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SENDCo - Ms Teresa Bourne

Local Offer

At Field Place Infant School the children with special educational needs and/ or disabilities gain a high quality, inclusive education which is based on child-centred approaches.

We run various interventions which are targeted to support children’s development, including language groups and literacy or numeracy based interventions. We also support children’s emotional development. Staff, including our learning mentor, are trained to run self-esteem sessions and social development programmes.

At Field Place Infant School we adopt a child-centred approach as part of the assessment, planning and review cycle. This ensures that all children receive support and provision targeted to meet their needs and that of their family. We believe parents/carers and their children’s views should be listened to, understood and incorporated into the support that they receive.

At Field Place Infant School we believe it is essential to maintain communication between different agencies and individuals involved with the family including support services. The Inclusion Leader is a point of contact for parents who need information on support and advice regarding provision. The Inclusion Leader co-ordinates advice and support from a range of outside agencies and facilitates effective partnership with them. These agencies include speech and language therapists, occupational therapists and educational psychologists.

At Field Place we are fortunate to have a Special Support Centre (SSC) for up to fourteen children with speech, language and communication needs. Children’s services refer the children to the SSC. The children are from a wide surrounding area and work with a speech therapist and dedicated staff with a wealth of knowledge and experience in the field of speech, language and communication needs.

In July 2014 Field Place was accredited with the ELKLAN speech and language award and in July 2015 received a renewal of the Dyslexia Friendly Award. Both awards celebrate good practice in each area across the whole school and the systems that are in place for children with these difficulties. Both rewards acknowledge the staff’s increased awareness and expertise within the whole school.

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