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All Saints Nursery School

Pre School

Who to contact

Contact Name
Sallie Smith
Contact Position
01227 282628

Where to go

Shirley Hall
Church Street

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), 3 month(s) to 4 year(s), 0 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:00 15:30
Tuesday 09:00 15:30
Wednesday 09:00 15:30
Thursday 09:00 15:30
Friday 09:00 15:30

Other Details

Table of costs
Table of costs
AmountCost Type
£15.50 Per session
£4.00 Per lunch
£5 Before School
ECD Type
Offers pickups
3-4 Year Old Funding?
2 Year Old Funding?
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy Information Last updated Date
Car Parking, Music, Cookery, Messy Play Area, Climbing Frame, Stories, Dressing Up, Internet Connection, Garden
Languages Spoken:
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement

Service status


Local Offer

Special Needs Support

You, as the parent, are the expert for your child, and you may be aware of some difficulties that your child may be experiencing or have some concerns surrounding their development. Possibly your child’s health visitor, nurse or paediatrician has raised concerns with you also. We work collaboratively with you, your child and the other professionals involved to get the best outcome and support for your child.

We run an open door policy, which means parents can drop in at any time to come and view the nursery or speak to a member of staff about your concerns. We hold home visits before the child begins Nursery with their key person and another staff member in attendance. This gives the child a chance to build a relationship with their key person in a safe and familiar place to them. We find that they are much more comfortable when they start nursery as they can recognise their key person and speak about ‘when you came to my house’. Home visits are also an opportunity for you to raise any concerns you have surrounding starting nursery or your child.

A few weeks after attending Nursery we are required to complete a ‘Two Year Progress Check’. This is based on the three prime areas of development; Personal, Social and Emotional, Communication and Language and Physical Development. If there are any concerns surrounding these areas of development, the key person will talk to the SENCo and with you to discuss the next steps; which might be to involve an outside agency such as a Speech and Language Therapist.

The SENCo or key person will always be willing and able to listen and speak to you about any concerns you have regarding your child. Our Nursery holds an open door policy and parents are able to come and speak to a member of staff whenever they need to. We have a cabin in the garden which we use for meetings which require privacy.

When SEN support is needed and parents have been informed, the child will be placed on the SEN register, and a targeted or personalised plan will be put in place. The key person will complete this with the SENCo and input from the parents; as well as considering the views of the child. The plans will look at: what the child enjoys, what they find difficult, how the key person/parents can help, SMART targets and how the child learns best. These are reviewed every six weeks with the SENCo in a meeting with the parents.

Our online Tapestry learning Journals also allows parents to access observations, reports, Two year progress checks, as well as have a two way conversation with their child’s key person and the management team.

At All Saints Nursery we strive to plan from the children’s interests and follow them if they change. Each member of staff knows all the children, and especially their own key children. They can adapt the learning environment to suit different needs so they can explore and experience in a way they prefer and works best for them. We can also offer extra support through their targeted and personalised plans, and 1:1 support if needed. We can also have resources they enjoy readily available for them to choose and explore themselves.

The SENCo within the nursery has less key children, and designated times where they can work with small groups or individual children on different aspects of their development.

We have recently started to implement a ‘focus child’ way of planning. Each week two children per group will be the ‘focus’ for that week, a letter will be sent home asking parents to talk with the children about what they would like to learn at nursery. When the letter is returned the staff will plan around the interests of those children, it could be anything ranging from dinosaurs to space! We have found this way of working increases the child’s confidence, interests as well as the other children learning about new things. Parents have also responded well and have seen a difference in their childrens confidence at home and in nursery.

All staff have got a high level of training and are constantly learning and updating their knowledge, we have training on Autism, Speech, Language and Communication, Physical Development, PECs and Aided Communication, Makaton and many more.

The staff within the setting use the Characteristics of Effective Learning throughout their work, especially while planning the learning environment, and we always strive to have exciting, new exciting activities which have many sensory factors to keep them involved and learning.

We use Visual timetables, timers and Now and Next Boards to help children understand routines within the Nursery, Social Stories are especially useful if we are going out on a trip. This provides a simple story and photographs of exactly where we are going written in a way that the child responds to. We all do Makaton signing with all children; a quiet area where children can have some time away from the rest of the nursery, calm down or do a quiet activity on their own. We also have small group time and 1:1 times with a familiar adult working on aspects of development.

The SENCo will liaise and work with outside agencies, such as; Speech and Language therapists, Health visitors, Paediatrician, SENIF Practitioners, Portage workers and Early Help Home Visitor to make sure we are following the therapists recommendations as best we can.

Within the Nursery we aim to provide appropriate support for every individual  child’s needs. If 1:1 support is needed we will provide an extra adult to either provide this or for them to cover the key person so they can be 1:1 support.

If appropriate the key person may join you for therapy sessions so they can learn the skills needed and input them back into the setting. We can also provide relevant training and parenting groups in local childrens centres for you to attend, as well as other organisations for children and families.

We use Online Tapestry Learning Journals which have daily observations uploaded for parents to see by their key person which reflect your child's progress. The key person will also track your child's progress and will share and discuss this with you at regular meetings.

The manager and SENCo have a monitoring role for all the children within the nursery and will use a tracker to monitor every childs progress.

For those children that have Targeted Plans and Personalised Plans, parents will be involved in the writing and reviewing in meetings with their childs key person and the SENCo.

We aim to include all children in the same activity. To achieve this the activity plan is differentiated for each child. For example: for a group singing activity, some children may join in for all of it, some may only join in certain actions and others may need 1:1 support during this time.

We aim to provide extra adult support whenever the child needs it; whether that is constantly or just at transitions and group times. When we introduce a new activity that may cause difficulty for a child we will do this slowly and at the individual childs pace. For example; with sporty tots, we would first take them with a familiar adult to watch, then if they are ready they can join in with a supporting adult, and finally when they feel confident enough they can join in independently.

We aim to make all our trips inclusive to all children. We prepare them by discussing it at group time, using Social Stories with pictures detailing exactly where we are going and what we will be doing. We will also aim to have extra support for the child with a familiar adult.

Our nursery is all on one level, including all entrances and exits, the doors can be opened wide enough for a wheelchair. We also have a wheelchair accessible toilet. Our garden has a small drop from the AstroTurf to bark chip, and there is a small step into the cabin in the garden. For wheelchair users we can provide accessibility ramps for both. For children who may have mobility difficulties the ramps can also be used or adult support will be provided.

We have a large onsite carpark and we are opposite a bus stop.

Our transitions to schools start early when they first receive their offers in term 5. The new teachers, key person and SENCo will have meetings with the parents to discuss the best strategies for the children on how to support them.

We try to do as many school visits as possible, parents take them, and we take them without parents for a morning so they are as familiar with it as possible. We also provide school based activities during the last term, Such as; school dinners week, a school based role play with uniform from the local schools, books for the schools containing pictures of their new teachers, the playground, their classroom and the school hall.

The SENCo will attend regular SEN Forum meetings to update her knowledge and meet the local SEN team. We will also take part in Local Inclusion Forum Team (LIFT) meetings with a group of experts to raise concerns and find the best way forward for the child.

We will also regularly review with the parent the Best Practice Guidance Audit Tool for each child on the SEN register to ensure we are following the best practice for each child. Parents will also take part in reviewing the Special Educational Needs Inclusion Fund (SENIF) regularly to ensure we are using it appropriately and the best way for the child. Parents will also be offered regular meetings with the SENCo and key person to evaluate their SEN provision and any concerns they may have.

We also send out an annual SEN questionnaire to parents to evaluate our SEN provision.

To register for a place, please contact the office on 01227 282628, our admission team is always pleased to provide the information you need.

Please also come in and visit us as this is the best way to get a feel of the setting and meet the team here! Our manager will show you around the setting and answer any further questions you may have.

You also can email us:

The staff are always available to listen and discuss anything you would wish to talk to us about or if you would prefer a member of the management team is always on hand.

Questionnaires are sent to parents regularly for suggestions and feedback.

A complaint box is located by the office door to receive any complaint from parents /carers. There is a detailed complaint policy on the web-site.


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