School Nurse Information

School with (parental consent) and parents can make a referral to the School Nurse service, if you have any concerns about your child. Please see the information below:

Referral Form

The link below helps primary school children to learn about their health.

Health website for children: 


Speech, Language & Communication

Year 1

Being able to speak and communicate with other people is a vital human activity. We need these skills to communicate with our families, to socialise and to build up relationships with others. Most children learn to communicate, developing their skills from birth. However, all children develop at different rates and when they get to school staff and/or parents may have concern that their development is delayed.

There are four areas where children may either be delayed or have specific problems. These are:

Receptive Language

Understanding, words, sentences and conversations.

Expressive Language

Talking, using words and sentences and building up vocabulary.

Pragmatic Language

Using language socially and knowing how to use different language for different occasions, e.g. speaking to a friend or to a teacher.

Forming sounds correctly so that speech can be understood.

Some children may have a problem with just one of these areas, whilst with others it may be a combination of difficulties.

If you are concerned or if school is concerned then…

It is always worth getting your child’s hearing checked in case they are not hearing sounds clearly.

Talk to your child’s class teacher about your concerns.

What will happen in school…

When your child starts school with us we will carry out a SALT Screening Test to identify if any support is. Early intervention is key.

Our Speech, Language and Communication trained staff will carry out a diagnostic test that will identify the areas where your child needs support if any of our staff believe your child needs additional support, if they are not already receiving it.

Our school will encompass a Communication Friendly Environment to make communication as easy, effective and enjoyable as possible.

If your child has more complex needs…

If your child receives a diagnostic test then there are three possible things that may happen:

1. If they are scored ‘Green’ then no further action at that stage will be required.

2. If they are scored ‘Amber’ then they will be placed on a 12 week intervention programme, in which the class teacher and teaching assistant will put in support for the child. After the 12 weeks, the diagnostic test will be carried out again.

3.If they scored ‘Red’ then they will be referred directly to our Speech and Language Therapist for further assessment.

Communication Friendly Environment:

We aim to make our school consist of Communication Friendly Environments. These should provide opportunities that will support the development of all children’s communication skills and usually includes features which are also beneficial to children with Speech, Language and Communication Needs (SLCN). Some of the benefits of having this can help children to access activities and lessons, it can help with attention and listening skills, it promotes independence and can increase a child’s confidence.

Key Features of a Communication Friendly Environment include:

  • A good space and layout to work
  • Good lighting in the classrooms to ensure that the children can see the Interactive Whiteboard in their classrooms
  • Visual supports being used in the classroom
  • Adults in school to plan and support communication throughout the day

Visual Support:

Visual supports can be used for a variety of purposes. They can be used to show a simple message, sometimes they are used in combination to create a support for the class or to make a choice.

Some examples of these include:

  • Visual timetables
  • Symbols to express an emotion or feeling
  • Calendars that show the day, month and year
  • First-then or Now-Next jobs to do boards
  • Behaviour Management cue cards (Good to be Green)

There are plenty of other examples that you may see across our school.

School Closures

Our Staff

Procedure for Bad Weather/School Closure

If the weather takes a change for the worse, we would like to inform you of the plan we will follow if we need to close the school:

  • We will contact Radio Leicester if the school is to close and information will be broadcasted on 104.90FM, normally from 7.30am onwards (it is quite often before). They also put details on BBC Local News Leicester website. Please do not ring the Radio Station.
  • At the same time, or earlier, we will place a banner (notice across the opening page) on the home page of this website.
  • If you do not hear to the contrary assume that the school will re-open as normal the following day.

    We will endeavor, where possible, to keep the school open, but keeping the children and staff safe is paramount. If you have any concerns about travelling in the snow please don’t and inform the school as soon as possible. We will do our upmost to have the phone manned, whatever the weather.

    If the school needs to be closed during the school day, we will contact parents as quickly as possible and also follow the above procedure.

SEN Information

SEN Info


The staff and Advisory Board members of the school make every effort to ensure that all our children have the opportunity to reach their full potential, whatever their ability, and to receive a broad and balanced education in a caring environment.

All children are assessed on entering school using NFER Foundation Stage Baseline assessment and their progress is monitored by the staff so that any child who has special needs is identified and given whatever assistance is felt necessary. Children with special educational needs may be helped by their own class teacher using a learning programme devised to meet that individual's needs. Children may also be supported within the classroom or withdrawn for individual or group work by our support staff.

Occasionally a child will require a level of support that cannot be provided from the school's existing resources. In that case, following assessment, a Statement of Special Educational Needs may be issued by the Local Authority which states the level of support the child should receive.

SEND Policy

Redlands Accessibility Plan 2016-2018

SEND Info Report / Local Offer 2017-2018


At Redlands Community Primary School, we are committed to using our best endeavours to provide an appropriate and high quality education for all children which enables them to

  • Achieve their best.
  • Become confident individuals living fulfilling lives.
  • Make successful transition to their next phase of education.

We consider every teacher to be a teacher of every child, including those with special educational needs and disabilities. We have the highest aspirations and expectations for all pupils, including those with special educational needs.

We aim to achieve a community where parents and those working in school have a mutual trust and confidence in each other, created through clear, consistent approaches to communication and collaborative working, to enable outstanding outcomes for children with SEND.

We aim to achieve a community where parents and those working in school have a mutual trust and confidence in each other, created through clear, consistent approaches to communication and collaborative working, to enable outstanding outcomes for children with SEND.

We aim to provide all children, including those with special educational needs and disabilities, with a broad, balanced academic and social curriculum, which is accessible and ensures they are fully included in all aspects of school life and feel equally valued and fully part of the school community.

Broad areas of need as outlined in the SEND Code of Practice (2014)

These four broad areas give an overview of the range of needs that the school plans for and not to fit a pupil into a category. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health
  • Sensory and/or Physical

The purpose of identification is to work out what action the school needs to take. At Redlands Community Primary School, the needs of the whole child will always be considered in this process.

There are other factors that may impact on progress and attainment that are not considered SEND:

  • Disability
  • Attendance and punctuality
  • Health and Welfare
  • English as an additional language
  • Being in receipt of pupil premium grant
  • Being a looked after child
  • Being a child of a serviceman or service woman

Any concerns relating to a child’s behaviour may be an underlying response to a need which the school would work with parents to identify.

The graduated approach to SEND support

Identifying and adapting teaching to meet pupils’ needs is a process that is in place for all pupils. The school has a rigorous and regular system, through termly pupil progress meetings, to identify where pupils are not making expected progress or working below national expectations. Class teachers will put in place if necessary, relevant and timely interventions, through quality first teaching, appropriate differentiation and in-class support, aimed at closing the gap or raising the attainment. The class teacher will also talk with parents to ensure there is a shared understanding of pupils needs and to gain parental perspective on any emerging concerns and areas of strength.

The LA SEND Support Plan and Education Health and Care Plan process

Where the special educational provision required to meet the child or young person’s needs cannot reasonably be provided from within the resources normally available to the school, the school, in consultation with parents, will consider requesting a LA SEND Support Plan or Education, Health and Care assessment from the Local Authority. To inform this decision, the SENDCo will have close regard to the local authority’s criteria for funding through an SEND Support Plan or for an EHC Plan assessment. This can be found on the Leicestershire’s Local Offer web site along with information on the EHC plan coordinated assessment process and will be shared in full with parents to ensure they are confident and clear about the process and how they are involved in it.

Leicestershire’s Local Offer can be found at:

SEND Admissions

Children with Statements and EHCPs

All governing bodies are required by section 324 of the Education Act 1996 to admit to the school a child with a statement of special education needs that names the school. Under section 37 of the Children and Families Act 2014 the school named in an Education, Health and Care Plan must admit the child. This is not an oversubscription criterion. Schools must admit such children regardless of whether they have places available. Admission authorities must not imply in their published admission arrangements that they have discretion over the admission of children with statements of special educational needs or an EHCP.

Children with Statements of SEN/EHCPs are not admitted through the admissions arrangements and are placed in schools through the statement/EHCP process.

Children with SEN but no Statement/EHCP

It is not lawful for an admission authority to refuse admission to a child who has SEN, but has no Statement or EHCP, on the grounds of the child's challenging behaviour (except in very limited circumstances), or because it believes the child requires a statutory assessment or requires additional support.

In line with the Equality Act 2010, children with disabilities are not to be treated less favourably than others in the admission process. A school should make reasonable adjustments to prevent discrimination.

Follow the links below to seek further information:

The School Day

The School Day

School Times

Activity Time
Line-up 8:45am
Register & Morning Activity 8:45am to 9:00am
Assembly 9:00am to 9:20am
Morning Lessons 1 9:20am to 10:40am
Break 10:40am to 11:00am
Morning Lessons 2 11:00am to 12:20pm (for KS1 & KS2)
Lunch (EYFS) 12:00pm to 1:20pm
Lunch (KS1 & KS2) 12:20pm to 1:20pm
Afternoon Lessons 1:20pm to 3:15pm
Home Time 3:15pm


At Sileby Redlands Community Primary we aim to provide our children with a wealth of experiences that expose them to a variety of Spiritual, Moral, Social and Cultural beliefs. Our children are expected to be respectful of different beliefs and faiths and British Values within the Global community. Our assemblies provide an opportunity for our school to come together as a whole school to share these experiences and to discuss current issues that affect our school, our community, our country and the world that we live in.

We timetable a whole school assembly every day to provide a time for both pupils and staff to reflect on successes and challenges that they may encounter. This reinforces our school Vision to create confident, motivated and resilient learners. Planned assemblies are also shared with Parents to ensure that they have the opportunity to discuss with their children key messages and successes that have been discussed and presented in the parent assembly.

We feel that it is important that our children get to know the school staff as individuals and therefore we see the delivery of assemblies as a shared staff opportunity. Staff across the senior management team shares the responsibility of delivering key assemblies across the week, with teaching staff taking the lead when a specific focus on their subject leadership is being discussed. To ensure that our pupil’s voice is heard, after training, the School Council will lead an assembly or part of an assembly to discuss issues and resolutions which have been raised by the pupils themselves. A senior member of staff will always be present to respond to key points raised and to coordinate further actions with the School Council during their weekly meetings.

Assembly Timetable

Day Assembly Lead Theme
Monday Shared Reading
Tuesday Pupil Voice
Wednesday What is happening in the world we live in?
Thursday Miss Turner Visiting Faith Speaker
Friday Celebration Assembly

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