‘My Plan’. This plan looks at what your child’s needs are in a
variety of areas and outlines some targets to meet these needs. It also
outlines what provision will be put in place and how and when this will be
reviewed. We refer to this level of support as ‘SEND Support’.

6. Love Life. Embrace Learning. Believe Together.
Will my child be treated the same as other children?
Of course! Your child is very much involved in their class and will still enjoy our broad and
balanced,
topic-based curriculum. They will simply have some extra provision or support. This support will
be carefully planned and will aim to provide the specific help your child needs.
All children are offered:
• Access to a broad, balanced curriculum
• Quality First Teaching
• Use of the Outdoor Learning Environment
• Use of technology to support learning such as IPads and laptops
• Access to staff expertise across the school
• SEND support/advice
• Curriculum planning, work and delivery that promotes mastery of skills and concepts
• Visual aids, visual timetables
• Tracking and monitoring of progress
• Parental reviews at Parents’ evenings
• Family support/advice
• Access to wider professional support
• Short-term interventions, if necessary, to address specific concepts
For children with additional needs we offer:
• Further class-based support
• Small group working with the Class Teacher/Teaching Assistant
• Additional resources and/or scaffolds to support learning
• Access to therapy such as Talk and Draw, Timid to Tiger, working with sand/Lego
• A My Plan/My Plan+/EHCP (dependent on level of need and professionals involved)
• Individual arrangements for SATS if necessary
• Adapted/additional resources and aids e.g. coloured overlays, visual support cards etc.
• The school is also fully wheelchair accessible and facilities have been adapted for children with Physical
Needs.

7. Love Life. Embrace Learning. Believe Together.
How are school staff trained and prepared to work with my child?
All staff are prepared to support children with SEND. Our SENDCo supports
teachers with planning provision for children with SEND and organises or delivers
additional training if necessary. Teachers and/or Teaching Assistants have recently
received, or will soon receive, training in the following areas:
• Autistic Spectrum Disorder
• Quality First Teaching for children with SEND
• Phonics and early reading
• Engaging pre-school children with additional needs in play
• Demand Avoidance (a specific aspect of Autistic Spectrum Disorder)
• Schemas (a theory of cognitive development)
• The Pre-Key Stage Standards
• Supporting children with continence needs
• Engagement
• Higher-order questioning
• Building independence in learning
• Effective feedback

8. Love Life. Embrace Learning. Believe Together.
I’m worried about my child’s progress. What should I do?
Firstly, you should make arrangements to discuss your child’s progress with
their class teacher who will be able to give you any information you require.
There are a number of things that he or she will look at when considering
whether your child needs more help than they are currently receiving:
• Have they continued to make little/no progress over a specific period?
• Do they continue to work at a level that is below that expected of
children of a similar age?
• Do they have emotional or social difficulties that regularly interfere
with their own learning or that of others in their class?
• Do they have specific needs that require additional equipment or
regular visits for direct support or advice from specialist services?
• Are there any circumstances at home or at school that are impacting
upon their learning and/or wellbeing?
• Are they enjoying their learning and play and getting the most out of
school life?

9. Love Life. Embrace Learning. Believe Together.
Who else might be supporting my child?
If we are not able to meet your child’s needs using the expertise we have within school, we
then seek support from other professionals. We complete a form with parents called a ‘My
Assessment’, which outlines views and wishes of parents, children and the school, and
provides details of the child’s learning and development so far. Any information or advice
from other professionals will also be outlined in the My Assessment. After working with
these professionals, your child may or may not move from a My Plan to what is known as a ‘My
Plan +’.
Who are these outside professionals?
We currently access support from the following agencies:
• Speech and Language Therapy Service https://ghc.nhs.uk/our-teams-and-services/childrens-slt/
• Educational Psychologist (Simon Connor https://www.psychological.biz/)
• Occupational Therapy Service https://ghc.nhs.uk/our-teams-and-services/childrens-occupational-therapy/
• Advisory Teaching Service https://www.gloucestershire.gov.uk/media/4272/advisory-teaching-service-leaflet.pdf
• Health Professionals such as GPs, Paediatricians or the School Nursing Team https://ghc.nhs.uk/our-teams-and-
services/school-nursing/
• Social Care https://www.gloucestershire.gov.uk/health-and-social-care/children-young-people-and-families/early-help-for-
children-young-people-and-families/
• The Milestone School Outreach team https://themilestoneschool.co.uk/outreach-training/

10. Love Life. Embrace Learning. Believe Together.
What happens if my child requires more significant support?
For a few children with complex needs that cannot be met through the provision set out in a
My Plan +, we may ask for your permission to put your child forward for an Education and
Health Care Plan (EHCP). An outcome of this process may be that outcomes will be set in a
multi-agency meeting and some additional funding may be available from the Local Authority
to support your child’s learning in school. School will lead this process and support you
throughout but if you need any further advice, SENDIASS (https://sendiassglos.org.uk/) is a
service that provides information and support to parents/carers whose children have Special
Educational Needs.
Please click this link to view the statutory timeline for an EHCP

11. Love Life. Embrace Learning. Believe Together.
My child is moving to a new school. How will they be prepared to meet my
child’s needs?
The SENDCos from the Infant Academy and the Junior Academy meet to discuss the needs
and requirements of any children with SEND in Year 2 that will be going to the Juniors. The
Junior Academy SENDCo may also attend multi-agency meetings and reviews in the lead up
to the transition.
Following a discussion with parents, the Year 2 teachers and SENDCo might decide that
some children require additional support to make the transition. The children may spend
more time visiting the Junior Academy or might have further meetings with their class
teacher to find out about new routines and expectations.
For more information, please see the Junior Academy website: http://www.fieldcourt-
jun.gloucs.sch.uk/school_information/important_documents/send/send.html
If your child is leaving to attend a different school, the SENDCo from the Infant Academy
will contact the SENDCo at the new school to pass on any paperwork and discuss your child’s
needs.

12. Love Life. Embrace Learning. Believe Together.
I’m unhappy about the support my child is receiving. What should I do?
At Field Court C of E Infant Academy, we are dedicated to meeting the needs of every child
in the school, and working closely with parents is an important part of the process. If you
are unhappy about any aspect of your child’s support, you can make an appointment to speak
to your child’s class teacher. If the matter is not resolved, he or she will ask the SENDCo
to attend another meeting. The Head Teacher will be involved if there are any unresolved
issues following this process.
If you have any concerns about your child's needs or would like more information about
SEND at Field Court C of E Infant Academy, please contact:
• Your child’s class teacher
• Mrs Smith – l.smith@fieldcourt-inf.gloucs.sch.uk
• Mr Osborne - Head Teacher head@fieldcourt-inf.gloucs.sch.uk
• Mrs Frisby – Family Support Worker familysupport@fieldcourtinf.gloucs.sch.uk
SENDIASS (An organisation that supports parents of children with SEND)
Telephone: 01452 389345
Email: sendiass@carersgloucestershire.org.uk
Website: www.sendiassglos.org.uk

13. EHCP
Statutory
Timeline