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Wrotham Road Primary School Academy Nursery


AT NURSERY WE PLAY!

It is fun and essential in the development of skills, attitudes and knowledge.  Play provides a wonderful opportunity to learn through experience and discovery.  Through observation and assessment each child is supported at the level of development he or she has reached in a particular area.  As we work with the children we aim to encourage self-esteem and confidence and to consolidate and extend ideas and skills.  In the nursery we aim to provide a balanced curriculum according to the children’s needs and interests.   Each half term we work around a different topic, planning activities and experiences through which this curriculum is delivered. All our activities are planned within seven main areas of learning and experience:

  1. Communication and Language  Children have opportunities to develop their early language skills (speaking and listening), and early reading and writing skills.
  2. Physical Development   Children are encouraged to develop their manipulative skill through the use of pens, pencils, brushes, scissors, etc. and small construction equipment.  Children have opportunities to gain control over their bodies: running, climbing, jumping, throwing, catching, etc.
  3. Personal, Social and Emotional Development   We aim to help the children build confidence and self-esteem and to develop appropriate social skills.
  4. Literacy  Involves encouraging children to link sounds and letters.  Children will be given access to a wide range of reading materials.  We will be using Read Write Inc which is a whole school literacy programme designed to create fluent readers, confident speakers and willing writers.  For support at home visit “You Tube” and search “Read Write Inc Phonemes Pronunciation Guide DVD”
  5. Mathematics   Children have opportunities to develop their early mathematical skills (i.e. counting, measuring and comparing, exploring shapes).
  6. Understanding the World   Children are encouraged to develop their scientific skills through investigation and observation.  They also have opportunities to develop their technological skills.
  7. Expressive arts and design   Children are encouraged to develop their creativity through a wide range of activities in art, music and imaginative play.

All children must be at least three years old. Our nursery has 40 places, 20 for each session, morning and afternoon.

Nursery hours are:-

Morning session:    

8.45am-11.45am

Afternoon session:

12.45pm-3.45pm

 

Who to contact

Contact Name
Margaret Tillett
Contact Position
School Business Manager
Telephone
01474 534540
E-mail
finance@wrotham-road.kent.sch.uk
Website
https://www.wrotham-road.kent.sch.uk/

Where to go

Address
Wrotham Road CP School
Wrotham Road
GRAVESEND
Kent
Postcode
DA11 0QF

When is it on?

Carescheme Age Range:
3 year(s), 0 month(s) to 4 year(s), 11 month(s)
Other Availability
Monday to Friday two free funded sessions either 8:45-11:45am or 12:45-15:45pm

Other Details

ECD Type
Academy Nursery
Cost details
Contact provider for details
3-4 Year Old Funding?
Yes

Local Offer

Special Needs Support

How does the setting identify children with additional needs or SEND? 

Through observations, assessments and discussions with SENCO, parents/carers, outside agencies.

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. At Wrotham Road Primary School, we also have a range of additional assessment tools which may be used to further investigate whether support in a specific area is needed, e.g. Neurodiversity profile, Language Link, phonics assessment, reading and maths ages, screenings for dyslexia and visual stress, etc. A full list of assessments can be found on our school website in the SEN area.

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 SEN support plan and 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 for the pupil which is additional and different to what is normally available.

How will I be informed / consulted about the ways in which my child is being supported? 

All parents of pupils at Wrotham Road Primary School are invited to discuss the progress of their children twice a year at parents’ consultations and receive a written report three times per year. In addition, we are happy to arrange meetings outside these times. As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up 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 which will be shared with parents three times per year. 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 because special educational provision is being made. When a child is included on the school’s SEN register, an initial meeting is held with the parents and the SENCo to decide on the SEN Outcomes and the provision and support needed in order to help children reach these outcomes by the end of year 6. From this point on, parents will be actively supported to contribute to assessment, planning and review for their child’s support. 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. Information will be made accessible for parents.

How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs? 

At Wrotham Road 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 statements of special educational needs / Education, Health and Care Plans. As part of our requirement to keep the appropriateness of our curriculum and learning environment under review, the Governors and SLT have recently made the following improvements as part of the school’s accessibility planning:

  • Development and implementation of a progressive curriculum focused on critical content and sequencing;
  • Adaptations to behaviour policy to make to it more inclusive;
  • TA training on how to support focused teaching and learning in order to ensure that key skills have been taught to vulnerable groups.

In addition, curriculum intent and implementation continues to be further developed as part of the School Improvement Plan.

What teaching strategies does the setting use for children with additional needs or learning difficulties? 

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should 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 their knowledge of the SEN most frequently encountered’ SEN Code of Practice (2015, 6.37). Wrotham Road Primary School has converted to an academy with The Pathway Academy Trust. We follow the Mainstream Core Standards [see https://www.kelsi.org.uk/special-education- SEND Policy 6 needs/specialeducational-needs/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, the school employs some additional teaching approaches, as advised by internal and external assessments e.g. precision teaching / mentoring, small group teaching, use of ICT software learning packages. These are delivered by additional staff employed through the funding provided to the school as ‘notional SEN' funding.

What additional support does the setting provide for children with additional needs or SEND? 

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 and a full list of the interventions we can offer is on our school website in the SEN area. In very few cases, a very high level of resource is required. The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs, and above that amount the Local Authority should provide top up to the school. At Wrotham Road Primary School, we use Provision Maps and Personalised Learning Plans to track spending on provision in order to make an application for Higher Needs Funding (HNF) in consultation with parents and carers.

How will the setting monitor my child's progress and how will I be involved in this? 

Wrotham Road Primary School follow the graduated approach and the four-part cycle of assess, plan, do, review. The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment or behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

The assessment will be reviewed regularly and if these assessments do not show adequate progress is being made the special educational needs support plan will be reviewed and adjusted. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips? 

All clubs, trips and activities offered to pupils at Wrotham Road 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. Club participation is monitored to ensure pupils with educational needs have a chance to participate fully in the life of the school, and this year we have pledged not to remove pupils from PE and Sport to take part in additional interventions to ensure all pupils have an equal chance to participate in physical activities.

How accessible is the building for children with mobility difficulties / wheelchair users? 

Where external advisors recommend the use of equipment or facilities which the school does not have, we will purchase it using the notional SEN funding, or seek it by loan. For highly specialist communication equipment the school will seek the advice of the KCC Communication and Assistive Technology team.

How will you support my child's transition to a new setting or school? 

At Wrotham Road Primary School, we understand that change can be particularly difficult for children with SEND. At every stage of transition, we will offer the following support:

  • Share information with the next teacher, school or other setting. We will agree with parents and pupils which information will be shared as part of this.
  • Offer/arrange additional visits to the next class or school as a chance to ask questions and meet key staff
  • Creation of ‘Pupil Passports’ where necessary to share pupil views on concerns and strategies for support
  • Creation of social story booklets where necessary Transition between year groups within the school will be dealt with as part of our annual programme of transition and handover to the next class teacher.

Parents of pupils with SEND are invited to an additional meeting with the SENCO and their new class teacher. The SENCo attends the Pre-school to Primary Transition Day, again hosted by Gravesham STLA at Ifield Smile, enabling information from the previous setting to be shared in preparation for children starting at our school. We continue to create and maintain positive relationships with our local nurseries, pre-schools and STLS who are involved in the support of our new pupils. We also contribute information to a pupils’ onward destination by providing information to the next setting. 11 In addition, Wrotham Road Primary School takes part in the secondary transition event, hosted by Gravesham STLS at Ifield Smile, to share information with secondary SENCOs prior to transition. We have partnerships with many of the secondary schools who run some additional visits specially tailored to aid transition for the more vulnerable pupils at the end of the primary stage of education. The SENCO facilitates these additional visits, and can accompany parents /pupils if required. We use social stories, pupil passports and adult mentoring to support vulnerable pupils in the secondary transition process.

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation? 

Wrotham Road Primary School follow the graduated approach and the four-part cycle of assess, plan, do, review. The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment or behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

The assessment will be reviewed regularly and if these assessments do not show adequate progress is being made the special educational needs support plan will be reviewed and adjusted. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

Who should I contact if I am considering registering for a place at the setting? 

If you are interested in securing a place please come into the school office and collect an application form, or download from our website.

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints? 

The normal arrangements for the treatment of complaints at Wrotham Road Primary School are used for complaints about provision made for special educational needs. We encourage parents to discuss their concerns with the class teacher, SENCo, Phase Leader or Headteacher to resolve the issue before making the complaint formal to the Chair of the governing body. If the complaint is not resolved after it has been considered by the governing body, then a disagreement resolution service or mediation service can be contracted. If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability), if the case refers to disability discrimination, or to the Secretary of State for all other cases. There are some circumstances, usually for children who have a Statement of SEN where there is a statutory right for parents to appeal against a decision of the Local Authority. The school cannot investigate complaints that fall within this categories.

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