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Shinfield Infant School

Our school was founded in 1707 and has been a well-established school for over 300 years. We are an Infant and Nursery school, linked with Shinfield St. Mary’s C.E. Junior School. The schools are part of a close knit and vibrant community in Shinfield village, and we have many links with this and the wider world around us.

We aim for all children to fulfil their potential and our school mission statement includes the line ‘Everyone shining in their own field’. This not only comes from the water meadows around Shinfield that give it the ‘shining field’ name, but also from our whole school approach to ensuring that each child does his or her best.

Children can start in Nursery when 3 years old and can either attend the morning or afternoon session. we offer a number of 30 hour funded places for those who are eligible. There are three classes in F2,Year 1 and Year 2. The number on roll is 322 for school and Nursery, with a planned admission number of 90 children.

The school site has recently an expansion and extensive refurbishment to include a large new playground and field, spacious new hall, three new classrooms, a small group work room and hygiene room.

Shinfield Infant and Nursery School

Who to contact

Contact Name
Mrs Amanda Turner
Contact Position
Head Teacher
0118 988 3389

Where to go

Shinfield Infant and Nursery School
School Green

Accessing this service

Type of School
Age Ranges
4 yrs - 7 yrs

Compliments, complaints and comments

Contact Name
Mrs Amanda Turner
Head Teacher
How to make a compliment, complaint and comment

Please see complaints procedure on the school website.

School Policies

Local Offer - Support available for children and young people with additional needs

Local Offer logo
Contact Name
Mrs Amanda Turner
Contact Telephone
01189 883 389
Contact Email
Local Offer Description

Local Offer last reviewed 07/02/2018

Identification of Special Educational Needs and Disabilities (SEND)
1.1: How does the school identify children/young people with special educational needs and disabilities?
  • Ongoing teacher observations, assessments and experience.
  • Consultations with SENCO (Special Educational Needs Co-ordinator)
  • Individual Education Plan (IEP), reviewed termly with parents.
  • Outside agency involvement through observations, assessment and regular meetings with school and parents; Educational Psychologist, Learning Support Teacher, Sensory Consortium, EWO, Parenting Support etc.
1.2: What should I do if I think my child has SEND?
  • Contact class teacher in the first instance
  • Arrange a meeting with the SENCO or Headteacher.
  • If your child is a pre-school child not already in our Nursery setting, please contact the school to arrange a meeting with the SENCO and Headteacher.
Support for children with special educational needs
2.1: If my child is identified as having SEND, who will oversee and plan their education programme?

Class teacher and SENCO

2.2: How will I be informed / consulted about the ways in which my child is being supported?
  • Home/school communication books
  • Regular meetings with outside agencies (if involved), SENCO or Headteacher.
  • Termly Parents Evening
  • Annual School Reports
  • Annual Reviews if a child has an Education and Health Care Plan  (6 monthly reviews for children under 5 years of age)
2.3: How will the school balance my child's need for support with developing their independence?
  • Tailored and targeted small group or individual support
  • Using a child’s strengths and interests to build confidence and independence in learning
  • Provision of resources matched to the child’s needs
2.4: How will the school match / differentiate the curriculum for my child's needs?
  • Through detailed and careful team planning to meet needs and interests of all children
  • Differentiated work.
  • Setting by ability where appropriate.
  • Extra adult support and interventions as needed
  • Individual targets
2.5: What teaching strategies does the school use for children with learning difficulties, including autistic spectrum disorder, hearing impairment, visual impairment, speech and language difficulties?

We use a range of strategies. These include:

  • Multisensory approach to activities
  • Small achievable steps to learning
  • Variety of one to one or small group interventions, eg: Precision Monitoring, Sound Linkage, Numicon
  • Sloping desks, different coloured pens, enlarged print, coloured overlays, set carpet places or fidget mats
  • Acoustic adjustments to teaching areas, use of Makaton and sign language and communication books
  • Visual timetables, social stories, Team Teach training for staff
  • Target sheets with success criteria agreed with children
2.6: What additional staffing does the school provide from its own budget for children with SEND?
  • Individual and small group support from the Inclusion Team of SENCO and trained  support staff
  • Additional support for interventions including extra practice of basic skills
2.7: What specific intervention programmes does the school offer to children with SEND and are these delivered on a one to one basis or in small groups?
Type / TitleIntervention Type
2.8: What resources and equipment does the school provide for children with SEND?

This will vary for each child but we will endeavour to provide resources that are needed for each child as and when they are required. Specialist resources may be involved in recommendations or provide a lending service.

Currently we have the following resources and equipment in school:

  • Sloping desks
  • Ear defenders
  • Weighted lap and neck cushions
  • Fidget mats
  • Talking tins
  • Visual timetables
  • Pencil grips
  • Easy grip scissors
  • Sensory diet equipment and toys
2.9: What special arrangements can be made for my child when taking examinations?
  • Additional time
  • Scribes
  • Readers
  • Quiet areas
  • 1 -1 or small group support
My child's progress
3.1: How will the school monitor my child's progress and how will I be involved in this?
  • Ongoing teacher assessments and consultations
  • Parents evenings
  • Provision mapping
  • SEN Meetings with class teacher, SENCO and outside agencies
3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?
  • Ongoing teacher assessments and consultations with children and parents
  • Parents’ evenings
3.3: ln addition to the school's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with school staff?
  • Ongoing teacher consultations
  • Parents’ evenings 
  • Annual Reviews if a child has an Education And Health Care Plan
3.4: What arrangements does the school have for regular home to school contact?
  • Planners in which parents and teachers can write comments
  • Email or text communications
  • Weekly electronic newsletters
  • Parents’ evenings
  • Teachers are happy to discuss matters of concern after school
3.5: How can I help support my child's learning?
  • Reading regularly with my child and signing the planner
  • Supporting my child with homework
  • Ensure that my child attends school regularly and arrives on time
  • Regular communications with the school about issues that may arise
  • Working together with the school to support agreed interventions
  • Discussing any concerns with the school as soon as possible
3.6: Does the school offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?
  • The school runs regular curriculum evenings during the school term for specific subjects with ways to support your child
  • Parent support advisor time and parenting workshops offered
3.7: How will my child's views be sought about the help they are getting and the progress they are making?
  • All children complete a pupil questionnaire annually
  • Children are involved in reading, writing and maths targets and are aware of the next steps involved
3.8: What accredited and non accredited courses do you offer for young people with SEND?

None at present as this is an Infant school

3.9: How does the school assess the overall effectiveness of its SEN provision and how can parents / carers and young people take part in this evaluation?
  • Regular informal communication between teacher and parents/carers 
  • Regular monitoring of the impact of interventions by all concerned
  • Next steps and targets for the children are set and reviewed
  • Assessment of progress made and achievement
  • Annual reviews
  • Liaison with outside agencies
  • Governor monitoring each term
Support for my child's overall well being
4.1: What support is available to promote the emotional and social development of children with SEND?
  • Interventions are planned in school around the needs of the children
  • Additional adult support is provided when needed
  • Regular reviews with class teacher
  • Individual targets and next steps for children
4.2: What support does the school put in place for children who find it difficult to conform to normal behavioural expectations and how do you support children to avoid exclusion?
  • Individual timetables
  • Group work
  • Individual education plans
  • Social stories
  • Sensory activities
  • Praise and incentives
  • Consequences that are understood by the child
  • Clear achievable goals
  • Planning through interests
  • Home/school planners used for communication
  • Team work with parents
  • Risk assessments
4.3: What medical support is available in the school for children with SEND?
  • A high percentage of school staff hold up to date Paediatric First Aid training. 
  • School nurse offers training and regular updates to all staff for specific medical conditions as needed
4.4: How does the school manage the administration of medicines?
  • Forms are completed to allow prescribed medicines, inhalers and epipens to be given during the school day by trained staff
  • Clear medicine policy
  • Trained first aiders
4.5: How does the school provide help with personal care where this is needed, eg. help with toileting, eating etc?
  • Disabled toilet
  • Individual education plan, Personal Care Plan or Education and Health Care Plan
  • 1-1 support when required with written agreement of parent on plan above
  • Support as needed at lunchtime with opening food, cutting up fruit etc
Specialist services and expertise available at or accessed by the school
5.1: What SEN support services does the school use, eg. specialist support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?
  • School Parent Support Advisor
  • Educational Psychologists
  • Foundry College (Behaviour support)
  • Speech and Language Therapy
  • Counselling
  • Occupational Therapist
  • Sensory Consortium
  • Assist Team
  • Family support workers
  • Parenting Team
  • Family First
  • Early Help Hub (Wokingham)
5.2: What should I do if I think my child needs support from one of these services?

Speak to class teacher and SENCO who will advise on next steps and make referrals if necessary.

5.3: How are speech and language therapy, occupational therapy and physiotherapy services provided?

These are available outside of school. The school will liaise with these services to support programmes set.

5.4: What should I do if I think my child needs to be seen by a speech and language therapist, occupational therapist or physiotherapist?
  • Initial contact via a GP is recommended
  • Further advice can be sought from the SENCO
5.5: What arrangements does the school have for liaison with Children's Social Care services?

School has access to Children’s Social Care when required.

Training of school staff in SEND
6.1: What SEND training is provided for teachers in your school?
  • Provision mapping highlights any training required
  • Class teachers have regular training in areas that support their line of work or the specific children in their class
  • Staff have done online training or attended courses in and out of school
6.2: What SEND training is provided for teaching assistants and other staff in your school?

Provision mapping highlights any training required

  • Teaching assistants and other staff have regular training in areas that support their line of work or the specific children in their class
  • Staff have done online training or attended courses in and out of school
6.3: Do teachers have any specific qualifications in SEND?

Some teachers have specific expertise or qualifications in SEND but all have some experience in dealing with a range of SEND pupils.

6.4: Do teaching assistants have any specific qualifications in SEND?

Some teaching assistants have specific expertise or qualifications in SEND but all have some experience in dealing with a range of SEND pupils.

Activities outside the classroom including school trips
7.1: How do you ensure children with SEND can be included in out of school activities and trips?
  • Risk Assessments
  • High staff to child ratios
  • Appropriate and thorough planning
  • Parents may accompany their child if necessary or 1-1 support may be provided depending on the level of need.
7.2: How do you involve parents / carers in planning the support required for their child to access activities and trips?

Through discussions with parents and school staff. Advice is also taken from the place to be visited in terms of their facilities and accessibility.

Accessibility of the school environment
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?
  • Flat access to front entrance
  • Two disabled toilets, one of which is in a fully equipped hygiene room
  • Full access on ground floor except into ICT suite but ramp can be provided
  • Limited access to changing facilities in Nursery at present
8.2: Have adaptations / improvements been made to the auditory and visual environment?
  • Acoustic tiling in new school hall and most classrooms
  • High contrast step markings and wall tiling in toilets
8.3: Are there accessible changing and toilet facilities?

There are two disabled toilets. One is in the new hygiene room along with a wet room shower and changing area.

8.4: How do you ensure that all the school's facilities can be accessed by children with SEND?
  • Most of the school’s facilities can be accessed by children with SEND
  • If a child arrives with new needs these will be addressed with support from parents and other professionals
8.5: How does the school communicate with parents / carers who have a disability?
  • Face to face meetings
  • Newsletters
  • Emails and text messages
  • Voicemails
  • Website
  • Enlarged copies of documents on request
  • Support as needed or requested by the parent or carer
8.6: How does the school communicate with parents / carers whose first language is not English?
  • Provision of welcome booklet from WBC in different languages
  • Parents Support Advisor arranges informal coffee mornings and agtehrings for parents
  • Support for translation from a speaker of their language
  • Introductions to other parents who speak the same language, for support
  • Support from Reading University staff and international students
Preparing my child to join the school or to transfer to a new school or the next stage of education and life
9.1: What preparation will there be for both the school and my child before he or she joins the school?
  • Home visit from school staff
  • Liaison with current pre-school or setting and visits to meet the child in that setting
  • Planned visits into school for the child
  • Photobook of key adults and new areas of the school
  • Transition Meeting for family with Head and SENCo
9.2: How will my child be prepared to move on to the next stage within school, e.g. class or key stage?
  • Additional visits
  • Photobook of key adults and new areas of the school
  • Next teacher to visit child in current setting/class
  • Parents introduced to next teacher or teaching assistant where appropriate
  • Teachers meet to pass on information including: academic and social needs, specific strategies that work, medical details.
9.3: How will my child be prepared to move on to his or her next school?
  • Transition timetable
  • Buddy system with Junior School
  • Extra visits
  • Teacher or teaching assistant visiting child in new class
  • See question above.
9.4: How will you support a new school to prepare for my child?
  • Meet with SENCO and class teacher
  • Pass on SEN file
  • Teaching assistant to meet with teaching assistant in new school if appropriate
9.5: What information will be provided to my child's new school?
  • Reports
  • Levels and targets
  • Records of interventions/impact/assessments/diagnosis and strategies that have been successful
  • SEND records
9.6: How will the school prepare my child for the transition to further education or employment?

Not applicable as this is an Infant school

Who can I contact to discuss my child ?
10.1: Who would be my first point of contact if I want to discuss something about my child or if I am worried?

Class teacher or SENCO

10.2: Does the school offer any specific support for parents / carers and families (such as Family Support Workers?)
  • We have a Parent Support Advisor (PSA) who works with families in the school
  • We have close links with ASSIST and the Wokingham Borough Early Help Hub
  • We work closely with Family Support Workers at the Red Kite Children’s Centre
10.3: What arrangements does the school have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?
  • Newsletters
  • Website information
  • Parent Support Advisor (PSA)
  • SENCO and support staff
  • Leaflets and posters
10.4: What arrangements does the school have for feedback from parents, including compliments and complaints?
  • Annual questionnaire
  • Feedback via the website
  • Emails to the school office marked for the attention of a named member of staff
  • Meetings can be arranged by appointment through the school office
  • Ofsted Parent View
  • School Complaints Procedure


School Admissions and Policy Documents

11.1: School admission arrangements for children with special educational needs and disabilities

School admission arrangements

Shinfield Infant school admissions

School Admission Link
Nursery Admissions

11.2: School Accessibility Plan

11.3: Special Education Needs Policy

SEN Policy Link
Inclusion Policy
SEN Policy Document
This is the school's policy for SEND
Data last checked: 07/02/2018
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