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Dartford Bridge Community Primary School Academy

DBCPS Day Nursery

We provide 15 hours a week only Monday-Friday either AM or PM.

Who to contact

Contact Name
Admission Officer
01322 470678

Where to go

The Bridge Community Primary School, The Community Campus
Birdwood Avenue

When is it on?

When is childcare available
Term Time Only
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.30 11:30
Tuesday 8.30 11.30
Wednesday 8.30 11.30
Thursday 8.30 11.30
Friday 8.30 11.30
Monday 12.20 3.20
Tuesday 12.20 3.20
Wednesday 12.20 3.20
Thursday 12.20 3.20
Friday 12.20 3.20

Other Details

ECD Type
Academy Nursery
Offers pickups
Cost details
None - free of charge
3-4 Year Old Funding?
Vacancies Details
We generally fill our nursery in September for that academic year so hardly any intake in January or April.
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
3 11 472
Vacancy Information Last updated Date

The Nursery follows the same over subscription criteria as the school. 

Languages Spoken:
Wheelchair Access

Local Offer


Our aims for pupils with Special Educational Needs and Disabilities are:

To identify, at the earliest opportunity, all children who need special consideration to support their physical, sensory, social, emotional, communication or cognitive development.

  • To ensure that these children are given appropriate support to allow every child full access to the National Curriculum in a positive framework.
  • To ensure that these children are fully included in all activities in the school in order to promote the highest levels of achievement.
  • To involve parents, pupils and others in developing a partnership of support, enabling them full confidence in the strategy as adopted by the school.


  • To provide a broad, balanced and suitably differentiated curriculum relevant to pupil needs, through all staff sharing responsibility.
  • To demonstrate that meeting the needs of all children’s learning and/or behaviour is part of high-quality mainstream education.
  • To plan for any pupil who may, at some time in their education, have difficulties with learning.
  • To promote self-worth and enthusiasm by encouraging independent learning at all age levels.
  • To respect and promote every child’s entitlement to a sense of achievement.
  • To identify, monitor and support pupils who will need extra resources and/or teaching help as early as possible.
  • To work in partnership with the child’s parents or carers and other external agencies to provide for the child’s learning difficulties or disabilities.
  • To regularly review the policy and practical arrangements to achieve best value.
Dartford Bridge Community Primary School

Special Needs Support

At Dartford Bridge Community Primary School formative assessment is embedded in daily practice. We monitor the summative progress of all pupils in reading, writing and maths at least termly, to review their academic progress and the impact of teaching, including interventions. We also use a range of formal assessments with all the pupils at various points. These include EYFS tracking and other less formal assessments, Y1 phonics screening, Read Write Inc assessments 6 weekly in KS1, reading age checks for all children and SATs in year 2 and 6.

Where progress is not sufficient, even if a special educational need has not yet been identified, we put in place extra support to enable the pupil to catch up. Examples of extra support are: Read Write Inc KS2 (Fresh Start) where appropriate, Clever Fingers, 1:1 Phonics tutoring, Lunchtime friendship clubs, speaking and listening support, social skills work including draw and talk sessions and daily checks in with the Family Liaison Officer (FLO). 

Some pupils may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness. For these pupils, and in consultation with parents, we will use a range assessment tools to determine the cause of the learning difficulty. We also have access to external advisors Specialist Teaching and Learning Service (STLS), the Educational Psychology Service and other external advisors who are able to use additional assessment tools.  

The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a plan of support, reviewed regularly, and refined / revised if necessary. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision which is additional and different to what is normally available.  

If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need (recorded as “SEN support”). If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs.

When any change in identification of SEN is recorded, parents will be notified.   We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.

All parents of pupils at Dartford Bridge Community Primary School are invited to discuss the progress of their child on at least three occasions a year and receive a written report once a year. In addition, we operate an open-door policy and are always happy to arrange meetings outside these times. Parents/carers will be contacted if any concerns are raised during pupil reviews within school.

At Dartford Bridge Community Primary School, we follow the advice in the Mainstream Core Standards on how to adapt the curriculum and the learning environment for pupils with special educational needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in Education, Health and Care Plans. 

High quality teaching, adapted for individual pupils, is the first step in responding to pupils who have or may have SEN.

Additional interventions  bespoke to a child's needs are also used to help a child overcome specific barriers.  However, this is in addition to good quality teaching rather than the main strategy for supporting children with SEND.  Our Senior Leadership Team regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement.   This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and knowledge of special educational needs most frequently encountered.  

We follow the Mainstream Core Standards advice developed by Kent County Council to ensure that our teaching conforms to best practice.   In meeting the Mainstream Core Standards, we employ some additional teaching approaches, as advised by internal and external assessments e.g. precision teaching, small group teaching, intensive interactions. These are delivered by additional staff employed through the funding provided to the school as ‘notional SEN funding’.

As part of our budget we receive ‘notional SEN funding’.

This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring SEN support.

The amount of support required for each pupil to make good progress will be different in each case. In very few cases a very high level of resource is required.   

Schools can request Special Educational Needs Inclusion Funding (SENIF) funding through KCC to secure better outcomes for children who have been identified as having special education needs in EYFS and High Needs Funding (HNF) could then be applied for once the child is of statutory school age.

All children’s progress is reviewed at least 3 times a year and parents are invited in to discuss their child’s progress during Parents Evening.  Parents of children with SEN are informed as per statutory guidance, 3 times a year.

For pupils with SEN (with or without an Education, Health and Care Plan), there will be at least 3 additional reviews of the provision, each academic year, bring the total to 6 reviews a year. This will enable an evaluation of the effectiveness of the special provision.   Each review results in an updated individualised plan for the children requiring SEN support.  Parents are involved in this process through reviews with staff and agreement of targets.

All clubs, trips and activities offered to pupils at Dartford Bridge Community Primary School, are available to pupils with special educational needs either with or without an Education, Health and Care Plan.

Where it is necessary, the school will use the resources available to it, to provide additional adult support to enable the safe participation of the pupil in the activity. 

The School adopts an inclusive approach where the lessons are adapted in order for all children to be included within their cohort.

Dartford Bridge Community Primary School was completed for opening in September 2009 and was at that time compliant with DDA recommendations. 

The school has:

▪ The use of disabled parking spaces at the rear of the school.

▪ All doors in the school are wheelchair accessible.

▪ All corridors are very wide.

▪ There are six disabled toilets on site with low sinks including one with an adjustable height change area.

 ▪ The classrooms on the ground floor all exit onto the outside area. The area outside is flat in all rooms.

▪ The upstairs classrooms have a safe area at each end of the corridor, this has a 30-minute safety zone, also evac chairs are at the top of each stair well.

▪ There is a lift in place to enable easy access to the upstairs classrooms.

 ▪ Lighting is good throughout the school.

 ▪ The play areas are flat or on a very slight slope which would be easily accessed by wheelchair users of those with mobility difficulty.

At Dartford Bridge Community Primary School, we work closely with the educational settings used by pupils before they transfer to us, in order to seek the information that will make transition as seamless as possible.

Early Years staff visit each setting in Term 6, to gather information from staff there and to meet the pupils.  Our SENDCo may also meet with the SENDCo of the early years setting at a Transition event hosted by the Specialist Teaching and Learning Service. Several short visits to our school are arranged for this time and Transition Books may be shared.

Then, in September, Early Years staff, occasionally with the SENDCo, visit pupils at home, to discuss parental concerns and gather further information. Starting school is a gradual process, with time spent in school increasing at a regular and comfortable pace until full-time attendance is achieved. 

We also provide all necessary information to a pupil’s onward destination. Year 6 teachers welcome visits from Secondary colleagues in Term 6 in order to share information regarding provision and support. Our SENDCo will arrange extra visits to secondary schools for our most vulnerable pupils and accompany them when felt necessary. We are also happy to accompany parents on visits to potential new settings. We will share records with the receiving SENCO, usually at the Transition event and there are also internal staff procedures to ensure a smooth transition for all children moving between year groups.

As part of our normal teaching arrangements, all pupils will access some additional teaching to support them, if the progress monitoring indicates that this is necessary; this will not imply that the pupil has a special educational need. All such provision will be recorded, tracked and evaluated on a provision map. 

If, following this normal provision, improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs better. From this point onwards the pupil will be identified as having special educational needs (recorded as “With SEN”), because special educational provision is being made and the parent will be invited to all planning and reviews of this provision.

Parents will be actively supported to contribute to the assessment, planning and review cycle.  In addition to this, parents of pupils with an Education, Health and Care Plan will be invited to contribute to and attend an Annual Review, which, wherever possible, will also include other agencies involved with the pupil. All relevant information will be made accessible for parents at this time.

The SENDCo is responsible for the analysis of data related to children with SEN and addresses issues arising through an Action Plan along with learning walks and other monitoring activities to measure the impact of SEN provision.


The first point of contact for anything relating to SEND is the SENDCo, Mrs Blake-Morris via email They are then able to refer to any other agencies and access specific support for additional needs. 

If you have any questions about Special Educational Needs and Disabilities, please call the school office on 01322 470 678 or email

 Parents are invited to complete a questionnaire, at least once a year, about the impact of the school including SEN provision. 

All parents of pupils at Dartford Bridge Community Primary School are invited to discuss the progress of their child on at least three occasions a year and receive a written report once a year. In addition, we operate an open-door policy and are always happy to arrange meetings outside these times.  Parents of SEN children have an additional 3 meetings a year, totalling 6, to review their child's individualised plans.

A copy of our complaints procedure can be found on our website or from the School Office.



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