Kemsley Academy Nursery is a maintained, sessional, term time only early years provision. We are part of Kemsley Primary Academy school in Sittingbourne. We offer both morning and afternoon sessions, as well as provision over the lunchtime period. We are able to offer some "Free for 2" places and we also offer a number of places for the 30 hour entitlement.
Kemsley Primary School - Academy
Who to contact
Where to go
Kemsley Primary School
- ME10 2RP
Kemsley nursery is based in the grounds of Kemsley Primary Academy school and is comprised of a seperate classroom and garden area soley for the use of the nursery children. We have a soft surfaced playground area with permanent climbing equipment, a large sandpit, a nature area and dedicated reading and construction sheds. The nursery children also have access to the broad range of facilities offered by the main school. We have a large woodland area with an outside classroom, a number of smaller learning pods and outdoor climbing equipment. We also have the use of the school hall, the library and the IT suite.
When is it on?
- When is childcare available
- Term Time Only
- Carescheme Age Range:
- 2 year(s), 9 month(s) to 4 year(s), 11 month(s)
- Opening Times
Opening Times Day Opening Time Closing Time Monday 8.40am 3.10pm Tuesday 8.40am 3.10pm Wednesday 8.40am 3.10pm Thursday 8.40am 3.10pm Friday 8.40am 3.10pm
- ECD Type
- Academy Nursery
- Offers pickups
- Cost details
- Please contact us for further details.
- 3-4 Year Old Funding?
- 2 Year Old Funding?
- Vacancies Details
- Please contact us for details of our availability.
- Immediate vacancies?
- Contact Provider for Vacancy Details?
- Vacancy Information Last updated Date
- Music, Literacy and Numeracy, Computers / It, Messy Play Area, Cookery, Outdoor Adventure Play Area, Toys/dolls, Outdoor Activities, Trike, Play House, Trampoline, Puppets, Water Play, Games / Puzzles, Visits and Outings, Garden, Walks, Sandpit, Arts And Crafts, Scooter, Books, Sign Language / Makaton, Car Parking, Songs, Slide, Climbing Frame, Stories, Climbing Ropes
Kemsley nursery has experience in supporting children with a broad range of additional needs.
- Languages Spoken:
- Wheelchair Access
Kemsley's "DNA" is made up of the four strands that we believe we need to weave through every minute of every day for our entire school community if we are to meet our vision and ensure that we are ready for all of life's opportunities and challenges. All four strands are equally important and equally reliant on the other three. At the very heart of what we do is our need to create an environment in which all our children feel safe and loved. When we achieve this, we know that children will be confident to take responsibility and to learn effectively. Children with a Special Educational Need or Disability (SEND) are highly valued in our Academy and all our staff share a determination to provide pupils with high quality first teaching and are trained to be responsive to any additional need or barrier to learning that may present at any time during a child's school career. We work hard to make sure that a child's individual challenges are being addressed and monitored, so that every child makes progress, both academically and emotionally.
Special Needs Support
How does the setting identify children with additional needs or SEND?
There are a variety of ways that Kemsley nursery identifies and assesses children with SEND. This may be through:
Data analysis and pupil progress meetings (children who are underachieving and not reaching their full potential are quickly identified and extra provision is put in place when required)
Speech and language screenings
Teacher concerns (academically, socially or emotionally)
If there are concerns the teacher will consult the SENCo for support and advice who may observe the child in class. Further interventions and support will be discussed and put in place and reviewed. Parents/carers are consulted at the earliest opportunity to gain their views and perspectives. If further assessments are necessary, the SENCo may be able to carry these out. Depending on the outcomes and needs of the child, outside agencies may be contacted with permission of the parent/carer. The outside agencies will then advise and support the school with interventions and strategies. If, despite this support, the child has complex needs, is still not making progress and the school and outside agencies feel that an Education, Health and Care plan is necessary then the school will apply for this.
How will I be informed / consulted about the ways in which my child is being supported?
At Kemsley nursery we want parents to be confident in our commitment to our pupils. Parents and carers are well placed to inform teachers about the needs of a child through:
An open door policy to speak to nursery staff informally
Communication about your child's learning through the "Tapestry" app
Regular parent meetings to review progress and well being
Regular meetings with outside agencies take place to review targets set and progress of the child (for children with SEND support and EHCPs)
The SENCo being available to meet with parents to discuss their child
Annual reviews for children with EHCP
Your child's class teacher should always be your first port of call. They are responsible for:
Identifying, planning and delivering any additional support your child may need within Quality First Teaching.
Personalising teaching and learning as detailed on the class provision map or a child's personalised plan.
Monitoring each child's progress.
Liaising with the SENCO.
Ensuring the schools SEN policy is followed in their classroom for all pupils, including those with SEN SENCO
Mrs Louise Blunderfield SENCo) Is responsible for:
Developing the school's SEN Policy.
Coordinating any intervention or support for children with SEN.
Ensuring that parents are involved in supporting their child's learning. kept informed about their child's learning. Involved in reviewing how their child is doing.
Liaising with a range of agencies outside of school who can offer advice and support to help pupils overcome any difficulties.
Updating the schools SEN register in discussion with class teachers and parents.
Providing specialist advice and facilitating training to ensure that all staff are skilled and confident about meeting a range of SEN.
The Headteacher Mrs Cathryn Andrews Is responsible for:
Day to Day management of all aspects of the school including support for children with SEND.
Give responsibility to the SENCO and class teachers, but still remaining responsible for ensuring the needs of all children in school are met.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
We reflect on every child's unique needs through the use of observations and key person knowledge of your child. We then use this information to plan for their next experiences to enable them to build on their learning and achieve their next steps.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
All pupils receive ˜Quality First Teaching" and a differentiated curriculum to meet the variety of needs within the classroom. This means that the teachers at Kemsley adapt and vary their teaching to meet the different learning styles and needs. In addition to this, individual and group interventions provide extra support to those children who may need a more specific and targeted approach.
Every child is allocated a key person, to support communication between home and nursery and develop a close working relationship with you and your child.
We operate an open door policy to enable families to speak to the class teacher or key person. We use a number of communication apps to inform parents about their child's learning and development and to share information about how you can support your child at home.
We run regular parent sharing events throughout the year, to share learning from our termly projects and also to offer support and guidance for parents on a range of issues.
What additional support does the setting provide for children with additional needs or SEND?
Alongside the universal curriculum the following additional support may be available to children with a Special Educational Need or Disabilities
Speech and Language plans provided by an Independent speech and language therapist
Speech and Language Link Interventions (Attention and Listening/Concepts and Instructions/Vocabulary Building/Language for Assessment)
Communication through PECS (Picture Exchange System) and Makaton signing
The use of a range of visual support materials such as individual timetables and choice boards
Cognition and Learning need support
Additional differentiated support and scaffolding in class
Social, Emotional and Mental Health need support
Drawing and Talking Interventions
Use of personalised social stories
Lego as an Intervention
Volcano in my Tummy
Social Skills and Friendship Skills
Five-point scale Sensory and Physical Need
Sensory Circuits Intervention
Liaison with medical professionals as needed (paediatricians)
An accessible learning environment for all children, including wheelchair access
How will the setting monitor my child's progress and how will I be involved in this?
Every teacher at Kemsley is committed to the achievement of every child through quality first teaching and tailored interventions, allowing every child to fulfil their potential. The SENCo oversees the provisions and interventions and monitors their success through observations and data analysis. Interventions are adapted and assessment for learning is used to support children's needs as they arise.
Termly pupil progress meetings are used to assess and review the progress of children. The class teacher will be reviewing progress throughout lessons and interventions which will shape future learning. This includes questioning, observing and marking.
How accessible is the building for children with mobility difficulties / wheelchair users?
As a relatively newly built nursery, Kemsley is fully wheelchair accessible, which includes disabled toilet facilities.
How will you support my child's transition to a new setting or school?
We work hard to ensure that all transitions happen smoothly, between classes and other schools.
Children in our nursery who will be attending our reception class, will be involved in a number of activities throughout the summer term to allow them to become familiar with their surroundings and the adults that will be working with them.
Information sharing is done through a range of means to ensure all staff are aware of the individual needs of pupils. During staff meetings children's progress and celebrations of their achievements are shared. This also gives staff the opportunity to discuss strategies and reflect on practice to ensure children's individual needs are identified.
We support pupils who move from our nursery to other settings and schools, by arranging opportunities for their new teachers to come and meet them in our setting. We are also able to share aspects of learning and development through the use of Tapestry.
Other opportunities such as accompanying pupils to visit new settings can be arranged, dependent on the individual needs of the child.
We can also make use of social stories and transition books with photographs to support pupils needs.
Who should I contact if I am considering registering for a place at the setting?
To find out further information or to arrange a visit, please contact Mrs Vicky Franks (Head of Early Years) via the school office or the school website.
Parents will need to fill out a nursery interest form, available at the school office. Once we receive this, we will be able to arrange an opportunity for you to visit and look around the setting and meet the staff. We will then contact you to arrange a home visit to meet you and your child at home and discuss your requirements.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Please refer to our school website for further information about our complaints policy.
We encourage parents to complete parental questionnaires that are sent out on a regular basis and we also welcome informal feedback from parents. We run regular parent "Pow Wow" meetings to give parents the opportunity to meet with us and discuss their opinions and ideas. This information is used to enable us to reflect on our current practice.