Betty Lewis Nursery School Ltd
Who to contact
Where to go
The Annexe, Old Cricket Ground
- ME19 6RL
We are located in the grounds of West Malling Primary School, Old Cricket Ground, Norman Road, West Malling, ME19 6RL
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 0 month(s) to 5 year(s), 0 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 9.15 14.45 Tuesday 9.15 14.45 Wednesday 9.15 14.45 Thursday 9.15 14.45 Friday 9.15 12.15
- Table of costs
Table of costs Amount Cost Type £6.25 Per hour £18.75 Per half day
- ECD Type
- Offers pickups
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- We have some availability for September 2020. Please telephone for current position.
- Places Range
Places Range Start Age End Age Places 2 2 38 3 5 38 0 5 38
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Languages Spoken:
- Wheelchair Access
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 07/09/2016 Inspection (Early Years Register) Good
We are an experienced setting with lots of experience in additional educational needs. We are particularly skilled in looking after children with severe and complex medical needs.
Betty Lewis Nursery
Special Needs Support
How does the setting identify children with additional needs or SEND?
When children start with us, we talk to parents at their induction about any concerns they have. If applicable, we make contact with other settings or agencies involved in the child’s care, so we can discuss how best to support the child. We ask you to complete an ‘All About Me’ form which gives us a chance to get to know your child, their particular strengths and where they may need support.
We track the children through observation against the Early Years Foundation Stage (EYFS) after 2 weeks with us (called a Starting Point) which will highlight any early concerns in any of the 7 areas of the EYFS. For children under 3, we complete a Progress at 2 Check which parents will share with their Health Visitor. This is a statutory assessment. If any delays in development are identified we will discuss them with you and appropriate next steps will be discussed. This may take the form of a targeted plan and your child’s key person will share this with you so we can work together to provide more experiences in the area identified.
Our Special Educational Needs Co-ordinator (SENCo) is Michelle Hollyer. She ensures that families have support and resources to help the development of their child.
How will I be informed / consulted about the ways in which my child is being supported?
When children start with us, we talk to parents at their induction about any concerns they may have about their child’s development.
We communicate with parents daily at drop off and pick up, and parents can arrange to see their child’s key person at any time, if there is a particular concern.
We assess the children 3 times per year, through a written report called a My Unique Story which parents are encouraged to contribute to, and we use a tracker to look at their development against their chronological age, called a My Unique Progress. We complete weekly observations on the children, and plan for each child individually, and notes and photographs of their time with us are filed in a Learning Journal, specific to each child. Parents are encouraged to look at their child’s Learning Journal regularly and add comments / observations / pictures from what they see at home.
If we feel your child needs any extra support in any area, we will invite you to complete a targeted plan with their key worker and the SENCo and we will encourage parents and the setting to work together to address the concern.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We plan for each child individually, and activities can be modified to allow for children’s individual need. We can adapt the environment if required e.g. to provide quiet areas if a child is distracted by too much noise.
We provide a language rich environment tailored to the needs of all the children attending,
We provide ideas and resources to use at home to support parents who require them.
We work in line with Speech and Language therapists and access training to ensure staff are working to the most current guidance and are continually improving their professional development. We also work closely with advisors in Equality and Inclusion, Specialist Teaching and our colleagues in health to meet children’s individual needs.
We are able to accommodate children with a range of dietary requirements and adaptions will be made, where necessary.
We provide frequent and regular access to our outdoor space promoting children’s independence and freedom.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
We start with planning for the environment to ensure children can access a wide and varied range of activities. We provide quiet areas so children can chose to be away from noise if they feel overwhelmed. Children are able to self-select resources from labelled and pictured drawer units.
We support children’s development at all levels and can obtain specialist equipment if it is required. Where children are receiving support from outside agencies, we may be able to claim extra funding to support the child in the setting with specific equipment or adaptations to the environment. For example we recently purchased a dark tent for a child with a visual impairment and we have also purchased a visual support programme to support children who have limited verbal communication.
We use a range of visual supports e.g. a visual timetable, basic Makaton signing and picture cards for visual cues.
All staff are trained in Early Years practice with 10 out of 11 staff trained to Level 3 in Early Years Education. Staff can access Best Practice Guidance which was written by specialists to offer teaching strategies in the following areas of learning, as outlined in the SEND Code of Practice:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Physical / Sensory difficulties
If we feel a child would benefit from small group work, we can arrange this with their key worker. When writing targeted or personalised plans for children, we use SMART targets (specific, measurable, accessible, realistic/relevant, and timely). We have access to Specialist Teaching Learning Services and the local Equality and Inclusion Team via a local forum, which can be accessed up to 6 times per year.
What additional support does the setting provide for children with additional needs or SEND?
We use the Graduated Approach which works at universal level (all children), targeted level (specific need identified requiring targeted short-term support) and personalised level (which requires a personalised plan to be in place which is regularly reviewed by parents and SENCO).
We will endeavour to work closely with the parents to offer support and advice.
If your child is making insufficient progress through a targeted plan, we can discuss with you the need to refer to other agencies such as specialist teachers or Speech and Language therapy.
We will ensure all relevant training and support is accessed to support the child, and implement and incorporate strategies if they are deemed to be effective for the child’s development. Staff are encouraged to attend training regularly and we are very proud of the range and breadth of the training our staff have accessed. We have a very high ratio of paediatric First Aiders in the setting across the week.
We work closely with the local Children’s Centre and are able to signposts parents to specific courses for children and parents, as well as support groups.
If a child comes to us with a condition we are unfamiliar with, we are keen to research and work closely with parents and carers to understand the condition and make our practice inclusive and welcoming for the child and family. We have recently admitted 2 children who are nil by mouth and have experience of both Type 1 diabetes, Hyper-Insulinism, visual and hearing impairment and high functioning autistic spectrum disorder.
How will the setting monitor my child's progress and how will I be involved in this?
We operate an effective key person approach. This person is responsible for supporting all aspects of your child’s development and well-being.
We will observe children and involve parents in these observations. We will encourage parents to share observations from home to help support the child.
We will ensure any targeted or personalised plans are reviewed timely and parents are invited to this review.
Parents are invited to speak to the key person or SENCo at any time, whether in the setting, via telephone or email.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
If necessary, we will complete risk assessments of activities before we commence them and the activity will be modified if we think it is not suitable / safe.
We are committed to inclusive practice and meet regularly to discuss children’s needs and presentations. We will research ways to adapt activities to make sure they are safe for all children, for example in sensory play we may use cornflour in place of regular flour in the instance of a child who is gluten free, we offer alternatives if a child has difficulty accessing an activity e.g. using a sponge if a child doesn’t enjoy paint on their skin, offering a range of snack items taking dietary limitations into account.
How accessible is the building for children with mobility difficulties / wheelchair users?
We would be able to carry out a specific review of access arrangements for any child with mobility difficulties, and obtain advice and guidance from relevant agencies where necessary. We will write risk assessments for children presenting with mobility issues to ensure their safety is paramount.
How will you support my child's transition to a new setting or school?
When your child is ready to transition to a new setting, we will liaise with the relevant SENCo and arrange a transition meeting at the new setting with parents to discuss how best to support the child. We will encourage extra visits to the setting to ensure the child is comfortable with new staff and new surroundings.
We would encourage the new setting to provide a visual aid to help the child’s familiarity with aspects of the new setting
All relevant paperwork including summative assessments and external agency reports will be forwarded onto the new setting, with parental agreement.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
The setting SEN Coordinator regularly attends SENCO forum meetings with other local settings and representatives from Kent County Council / NHS and other specialists. All staff are aware of the role of the SENCo and how to access support for any of the children they care for.
The setting reviews all procedures and policies yearly, and staff are encouraged to comment and review as part of the review process, ensuring all voices are heard.
The setting evaluates all aspects of practice, including SEN as part of its annual questionnaire / survey. The setting also completes an online Self-Evaluation Form of its practice for Ofsted / KCC to view
Who should I contact if I am considering registering for a place at the setting?
Please make contact with the setting . We will then advise of vacancies or details of the waiting list. We will send a Parent Information sheet and then arrange a setting visit. We can discuss any SEN issues at this initial visit with the Manager / SENCo and advise how we can meet your child’s needs.
We will also be able to discuss assessments and arrangements for accessing additional support through various funding streams (SENIF – SEN Inclusion Funding, and DAF - Disability Access Fund), and the processes involved.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We pride ourselves on building strong relationships with all parents, but in particular those who have children with SEN. This relationship is essential to ensure we are supporting the child in the setting, and the support is being mirrored at home. We have a suggestion box and welcome feedback from parents about how our practice can be improved.
Our yearly questionnaire allows parents to give us feedback, although we actively encourage feedback through informal meetings, discussions about assessments and parents can email with questions / queries at any time.
We operate an ‘open door policy’ and we will always make time to see a parent at the beginning or end of a session.