Primary - Spencer Nursery School

Record details

Name of school
Spencer Nursery School
Address
Spencer Road, Mitcham Junction, Mitcham, Surrey
Postcode
CR4 4JP

Journey Planner


Contact
Miss N Robins – Deputy Headteacher & SENCo
Telephone
020 8648 4126
email
office@spencernurseryschool.org.uk
website
http://www.spencernurseryschool.org.uk
Contact to discuss child needs
Spencer Nursery School is a local authority maintained nursery school committed to delivering high-quality affordable childcare and education for children under five. We offer term time only and year round places for children aged 3 months to rising five.

Spencer Nursery School is in a federation with Hackbridge Primary School.
The information provided for our school pertains to the 2017-2018 academic year. Policies and practice may be adjusted at any point to take account of the needs of the pupils in the school, the school budget and any national or local updates.

The school aims to provide for the special educational needs of all our pupils as they are defined in our Special Educational Needs (SEN) and/or Disabilities (D) & Inclusion Policy.

Who should I contact to discuss the concerns or needs of my child?
o First point of contact: Your child’s Key Person. A child’s Key Person monitors the progress of pupils, identifies any difficulties a pupil might be experiencing, ensures activities are differentiated to meet the needs of pupils and liaises with other staff about interventions needed.
o Second point of contact: Room Manager (Mini Macs and Mini Fi’s) or the Class Teacher (Seniors) – deals with concerns that require additional discussion.
o Special Educational Needs Co-ordinator (SENCo)/Inclusion Manager – Miss Robins
o Deputy Headteacher – Miss Robins
o Headteacher – Mrs Walford

Governors with a special interest in SEND – Mrs Prior, Mrs Baughan & Mrs Cook.
Assessing children
o There is ongoing monitoring and assessment by practitioners of rates of progress of individual pupils and identification of any pupil not making progress against individual targets and age related expectations.
o Class teachers/Room Managers and members of the Leadership Team meet at Pupil Progress Meetings each term. Rates of progress are monitored and any pupils who are performing below the expected milestones for their chronological age are discussed. Strategies are identified and actioned in order that identified pupils are targeted to reach their expected outcomes.
Informing parents and carers
o A child’s Key Person will share progress information with the child’s parents on a termly basis.
o Informal contact with Early Years Practitioners at drop-off/collection every day.
o Parent/Teacher Consultations are held termly.
o A ‘Two Year Progress Check’ is carried out for children who are registered with us at the time of their second birthday. The completed report is shared with parents and, with the parents’ permission, may be shared with the child’s Health Visitor.
o Transition Reports are written for children moving between rooms in the Nursery and for children in Seniors who are leaving in the summer term before starting school (Reception) in the September.
o Parents can request a formal meeting with their child’s Key Person/Room Manager/Class Teacher at any point in the year to discuss specific concerns.
o Key Persons communicate termly with the parents of pupils with special educational needs and/or disabilities to set and review targets which they have included on the room’s Provision Map.
Updates on progress
o Parent/Teacher Consultations are held termly.
o A ‘Two Year Progress Check’ is carried out for children who are registered with us at the time of their second birthday. The completed report is shared with parents and, with the parents’ permission, may be shared with the child’s Health Visitor.
o Transition Reports are written for children moving between rooms in the Nursery and for children in Seniors who are leaving in the summer term before starting school (Reception) in the September.
o Annual Reports are written and sent home to parents/carers of children in their N2 year in Seniors in the Summer term.
If a child is not making progress
o A child’s Key Person will speak to parents/carers to discuss concerns about pupils who are not making progress.
o We use the London Borough of Sutton’s Graduated Support for Special Educational Needs document to determine the type and severity of any special educational need.
o Additional support will be documented within room Provision Maps and within the school’s overall Provision Map.
o Targets within the Provision Map are reviewed at least termly to ascertain whether these are still appropriate and the Key Person will share these with parents/carers.
o According to availability and within set criteria, additional support may be provided via additional resources after discussions with the SENCo, parents/carers, the pupil and, where relevant and the budget allows, an external agency.
o The SENCo may seek additional external support for a pupil who is continuing to experience significant difficulties, which may involve an application for an Education, Health and Care Plan assessment where the pupil meets the local authority trigger criteria.
o School staff may informally discuss progress with parents/carers in addition, as needed.
o The Governors’ Inclusion Advisory Group meets termly and is provided with anonymised attainment and progress information for identified pupils. Their role is to provide challenge to staff in raising the attainment of pupils with SEND, as well as to provide support. Individual anonymised cases may be discussed and actions agreed.
Curriculum
o The Early Years Foundation Stage is followed throughout the Nursery. We also use the ‘Development Matters’ guidance document from Early Education to aid in the planning and assessment of all children’s progress and next steps. Further information is available on the school's website.
o Educational visits and/or experiences are organised which enhance children’s development first-hand.
o Mini Macs (0-24 months) has a maximum of 12 pupils per day, Mini Fi’s (24-36 months) has a maximum of 12 pupils per day and Seniors (36 months to rising 5s) has a maximum of 39 pupils per day.
Adapting for child needs
o Practitioners are skilled at adapting learning objectives and activities to meet the different levels of need within their rooms and planning is differentiated to take account of individual pupil needs.
o Grouping arrangements are organised carefully to maximise learning opportunities for all.
Teacher flexibility on child needs
o Practitioners are trained in differentiating learning to meet the needs of groups and/or individuals. The curriculum has to be followed, but there may be variation in the target objectives for children with special educational needs and/or disabilities based on their level of learning in a particular area/subject.
Additional support
o Early Years Practitioners within the room may be used to support group activities with the aim of enabling pupils to become more independent leaners.
o Where it has been agreed with the SENCo, identified interventions providing additional support may be used with individuals and/or groups.
o Using the trigger and referral criteria within the London Borough of Sutton’s Graduated Support for Special Educational Needs document, advice from external agencies (where these are offered by the local authority as part of their core offer or where the school budget allows and expertise is not already available in-house) may be sought by the SENCo.
o Using individual agency referral criteria, referrals may be made by the SENCo to the following health agencies: NHS Speech & Language Therapy Service or Community Paediatrics. We will also liaise with your child’s Health Visitor.
o Referrals to Occupational Therapy may be sought via your child’s Health Visitor, which the SENCo can liaise with them regarding.
Learning strategies
o Activities are planned in each room to focus the learning to meet the needs of different groups.
o Practitioners demonstrate and model learning for the pupils. Teaching points are addressed through activities and learning is reshaped according to outcomes.
o Practitioners work with small groups to target activities to meet the needs of different groups/individuals.
o Pupils with an identified special educational need and/or disability have targets identified within the room’s Provision Map which identifies targets for the pupils and strategies to support these to enable them to achieve agreed outcomes.
o In Seniors, some pupils may have a visual timetable which details their daily planned learning and activities.
o Some pupils may be included in additional intervention group programmes delivered by Early Years Practitioners, under the direction of the Class Teacher/Room Manager and the SENCo.
o Within the availability of the school’s allocation, some pupils may receive external agency support if their need meets the criteria set out by those agencies where the service is provided by the local authority as part of their core offer to schools or is within the school’s purchased additional agency support (budget allowing).
o The SENCo manages resources to ensure that reasonable adjustments are made to supply pupils with additional equipment where a need is identified, such as wobble cushions. Provision of these additional resources is managed within a set budget and each adjustment is individually considered.
o Where possible, all strategies employed to support pupils with special educational needs and/or disabilities are planned to encourage and promote independence.
Meeting child needs
Key Persons communicate termly with the parents of pupils with special educational needs and/or disabilities to discuss targets within the Provision Map and explain the strategies in place to meet these. They also discuss what can be done at home to support the children’s targets also.
Access to exams
N/A
Additional support or time for exams
N/A
Comfort, safety and socialising
o The school operates an ‘open door’ policy with parents/carers.
o Every child is allocated a named Key Person on admission and this person helps the child to settle and meets their individual needs.
o Early Years Practitioners deliver activities to promote comfort, safety and managing social situations as part of the curriculum.
o There is a strong ethos of pastoral care throughout the school.
o Transition work is carried out with all pupils moving between rooms and in advance of leaving to start school, with some pupils receiving additional transition work to meet identified needs.
Developing social & emotional skills
o Each child is supported to learn and develop at their own pace. The Key Person helps to support the child’s social and emotional development and this is reinforced by the rest of the team.
o Where there are concerns, we will also liaise with your child’s Health Visitor regarding their social and emotional development.
Early Help Support in the Community (Tier 2)
Spencer Nursery School signposts to local Children’s Centre facilities for Early Help services.

Spencer Nursery School is in a federation with Hackbridge Primary School and staff from across the federation may provide support if it is their area of expertise.
Bullying
The Nursery has a Positive Behaviour & Anti-Bullying policy which sets out our expectations and the way in which we promote and manage behaviour. Our aim is to promote and encourage a positive attitude to self-discipline in everyone, however young. We aim to encourage everyone to be aware of the consequences of their own actions and/or words on others and to understand the difference between acceptable and unacceptable behaviour and to act appropriately, with or without support.

We recognise the age and developmental stage of the children in our care and our policy addresses how we will respond to children of different ages and levels of understanding when teaching them about what is acceptable behaviour.

Bullying in any form is not tolerated within the school. The procedures set out in the ‘Anti Bullying’ guidelines accompanying the Behaviour and Anti Bullying Policy are implemented whenever bullying is reported.
Disability support
o The Nursery has wheelchair access.
o The school has an induction loop system fitted to the Main Entrance area and an adjoining office.
o There are disabled toilet facilities.
o We have a strong ethos of including all pupils, including those with SEN and/or disabilities.
o The curricular provision takes account of children’s individual needs.
o Reasonable adjustments are made by staff to ensure access to the buildings and grounds, learning and teaching and communication methods for children with disabilities and parents/carers with disabilities.
o Parents or carers seeking the admission of a pupil with special educational needs or mobility difficulties are advised to approach the school well in advance so that consultations can take place.
o The Accessibility Plan and the Equal Opportunities Policy detail the school’s compliance with the Disability Discrimination Act and the Equality Act of 2010.
Accessing lessons
o Admissions meetings are held for all pupils joining the Nursery. These will be attended by the SENCo and any other professionals involved in the child’s care where we are made aware of a pupil joining the school who has a special educational need and/or disability which may require reasonable adjustments to be made in order that these can be discussed, planned for and agreed in advance of admission.
o Meetings are held with the SENCo, parents/carers and any other professionals involved in the child’s care for any pupil at the school who develops a disability at any point in their primary school career so that needs can be discussed.
o Where needs meet the criteria set out in the London Borough of Sutton’s Graduated Support for Special Educational Needs document, a request for additional support from other agencies or an assessment for an Education, Health & Care Plan may be made for pupils with specific and high levels of need.
Who we work with
Spencer Nursery School is in a federation with Hackbridge Primary School and the SENCo is the same in both schools. This means that Spencer Nursery School has access to additionally experienced staff who may be consulted on regarding providing for children’s additional needs.

Spencer Nursery School works with:
• Services provided as part of the local authority’s core offer to schools
• Early Years SENCo Team at the London Borough of Sutton
• Early Years Advisory Team
• SEN Team at the London Borough of Sutton
• SEN Teams within other local authorities may be worked with where a pupil resides in that authority.

We also work with the following health based services:
• NHS Speech & Language Therapy Service (SALT)
• Occupational Therapy (OT)
• Physiotherapy
• Health Visiting Service
• Community Paediatrics

The school also works with:
• Children’s Services
Working with other agencies
How are these accessed; referrals and criteria?
• The SENCo prioritises referrals based on assessment and progress data and information about a range of needs and according to budget.
• Other services (typically those health agencies listed above) can be accessed on a referral basis where the eligibility criteria for the individual agency are met.
• The Designated Lead for Safeguarding liaises and refers with Children’s Services as required.

How does the school work with other agencies?
o The school works collaboratively with other agencies that are involved with individual pupils.
o Information is shared to enable the best possible provision of support from the other agency(ies).
o Recommendations are shared with parents and expected outcomes and strategies to meet those outcomes are planned and reviewed.
o Parents must keep the school informed of updates from professionals in any health based services working with their child as the reports from these services are not automatically accessible by the school due to health practice data protection procedures, even where we have made the original referral.
Informing parents and carers
o The Key Person, Class Teacher/Room Manager or the SENCo will discuss the possibility of a referral with parents/carers.
o Parent/carer permission is always sought before any referral is made for additional support.
o Where appropriate, parents/carers may be invited to meet with the professionals from the agency that the referral has been made to, to enable the sharing of background information and to discuss and review the outcome of any assessment or intervention that takes place.
Helping your child settle with confidence
o Settling in arrangements are made for all children joining the school.
o In advance of a child’s transition between rooms within the Nursery, a transition plan is set up which involves communicating with parents and setting up pre-visits to the new room for the child.
o Curriculum Overviews are sent home each year detailing information about the learning for each room. These are also available on the school website.
o For children leaving us at the end of their N2 year in Seniors, we work hard to liaise with local primary schools to ensure a smooth transition. For any child who has additional needs, we can work with the receiving school to agree a visit to the new school and arrange to take photos which are put into a booklet for the child to have at home and use with their family, especially during the long summer break. The Class Teacher and SENCo attend the local authority EYFS Transfer Meeting in the summer term each year to share information.
o All records are passed onto the new school SENCo.
Extended School Day
Spencer Nursery School is a local authority maintained nursery school committed to delivering high-quality affordable childcare and education for children under five. We offer term time only and year round places for children aged 3 months to rising five.
Policies
o Web-link to the school website: http://www.spencernurseryschool.org.uk o Web link to the London Borough of Sutton Local Offer website: http://localoffer.sutton.gov.uk/ o The following policies and other information can be accessed through the website:  Curriculum Information  Behaviour and Anti-Bullying  Special Educational Needs (SEN) and/or Disabilities (D)  Safeguarding (including Child Protection)  Disability Equality Scheme and Access Plan  Equality and Diversity Policy
Updated
July 2017
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