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Hartcliffe Nursery School and Children’s Centre

Our Local Offer

About the Local Offer

As part of the Children’s and Families Bill 2014 all educational settings are required to make available their Local SEND Offer to families which details how they support children with special educational needs and/or disabilities.

In this document we hope to provide an overview of the services that we can offer to local families with children who have a special educational need and/or disability.

 

1. How does the Hartcliffe Nursery School & Children’s Centre know if children need extra help and what should I do if I think my child may have special educational needs?

All of the children in our setting have a Key Person who is responsible for assessing the children’s progress against the EYFS Development Matters. For our 2 year olds this will be called a Progress Check which is carried out as soon as possible after your child’s second birthday.

A baseline assessment of your child will be made after three weeks of starting the Nursery School and then towards the middle of the academic year (February – March) and then again towards the end of the year (June). These assessments give a clear indication of the progress your child is making and where there may be a delay or difficulty appearing. In addition to this the Key Person will be making weekly observations and assessments of your child’s progress, some of which will be displayed in their learning profile.

We share all of the information gathered from these assessments and observations with you through our bi-annual Parent Consultation Days, but we will always discuss any concerns that we have with you as soon as they arise. You are always welcome to look at your child’s learning profile and to take it home to share with your child and family – just speak to your child’s Key Person if you wish to do this.

If you have any concerns about your child’s development you can speak to their Key Person about it in the first instance. You can either do this at drop-off or pick-up times or, if you would prefer to do this in a more private space, you can make an appointment to meet with them at a mutually agreeable time.

You may wish to speak with the School’s Special Educational Needs Coordinator (SENCo) about your concerns. His name is Matt Green and appointments can be made to meet with him through reception either in person or over the phone (0117 903 8633). Matt can also be contacted via email on matt.green@bristol-schools.uk

2. How will Hartcliffe Nursery School & Children’s Centre support my child?

We plan for the children based on their interests and planning boards are on display in each of the classrooms. Staff will keep an ongoing record of how the planned activities develop over the week and these records are then used in a group discussion to plan for children’s next steps over the course of the following week. All activities are differentiated to meet the needs of individual children – and consideration of this is taken during planning meetings. We will talk more about this in the next question.

The school’s Special Educational Needs Coordinator (SENCo) will be responsible for overseeing and planning your child’s education programme, but your child will continue to be supported by their Class Teacher and Key Person. Depending on your child’s need they may also have some input from one of our Early Years Support Workers whose role it is to carry out targeted work with individual children.

Your child’s education plan will be drawn up with your input alongside the classroom team and the school’s SENCo. If there are any other professionals working with your child from health (i.e. Community Paediatrician, Speech and Language Therapist) or from Social Care (i.e. Disability Social Worker) we may also ask for their input, either in person or by providing us with a report.

For some children with a SEND we will develop Individual Education Plans (IEPs). These are simple targets that we set for children in conjunction with you and any other professionals who might be working with that child. We would normally set between one and three targets and monitor the child’s progress against these over the course of six to eight weeks.

IEPs are designed to help children to make good progress in areas where their need is greatest and they also help us to plan for future interventions. IEPs only record that which is additional to and different from the differentiated planning that is carried out for the whole class.

In addition to this some children will have a Support Plan (see Related Documents on the right-hand side of the page). These are drawn up with parents and professionals and document the child’s progress and areas of need. Support Plans are used to request that the Local Education Authority carries out an assessment for an Education, Health and Care Plan (formerly known as Statements of Educational Need). They are also used as evidence when applying for additional top up funding for the school when a child is receiving additional support from one of our Early Years Support Workers.

It is important for us as a school that the quality of our work is constantly reviewed. We have a Governor responsible for Special Educational Needs and Disabilities. Her name is Carla Harrison. Carla meets regularly with the Head Teacher and the SENCo as part of her monitoring of our SEND provision. Additionally, the school’s SENCo is required to submit bi-annual reports to the Board of Governors outlining how we are meeting the needs of child with SEND.

Ofsted have recently rated our Special Educational Needs provision as ‘Outstanding’ stating that “Disabled children and those with special educational needs receive high-quality support enabling their full inclusion in school life” and that “ early identification of needs and accurately targeted high quality support ensures children who are disabled or who have special educational needs make progress which is at least as rapid as that of their classmates”.

3. How will the curriculum be matched to my child’s needs?

In addition to any IEPs or Support Plans that may have been drawn up for your child, our day-to-day planning is differentiated by the children’s needs as a whole. For example we might decide that to meet the needs of a particular child specialist resources may need to be used (i.e. communication aids, workstations or iPad apps) or we might decide that a child’s needs can be met by presenting the activity differently (i.e. using simplified language, modifying furniture or classroom layout). Our weekly planning sheets are always on display in the classroom on the large planning boards. There is a column on this sheet that is used to note down any differentiation we have discussed. Other things may occur to you too – so please do feel free to discuss these with the class teacher or your child’s Key Person.

For some children we may decide to monitor their progress using a Developmental Journal. This takes the Early Years Foundation Stage curriculum and breaks it down into smaller steps. Some of the journals are designed for specific types of need – such as Downs Syndrome or Visual Impairment. Please feel free to ask the school’s SENCo if you would like more information about these.

4. How will both you and I know how my child is doing and how will you help me to support my child’s learning.

In addition to the bi-annual Parent Consultation days we will also have opportunities to meet more regularly to discuss your child’s progress. If your child has an IEP you will meet to review those targets with your child’s Key Person and the SENCo every six or eight weeks (depending on the timescale agreed at the IEP review meeting). If for any reason your child is not on an IEP meetings can be requested to review your child’s progress at your request and at least twice a year. What is really important to remember is that your child’s Class Teacher and Key Person are always on hand to discuss your child every time you pick-up or drop-off. Do ask if you would prefer to talk to them somewhere more private that the classroom.

We will use all of these meetings to plan your child’s education together. This way we hope you will understand what progress your child should be making and how you can best support them at home. If you find that you are not confident about how you can support them at home we can arrange for one of our Family Support team to come to your home and work alongside you and your child. Just ask your SENCo or your child’s Key Person if this is something of interest to you.

We have several courses and groups running at the Centre to help train parents with particular skills or to offer support. These can be found on our notice boards or on our website. If you have a training need or if you need any support at all, please do not hesitate to speak with your child’s Key Person, Class Teacher or the school’s SENCo.

5. What support will there be for my child’s overall wellbeing?

Your child’s wellbeing is our top priority. Besides your child’s Key Person, who will come to know them best in the school, we also have specially trained staff who can administer any medicines that your child might need. In this case you will be asked to complete a medical form for your child outlining the dosage and type of medicine to be administered and this medicine will be kept in a locked medical cabinet in the classroom. You will be introduced to the person responsible for administering the medicine.

Any personal care needs – such as feeding and hygiene – will be carried out by your child’s Key Person or, if they have one, an Early Years Support Worker. These arrangements will always be discussed with you beforehand.

If your child has any behavioural difficulties we can offer plenty of support. Our staff have all been trained in the school’s Supportive Interactions Strategy; we have a handy parents’ guide that we can share with you on request. Additionally, staff will use Emotion Coaching to support children to learn about and understand their feelings and to find ways of independently regulating them.

We also run Reflective Practice sessions with a Primary Infant Mental Health Specialist if the need arises. Reflective Practice sessions allow us to study the behavior and emotional wellbeing of a child through the use of close observation and background information from the family. This is then presented to the specialist who helps us to come up with effective strategies for helping the child. These strategies can then be shared with the child’s family to be used at home. Both of these interventions mean that we are very able to meet the needs of children with challenging and difficult behaviours. Ofsted noted that the “behaviour and safety [of the children is] outstanding and [they] have excellent relationships with the adults in the nursery. The care and support provided by the school are exemplary”.

We always strive to understand your child’s views on the work we are doing with them. With very young children this can be difficult, but we take into account their responses to activities we do with them and consideration is always given to their likes and dislikes when setting targets and planning activities. We will ask you for your views too – you know your child best and can give us useful information on how they might be feeling about the provision at our school.

6. What specialist services and expertise are available at or accessed by Hartcliffe Nursery School & Children’s Centre?

Each of our nursery school classrooms has a qualified teacher. They will also have a number of Early Years Practitioners and Early Years Support Workers – the precise number will depend on the amount of children in the room and their needs, but we work on a 1:10 ratio for 3-4 year-olds. Our under-threes provision is overseen by our Lead Teacher and each room has a Team Leader who manages the room day-to-day. Again, there are a number of Early Years Practitioners and Early Years Support Workers.

Besides this we have a qualified Speech and Language Therapist based at the Centre. Her name is Lucienne Green. We also employ a Play Therapist to help specific children who may be experiencing emotional difficulties.

Our Centre’s SENCo is a qualified teacher and holds the National Award for Special Educational Need Coordination – a 1 year postgraduate qualification that is now required to be held by all SENCos in State Maintained Schools, such as ours.

We work closely with a wide range of other professionals and hold regular Health Visitor meetings to discuss the children at our Centre if the need arises.

We also have good links with the local schools including specialist providers such as New Fossway Specialist School; this helps us to share best practice and learn from each other.

7. What training have the staff supporting children with SEND had or are having?

 

  • Manual Handling
  • Positive Hadling
  • Administering medicines
  • Administering epilepsy medications
  • Autism training (various courses)
  • Individual Education Plan training
  • Makaton
  • Diversity training
  • Supportive Interactions training
  • Social, Emotional and Behavioural Development training (NHS)
  • Safeguarding (various levels)
  • Emotion Coaching
  • Attachment and Early Childhood Trauma (various courses)
  • Attention Autism

8. How will my child be included in activities outside the classroom including school trips?

Your child will be included in all outdoor activities and our outdoor areas are fully accessible. If we go on any off-site trips plans and risk assessments will be made and shared with you beforehand. We may ask for volunteers to join us on the trips, but your child will be supported by a familiar member of the staff team and risk assessments will be shared with everyone attending.

9. How accessible is Hartcliffe Nursery School and Children’s Centre

We will look in detail at our setting’s environment focusing on Early Years 1, 2 and 3.

Early Years 1 & 2 (nursery classes for children under 3)

We currently have two classrooms for the under-threes – with plans to expand further in the near future. Both of these rooms are staffed by experienced and well-trained Early Years Practitioners who provide a safe and nurturing environment for all children. There are currently four Early Years Support Workers whose task it is to carry out targeted work with children who have special educational needs and/or disabilities.

The Butterfly and Caterpillar Room has children aged from birth to three on a ratio of 1 adult to 4 children. In addition to this there are currently 2 Early Years Support Workers. This room and the outside area are fully accessible to all and include a disabled toilet and a height-adjustable change bed with shower facilities. The tables can also be height adjusted to suit different needs and furniture and room layout are configured to suit the needs of all children attending the nursery class.

We use objects of reference (items that represent different activities), visual timetables and cue cards to help children to understand what is happening and what is expected of them. Each class has a standard routine, but for some children we will plan an individual timetable after discussion with parents/carers.

The Butterfly Room has a quiet room that can be used to support individual children to have targeted language work carried out or for somewhere to rest away from the hustle and bustle of the nursery classroom.

There is covered outside area directly adjacent to the classroom and a further uncovered outdoor area runs directly off of this. Our outdoor area is fully accessible and all weather clothing is provided. In addition to this there is a forest area that is shared with the nursery school classes.

Owl Room is our second room for children aged between two and three on a ratio of 1:4. In addition to this there are 2 Early Years Support Workers whose task it is to carry out targeted work with children who have special educational needs and/or disabilities. The room is fully accessible and most of the outdoor area directly adjacent to the classroom. Some changes are due to be made to this garden to make it fully accessible. The tables can be height adjusted to suit different needs and furniture and room layout are configured to suit the needs of all children attending the nursery class.

We use objects of reference (items that represent different activities), visual timetables and cue cards to help children to understand what is happening and what is expected of them. Each class has a standard routine, but for some children we will plan an individual timetable after discussion with parents/carers.

Owl Room is adjacent to the Sensory Room and this can be used as a quiet room to support individual children to have targeted language work carried out or for somewhere to rest away from the hustle and bustle of the nursery classroom.

There is a newly equipped outside area directly off of this classroom – with lots of sensory experiences for the very young children, including a large sand pit, water fountain and mud kitchen. All weather clothing is provided. In addition to this there is a forest area that is shared with the nursery school classes.

Early Years 3 (Nursery School Classes for children aged 3-4)

We currently have three classrooms for children aged 3-4 years. Each of the nursery school classes has a full-time qualified teacher working in the room as well as experienced and well-trained Early Years Practitioners who provide a safe and nurturing environment for all children. There are currently four Early Years Support Workers whose task it is to carry out targeted work with children who have special educational needs and/or disabilities.

Hedgehogs has children aged between 3 and 4 years on a ratio of 1:10. There is one full-time qualified teacher, one Early Years Practitioner and one Early Years Support Worker. The room and outside areas are fully accessible and staff use objects of reference (items that represent different activities), visual timetables and cue cards to help children to understand what is happening and what is expected of them. The tables can be height adjusted to suit different needs and furniture and room layout are configured to suit the needs of all children attending the nursery class. Each class has a standard routine, but for some children we will plan an individual timetable after discussion with parents/carers.

Hedgehogs has a kitchen area with lowered worktops that is fully accessible. Children are supported to learn cooking skills and to try a variety of healthy foods. There is a quiet room directly off of the main classroom that can be used to support individual children to have targeted language work carried out or for somewhere to rest away from the hustle and bustle of the nursery classroom.

Woodpeckers Room has children aged 3 – 4 years on a ratio of 1:10. There is one full-time qualified teacher, two Early Years Practitioners and two Early Years Support Workers. The room and outside areas are fully accessible and staff use objects of reference (items that represent different activities), visual timetables and cue cards to help children to understand what is happening and what is expected of them. The tables can be height adjusted to suit different needs and furniture and room layout are configured to suit the needs of all children attending the nursery class. Each class has a standard routine, but for some children we will plan an individual timetable after discussion with parents/carers.

Woodpeckers has a disabled toilet and shares a changing area with Room 3. There is a quiet room directly off of the main classroom that can be used to support individual children to have targeted language work carried out or for somewhere to rest away from the hustle and bustle of the nursery classroom.

Squirrel Room has children aged between 3 and 4 years on a ratio of 1:10. There is one full-time qualified teacher, two Early Years Practitioners and 1 Early Years Support worker. The room and outside areas are fully accessible and staff use objects of reference (items that represent different activities), visual timetables and cue cards to help children to understand what is happening and what is expected of them. The tables can be height adjusted to suit different needs and furniture and room layout are configured to suit the needs of all children attending the nursery class. Each class has a standard routine, but for some children we will plan an individual timetable after discussion with parents/carers.

Squirrels has a disabled toilet and shares a changing area with Woodpeckers Room. There is a quiet room directly off of the main classroom that can be used to support individual children to have targeted language work carried out or for somewhere to rest away from the hustle and bustle of the nursery classroom. In addition to this there is a Kitchen area that is shared with Room 4 in Early Years 1 and 2.

There is a covered outside area adjacent to the three main classrooms and the children of those rooms share this space. The area is fully accessible and the furniture is configured to meet the needs of all the children. Where access is a problem (for example our sand pit in this area has to be climbed into) staff have been trained in manual handling and know the correct and safe way to lift children with mobility difficulties.

Family Support and Meeting Rooms

The Centre’s meeting rooms are on the first floor of the building and these can be accessed via a lift directly off the lobby. Rooms can be configured to meet the needs of the individuals using them.

Both of our family support rooms are fully accessible.

10. How will Hartcliffe Nursery School Children’s Centre prepare and support my child to join the setting, transfer to a new setting or the next stage of education and life?

If a child has an identified Special Educational Need prior to starting our Nursery School & Children’s Centre we will arrange to meet with the parents, usually through our regular home visit programme or in the school itself at a mutually agreeable time. During this meeting we will discuss your child’s needs and formulate an individual settling in plan. This plan can be reviewed and adapted once the process has begun.

Some of the things that we might do to help prepare your child for starting nursery include making a picture book of the school and of the staff who will be working with your child. We may also invite you and your child in to the school for special visiting days. We always provide Home Visits and these will usually be done by your child’s Class Teacher and Key Person.

If your child is moving from one of our under three classrooms into the nursery school – we will invite you in for a meeting to make a transition plan. We will offer to show you around your child’s new classroom and introduce you to key members of the staff team – such as their new Key Person and Class Teacher.

As children are about to transfer from our nursery school into primary school (or other nursery settings) we will arrange a Support Plan meeting (if your child has one) – and we will invite you and the receiving school or setting. During this meeting we will map out your child’s progress and their needs so that the receiving school is clear about what type of additional provision will need to be planned in for your child. We will also, with the receiving school or setting, make a transition plan tailored to your child’s needs. We may also identify Top Up Funding requirements in which case our school’s SENCo will make the necessary applications. A copy of the Support Plan and transition plan will be given to you after the meeting has taken place.

For children without a Support Plan the school SENCo will brief the receiving school’s SENCo on your child’s progress and interventions carried out. The SENCo will also transfer any documents or records held on your child.

11. How are Hartcliffe Nursery School & Children’s Centre’s resources allocated and matched to children’s special educational needs?

At present we allocate resources, including support staff, on a case-by-case basis through monthly consultations between the SENCo and the Head Teacher.

12. How is the decision made about what type and how much support my child will receive?

Once a child has been referred to the school’s SENCo – he will make an observation of them within two weeks of receiving the referral. The observation will be followed up by a meeting between you, the school SENCo and either your child’s Key Person or the Class Teacher.

During this meeting an initial plan will be made with you about what next steps need to be taken. This may involve setting some IEP targets or making referrals to health professionals, such as a Community Paediatrician. Should it transpire that your child needs additional adult support in the classroom we will complete a Support Plan with you – detailing your child’s progress and their needs. This will outline the amount of additional support that might be needed and an application for additional funding will be submitted by the school’s SENCo.

13. How are the parents involved in Hartcliffe Nursery School and Children’s Centre? How can I be involved?

There are lots of ways that parents and carers can become involved with our Centre. One of these is by joining the Governing Body as a Parent Governor. If you are interested in this please speak to a member of staff on reception who can provide you with further information.

We encourage parents and carers to volunteer at the Centre. This could be anything from coming in to read to the children – to supporting us on trips out of the Centre. Please speak to a member of staff if this is something that interests you.

We occasionally run training events and workshops for parents. Some of these are specifically for parents and carers of children with SEND, but others are more general. Please speak to a member of Reception Staff to find out more information on these opportunities.

14. Who can I contact for further information?

In the first instance you can discuss any concerns about your child’s progress with either their Key Person or Class Teacher. You can do this at pick-up or drop-off times or at a mutually agreeable time.

If you are thinking about your child joining our setting you can contact our reception team to ask for more information on the application process and to arrange a tour of the Centre. Their number is 0117 903 8633.

Our Special Educational Needs Coordinator is Matt Green and he can be contacted on 0117 903 8633 or matt.green@bristol-schools.uk

More information, and the Local Authorities Local Offer, can be found on the website: Bristol Local Offer Website

For independent advice and guidance about special educational needs you can contact SENDIAS. Their address is:

3rd Floor, Royal Oak House,

Royal Oak Avenue,

Bristol,

BS1 4GB

(0117) 9897725 (10-2pm, Mon, Wed, Fri, term times)

Email:Support@supportiveparents.org.uk

or visit the website at http://www.supportiveparents.org.uk/our-service/