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Mark Beech Nursery School

Set in the heart of the village, Mark Beech Village Nursery School has been giving the children of the surrounding area a happy, structured start to their educational life for over fifty years. 

Our setting aim is to porivde high quality care and education for children below statutory school age by working in partnership with parents to help children learn and develop. 

Run by a small team of dedicated, experienced and qualified Early Years Practitioners, the nursery school is the perfect enviroment for children from two to five year olds to learn through play.

Who to contact

Contact Name
Mrs. Ann Cleeve
Contact Position
07722 497 657

Where to go

Cowden Pound Road
Mark Beech

The nursery school is set in a modern airy village hall. The buildings benefit from modern facilitiites and a large enclosed garden for safe outdoor play. We know how important your child is and aim to deliver the highest quality of care and education to help them to achieve their best.

When is it on?

When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), 5 month(s) to 0 year(s), 0 month(s)
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 09:00 13:30
Tuesday 09:00 13:30
Wednesday 09:00 13:30
Thursday 09:00 13:30
Friday 09:00 13:30

Other Details

ECD Type
Private Nursery School
Offers pickups
Cost details
Contact provider for details
3-4 Year Old Funding?
2 Year Old Funding?
Total vacancies
Vacancies Details
we have limited spaces on Wednesday and Friday sessions
Places Range
Places Range
Start AgeEnd AgePlaces
0 5 24
Immediate vacancies?
Contact Provider for Vacancy Details?
Vacancy range
Vacancy Range
Start AgeEnd AgePlaces
2 4 2
Vacancy Information Last updated Date
Arts And Crafts, Songs, Stories, Books, Toys/dolls, Nursery, Outdoor Activities, Walks
Languages Spoken:
Wheelchair Access

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 
Inspection history
Inspection History
Inspection DateInspection typeInspection Outcome
28/09/2005IntegratedInadequate 2
08/06/2009Inspection (Early Years Register)Inadequate 1
02/12/2009Inspection (Early Years Register)Good
22/05/2013Inspection (Early Years Register)Satisfactory
18/05/2016Inspection (Early Years Register)Inadequate
07/09/2016Re-inspection (Early Years Register)Good

30 Hours Extended Entitlement

Registered to provide up to 30 hours entitlement

Service status


Local Offer

Special Needs Support

  • Mark Beech Nursery School has an embedded system to ensure that a key person is allocated to every child. This key person completes regular observations using the Early Years outcomes as a guidance tool to assess each child’s development which are then used to inform the child’s planning around their individual needs and interests. These include interests from home and interests at nursery.
  • The key person completes assessments on every child to identify any support that may be required. These assessments are shared with the parents who are encouraged to add their comments and reviewed regularly. We then implement a joint approach in the child’s future development.   When a child initially starts at nursery we provide an induction morning prior to settling in, where the key person familiarises themselves with the child’s individual likes, dislikes, allergies, abilities and enquires if other professionals are already involved. This is the initial opportunity for the parents to identify any needs with the key person so that these can be catered for. In the first three weeks the key person ascertains the initial starting points of development and this is shared at the settling in meeting to identify any supporting strategies to be introduced. 
  • All younger children are further assessed by the key person who completes the Two Year check that is not only shared with parents but can inform alongside the health visitors report where progress may give cause for concern.
  • We place a great importance on working in partnership with our families. Your child’s key person will build a strong and positive relationship with your family.  In addition, you have regular formal and informal opportunities to meet your child’s key person and our SENCOs to discuss your child’s learning and development.
  • We have a named SENCO (Special Educational Needs Co-Ordinator) that has been trained through the local authority and she is assisted by another SENCO trained member of staff between these qualified staff they provide support for the key person, child and families to ensure that the child’s individual needs are met. They both attend regular further training in areas of specific professional development. We have robust policies and procedures in place which are reviewed regularly ensuring that our resources and environment are suitable and accessible for all. We will work collaboratively with you on any targeted plans that we put in place to support your child
  • The parents are encouraged to work together with the key person in completing observations and activities both from home and from nursery. This is to keep everyone informed of the child's new interests so that these can be incorporated in the activities that are planned. This ensures that the child's unique characteristics of learning are Incorporated into planning and that targets are personal, appropriate and SMART (specific, measurable, accessible, realistic, time bound).
  • Visual supports, such as; sand timers, time lines; visual timetables are used by staff to benefit all the children.
  • A number of staff have undertaken training in Makaton which we use for all children and some staff have attended and cascaded various Speech and language training.


  • At Mark Beech Nursery School we have high aspirations and expectations for every child irrespective of differing levels of need, including identified special educational needs and disability. We understand that development is not an automatic process and it depends on each unique child having opportunities to interact in positive relationships and enabling environments.  At Mark Beech we have a culture of high expectations that seeks to include all children in all opportunities so that they may achieve well.
  • We are committed to meeting the special educational needs of children and ensuring that they make progress. Children’s development can be affected by special educational needs. These children may find it difficult to learn and require additional resources and/ or more support to access the activities provided at the setting. Adaptations may need to be made to the activities offered, the equipment and the environment and out of school activities e.g. trips for pupils with special needs and/ or disabilities. It is our aim that all children with SEN be identified and assessed as quickly and as thoroughly as possible, so that we can provide an experience that is matched to their needs and ability, thus providing the opportunity for them to reach their full potential in a supportive, caring and inclusive environment.
  • An appropriate learning environment is offered where a range of differentiated activities is provided, to meet individual needs. Children with Special Educational Needs or disability are able to participate in the life and activities of Mark Beech to the best of their abilities whatever their need.
  • We provide individual programmes of support appropriate to those children who have specific problems or special abilities.
  • We work closely with local specialist advisers and health professionals and our colleagues at LIFT forums, utilising expertise and support.


  • Our setting’s SEND policy sets out the graduated approach we use to support children. Robust and careful observation and tracking of every individual child enables us to put in place targeted plans to support those children who need additional support.
  • If your child is making insufficient progress through a targeted plan, the SENCO or your child’s key person may discuss with you the need to refer to other services to further support your child’s development, such as speech and language therapy. If your child begins to receive support from outside agencies, the targeted plan would be changed to a personalised plan to reflect strategies advised by external specialists. We would always ask for your consent when seeking advice and support from other agencies.
  • Our SENCOs regularly attend LIFT and SENCO forum meetings and share any information with the whole teaching team.


  • The progression of each child is tracked through observation and planning sheets and by doing this the nursery staff develop a clear understanding of any gaps in development, ensure progression of each child and also identify children who may require additional challenges and plan accordingly to ensure every child is included and achieves their full potential.
  • The SENCO and the key person will work collaboratively with parents to ensure that targets and strategies are implemented.


  • We are an inclusive nursery and ALL children are included in Nursery trips
  • Mark Beech Nursery School is situated in a village hall. The main pre-school entrance is on one level the garden can be accessed through a side gate. There is an accessible toilet provided.
  • If the family has English as an additional language they are encouraged to share key words in their home language for the key person to understand with the child.
  • Risk Assessments are completed for individual children to assess, the environment inside and out, these are also completed prior to any outings and visits to ensure inclusion and accessibility to evaluate and minimise risk. The nursery environment supports different learning styles and embraces each child’s unique characteristics of effective learning there are visual clues as labels and to support changes in routines, timers are used to support sharing and turn taking and music is used for encouraging tidying up.


  • Mark Beech Nursery is in a village hall which is all on one level and wheelchair accessible. The garden can be accessed via a side gate. There is an accessible adult toilet provided. Wherever possible we will endeavour to make reasonable adjustments to meet he needs of children, parents and staff.


  • Transitions are a key time for any child. The key person ensures that these transitions are well planned and supported. When a child first starts at the nursery the key person will work with the parent to devise appropriate settling in strategies for the child to settle into the nursery at their own pace.
  • Following on from the settling in period the children that attend another setting have a Link book to ensure information is shared by settings and key people and reciprocal visits arranged as necessary.
  • When a child is ready to transition to School the new teachers are welcomed into nursery to meet the key person and all relevant transition supporting documents are completed and relayed to the Schools to ensure a smooth transition takes place for all children. The local reception teachers all visit our setting.

The nursery offer advice leaflets to support settling in and transitions


  • Mark Beech Nursery School continually reflects on the effectiveness of all aspects of practice using a variety of means. Our various self-evaluation tools include parental questionnaires annually, staff evaluations, staff supervisions, staff meetings, parent consultations, SENCO forums, LIFT meetings, collaboration meetings, review of policy and procedures.

 Ms. Fiona Baxter Setting Manager via email

  • Mark Beech Nursery School has a genuine open door policy. We seek and encourage feedback as a matter of course in correspondence with our families, as well as with visitors to our settings and the other partners and professionals we work with. 
  • We have a complaints policy which is provided to every parent upon enrolment.



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