Local Offer SEND

Hampton Nursery School Local Offer
How does the setting identify children with additional needs or SEND?
We will gather information from parents including identified needs, what their children can do and if other agencies are involved how the child is supported. The key person will make observations within the seven areas of the EYFS and create a starting point, including a progress check at two. The key person liaises with the SENCo and may request further assessments to be made using nursery tools and or request specialist advise from the Local Inclusion Team.

How will I be informed / consulted about the ways in which my child is being supported?
The keyperson will work closely with your child with the coordinated support of the SENCo. You will be able to speak to both either informally on a daily basis or formally at pre-arranged meetings. You will receive written assessments and your child’s Learning Journey illustrating their achievements. Targeted and personalised plans are drawn together and distributed following consultation with parents, keyperson, SENCo and where applicable other agencies.

How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
At the nursery we plan for each individual child. Where there are targeted and personalised plans theses will be incorporated into the daily session, e.g. with small groups, individual sessions, physical activities and differentiation. We are continually adapting and risk assessing the environment to meet the needs of individual children and make changes as and when it is felt it will support their needs and learning.

What teaching strategies does the setting use for children with additional needs or learning difficulties?
We look at each child as an individual and the way in which they learn; we become the ‘detective’. A child’s needs are very individual, we liaise with outside agencies to ensure that therapists recommendations are carried out and incorporate these into our routines. We use signing, visual supports, visual timetables, now and next boards, Clever Hands and Fizzy Activities, social stories, language groups and small group or individual activities. SMART -Specific Measurable Accessible Realistic/Relevant Timebound targets will be put in place for this children within their planning.

What additional support does the setting provide for children with additional needs or SEND?
We offer close working relationships with parents through the keyperson and SENCo. The SENCO is available to coordinate the support, offer advice, assist parents with paperwork and accessing further help and information.

How will the setting monitor my child's progress and how will I be involved in this?
The planning, observation and assessment cycle the key person monitors your child’s progress. We routinely share this information with you three times a year, holding parent meetings and sharing progress records, however you can also request meetings at any time and can also ask to look at your child’s Learning Journey more regularly. You will be involved in the process of termly reviews of your child’s targeted and personalised plans as your feedback is invaluable.

How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Parents are consulted both at registration and regularly throughout their time at the nursery. Differentiation to planning is carried out after thorough review of individual needs, risk assessments and characteristics of learning. If a child has a disability we can also apply for the Disability Access Fund for any additional equipment which may support the setting.

How accessible is the building for children with mobility difficulties / wheelchair users?
The nursery is also situated on the ground floor with wheelchair access, ramps/slopes and alternative access gates where needed. There is an accessible toilet and the staff car park has parking space for disabled users.

How will you support my child's transition to a new setting or school?
We work with the child and parents to ensure the transition to school is as smooth as possible. This will usually involve, visits, meetings at the receiving school, transfer of relevant paperwork and above all the sharing of what is working really well for the child, the strategies being used and why and lessons learnt. Shared informative communication is vital at this point as well as the timing of the information shared with the child which usually includes photo booklets of their new environment and people.

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
Hampton Nursery School uses a range of methods to evaluate their SEN provision including monitoring progress and narrowing any gaps in achievement through tracking individual and groups of children. The SENCo and manager attends SEN meetings, training, workshops and attends a collaboration meeting with local SENCo’s and managers. This provides guidance and information which can be fed back to the setting and discussed at staff meetings so that we can review our own practice alongside our self-evaluation system. Feedback from outside agencies is reviewed and parents are asked to complete questionnaires.

Who should I contact if I am considering registering for a place at the setting?
Contact the setting Manager and Owner Jacqui Farrant – manager@hamptonnurseryschools.co.uk or 07930153253

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
The nursery has an open-door policy for parents to give us their feedback, which parents will often do through the manager or management team. Alternatively, we have a suggestion box, questionnaires and if parents feel there is a need to complain we have a formal complaints procedure to follow.


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