Cleator Moor Nursery School

SEN Information Report

Cleator Moor Nursery School is an inclusive school. We ensure that children are included in all aspects of learning and school right throughout their time with us.


Here at Cleator Moor Nursery School, we aim to:

  • Provide a caring, stimulating, safe, secure and healthy environment to meet the individual needs of all our children.

  • Encourage children to develop socially, emotionally, physically, intellectually, aesthetically, spiritually and morally; enabling them all to make a positive contribution.

  • Provide a balanced and broadly based curriculum which covers all the seven areas of learning through planned, purposeful and enjoyable play to enable all children to achieve.

  • Encourage children’s self-confidence, co-operation and promote independence to develop positive learning skills to enable them to further their education.

  • Develop and extend our services, working in partnership with others to meet the needs of all the children and their families.


    Ofsted has graded us Outstanding in all areas since 1998. These areas include Leadership and Management, Teaching and Learning, Quality of Teaching and Behaviour and Safety.


    The term ‘Special Educational Needs’ has a legal definition, referring to children who have learning difficulties or disabilities that make it harder for them to learn than most children of the same age.


    Help is usually provided in school with the help of external specialists sometimes. If your child has a special educational need, they may have help in a range of areas, for example:

  • Expressing themselves or understanding what others are saying

  • Some kind of sensory or physical need, which may affect them in school

  • Making friends or relating to adults

  • Gaining independence and organising themselves

  • Accessing the seven areas of the Early Years Foundation Stage (EYFS) Curriculum, in particular the three Prime Areas – Personal, Social and Emotional Development; Communication and Language; Physical Development

  • Behaving properly in school


    The decision to provide extra help and support for a child is made by the school following discussions with parents and sometimes other professionals e.g. Speech and Language therapists, Health Visitor. Any decision may be based on a number of factors including academic progress and/ or assessments carried out by the teaching staff or other professionals. Parents/ carers will always be informed when this happens.


    Our Local Offer describes the range of provision and support available to support identified children as and when appropriate. Being an inclusive school means that your child will have the same access and opportunities to experience all school has to offer including Educare.


How does the school know if children/ young people need extra help and what should I do if I think a child/ young person may have special educational needs?

Staff collect as much information from parents prior to their child starting school and ask if they have any concerns about their child’s development. Some children may already have an identified/ specific need and therefore if other agencies are already involved with the family, the school will work closely with them to support the child and their individual/ specific needs.


On entry, children are assessed in the 3 prime areas of the Development Matters Early Years Foundation Stage Curriculum and the 4 specific areas – taking particular note of the Characteristics of Effective Learning. Staff will also complete a Language Monitoring Sheet on all children to help identify any communication and language difficulties, which may be a barrier to the child’s learning.


The school has an ‘open door’ policy and is happy to discuss any concerns or worries a parent may have.


How will school staff support my child/ young person?

Children will be allocated a named member of staff; this key person will show a special interest in your child through close, personal, day-to-day interactions. The key person will be the first point of contact each day; parents will have the opportunity to meet them face to face and during this time exchange any relevant information. The key person can help parents deal with any separation anxiety issues and will also carry out observations on each child, which will help them assess the progress they are making. They will carry out baseline assessments on the children and on-going ones to assist them in planning the next steps in each child’s learning and development.


The key worker will work closely with the nursery teacher, who will plan an effective, exciting, varied, challenging and progressive curriculum for all children including those who have additional needs. The nursery teacher is also the school SENCO (person responsible for children with special educational needs), therefore if staff or parents identify or are concerned about a child’s learning and development, they will call a meeting to involve everyone, including parents, to decide what the next steps will be to support the child.


The Governors of the school have a responsibility to ensure that the school carries out its statutory duties to support any child who has Special Educational Needs or a disability (SENDs). They will ensure that the school has a Special Needs Policy, which they need to agree, adopt and review regularly, as well as ensure that the policy is implemented. SENDs appears as a regular agenda item at each governors meeting; there is also a curriculum/ SEN working party and a named governor for SENDs. Governors monitor the work of the school and make visits to school looking at the policies and procedures in practice and provide a written report to Governors; this includes a focus on how the school supports pupils with SENDs. The Governors also ensure that the school has a Single Equality Scheme, which includes an action plan for accessibility.


How will the curriculum be matched to my child’s/ young person’s needs?

The curriculum is planned to meet the individual needs of the children, based on their first hand experiences and interests. These plans are flexible and based on observations the staff make of the children. Staff will encourage child initiated activities and will differentiate the support they give by being an active listener, joining in and intervening when appropriate and being skilled in their questioning. This approach will ensure that the curriculum is matched to the child’s individual needs and therefore support them in meeting their development and learning needs.


How will I know how my child/ young person is doing and how will you help me to support my child’s learning?

The school operates a keyworker system (children are assigned a key person) and therefore this enables staff to build up a close relationship with families. By prior arrangement the staff will always be happy to speak to parents about their child’s progress. The school SENCO (person responsible for children in school with special educational needs and disabilities) will be happy to discuss this.


Staff carry out a baseline assessment on each child when they begin nursery and then on-going observations and regular assessments are carried out to track children’s progress, monitoring the progress they make linked to Development Matters (7 areas of learning) in the Early Years Foundation Stage. Children who have been identified as having special educational needs or who are not making expected progress will have an individual education plan (IEP), which will identify next steps for their learning, this may include additional support to help them achieve these small targets and regular reviews will take place with staff, parents and any outside agencies who may be involved to monitor the child’s progress. Parents will be fully involved in their child’s education and will be kept informed in a number of ways about what their child is doing in school and the activities they will be involved in. The school communicates in a number of ways including face to face contact and a monthly newsletter which includes curriculum information. Curriculum information/ weekly curriculum plans are displayed in the cloakroom; photos and information are displayed on the LCD screen in the cloakroom and additional information is also available on the school website. We have 2 open evenings each year, as well as parental interviews, which are held during the day time, when children’s progress and achievements are shared. All children have their own ‘busy book’ and individual Record of Achievement books, which are accessible to parents at all times. Parents are encouraged to contribute to these, commenting on the activities their child has been involved in both in and out of school, and how they can support their learning/ interests both in and out of school. Staff are more than happy to give advice and guidance on how parents can support their child both in and out of school.


What support will there be for my child’s overall well-being?

One of the prime areas of the Early Years Foundation Stage Curriculum is Personal, Social and Emotional Development. The nursery environment and early years curriculum is designed to help all children make positive relationships, manage their feelings and behaviour, as well as develop their self-confidence and self-awareness. Staff plan for each child’s individual care and learning requirements; this may include an Individual Education Plan (IEP) and/ or a Health Plan.


Staff are happy to administer medicine as long as consent has been given by a health professional. All medicines kept on the nursery site will need to be clearly labelled with the child’s name and which should include clearly marked instructions for administering and the dosage details. Parents will be required to complete a Medical Plan and their signed consent will be required. Staff will keep a record of when any medication has been administered and parents will be kept fully informed. If any medication requires any technical knowledge, staff will receive training in this.


The nursery has an intimate care policy and has suitable facilities to provide private or personal care to children. There are appropriate disposal facilities (e.g. nappy bin, sharps box), as well as risk assessments in place.


The school has a Behaviour and Anti-bullying Policy and parents will be expected to take responsibility for their child’s behaviour both in and outside the school. The school will always work in partnership with parents and even as young as the children are, they will be made aware of our behavioural expectations. Praise is the norm – our focus is on good behaviour. Children respond to praise and are less likely to resort to bad behaviour, staff often give out stickers to reward good behaviour.


Even though attendance at nursery is not compulsory, parents are made aware that regular non-attendance may result in the loss of their child’s place. We encourage regular attendance and follow-up any non-attendance. Children’s attendance is recorded on their school profile when they leave the nursery and a small prize and certificate is given to the best attendee.


The staff work very closely with the children, following their interests/ favourite things and any first hand experiences which they have had. Staff build upon these and the children are encouraged to contribute to their ‘busy book’, which their keyworker shares with them as well as their individual Record of Achievement book.


What specialist services and expertise are available at or accessed by the school?

The staff in the nursery is made up of 2 highly qualified Early Years Teachers, one of which is the Headteacher and one is the Hhhhdesignated Special Needs Co-ordinator; there are a number of highly qualified Early Years Senior Teaching Assistants with a wealth of experience also. All of the staff are paediatric first aid trained and also have a number of other qualifications including Behaviour Management, Team Teach, Safeguarding, Autism Awareness, Food Hygiene, Common Assessment (CAF) training. The school has been awarded Healthy School Status, which recognises the importance we place on the overall health and well-being of our children and staff. The school has also been judged ‘Outstanding’ by Ofsted for over 16 years (5 inspections), making particular note of the support the children are given with SEN and the outstanding progress they make.


The school liaises with the local health visitor when necessary and also has access to a speech and language therapist who visits the school regularly. The school works closely with any families who are being supported by Social Care. The Headteacher is the designated Safeguarding person and staff attend/ host meetings as and when necessary e.g. Team Around the Child (TAC), Team Around the Family (TAF), core group meetings and conferences.


What training is the staff receiving or have completed to support children and young people with SEND?

Staff have completed a number of training courses and have a variety of qualifications (some of which are refreshed at regular periods). Staff attend training to support their individual roles and responsibilities, as well as priorities identified in the School Improvement Plan. Over recent years these have included: First Aid at Work, Paediatric First Aid, Safeguarding Levels 1, 2 & 3, SENCO training, CAF training, Team Teach, Food Hygiene, Stoma training, Epipen training, Epilepsy training, IOSH Health & Safety training, Equality Act 2010 Theory to Practice. If a child is admitted to nursery with a specific need, the staff will access any specific training needs to support them or seek support from other agencies where possible, for example Child Psychologist, Specialist Advisory Teacher, Occupational Health, Health Visitors, Physiotherapists, Paediatricians, Speech & Language Therapists, SEN Statementing Officer.


How accessible is the school environment?

The school has an Access Plan with short, medium and long term priorities identified, over recent years, a number of improvements have been made to the original, purpose built nursery (opened in 1971), including the auditory and visual environment. The nursery is all on 1 level and a large extension was built in 2010, which meets all the recent DDA requirements. There is wheelchair access, 2 disabled toilets and changing/ shower facilities. The nursery also has a large enclosed garden with a number of sensory resources.


The school communicates in a number of ways including email, text messaging, school website. The school is also able to provide a basic written translation of certain documents into the relevant language or will seek additional support from the Local Authority who we can approach for bilingual support. The school has a designated member of staff who supports children and families with English as an additional language (EAL) and has received training in this area.


How will the school prepare and support my child to join the school or to transfer to a new school or the next stage of education and life?

The school welcomes parents and children to visit our facilities prior to the children starting, our induction process begins with 2 members of staff carrying out a home visit; this will include the key person with whom the child will be placed. This is a named member of staff with whom the parents and child will have more contact whilst the child spends time in the nursery. This adult will show a special interest in the child through close and personal daily interaction with them and their parent/ carer. The key person can help the young child deal with separation anxiety.


The induction process usually takes a few weeks, by gradually building up the time in nursery each day until they are attending for their full free 15 hours per week entitlement. Additional hours can be purchased at a small extra cost. If a child has attended any other setting prior to them coming to nursery, we will try to gather as much information as possible.


We also have transfer procedures in place for children moving into Primary School. Reception staff visit the children in the nursery and we also take the children to meet their new reception teacher where possible. If we feel a child will need more support with this than the rest of the children who are moving up, we will arrange additional visits for them and implement an individual transition plan.


The nursery will pass on as much information as possible to the receiving school. If it is felt specific arrangements need to be put in place and will require some time/ planning to do this, the nursery will give school as much notice as possible. If a child has an Education Health Care Plan, a transition meeting will be held towards the end of the term prior to the child leaving nursery.


Staff will exchange information in a number of ways; this will include face to face conversations where possible and personal data transfer through the School to School secure site. A copy of the children’s school profile will be sent to the feeder schools along with assessment data, which shows them the progress and attainment level they have reached whilst with us. We will also send on any other relevant documentation e.g. IEPs, Healthcare Plans, reports from other agencies e.g. Speech & Language Therapist. We will also encourage parents to share their child’s Record of Achievement with their new class teacher.


How are the school’s resources allocated and matched to children’s special educational needs?

Since April 2014, the nursery has been a resourced provision and therefore has been granted additional funding to support children with Special Educational Needs or Disability (SENDs). This funding can be used in a variety of ways including additional staff, any staff training needed to support children with SENDs, the purchase of resources to support children with SENDs. Within the school’s delegated budget, there is also some flexibility to use funding to deploy staff to support children with SENDs. For our 2 year-olds provision, we can apply for an Enhanced Support Grant (ESG) to support a child who has an identified need.


How is the decision made about what type and how much support my child will receive?

The school will not wait until a child with SEN of a disability is falling behind before additional support is provided, but will intervene at the earliest opportunity. If the nursery staff or parents feel that a child requires additional help, the school will discuss the matter firstly with parents and make reasonable adjustments to support these children, by writing an Individual Educational Plan (IEP) firstly, identifying their next steps to learning and any additional support strategies they may require. The parents will be fully involved in this and the views/ interests of the child will also be considered. The school may need to access additional support/ guidance from other professionals, therefore with the consent of parents, a referral may be requested e.g. for Speech & Language therapy, advice/ support from the Early Years Specialist Advisory Teachers. The child’s progress will be monitored closely and the IEP reviewed with parents at regular intervals. The school will make reasonable adjustments to ensure that the child is not disadvantaged in their education.


If it is felt that the child’s needs are not being met or cannot be met by the school alone, working in partnership with the parents and other outside agencies, a request for a statutory assessment will be made with the consent and involvement of the parents, requesting an Education, Health and Care Plan (EHC). An EHC plan co-ordinator will be responsible in supporting the family and liaising with different professionals involved in any assessments of the child and to co-ordinate everything. This ‘key working’ role will be carried out usually by the school SENCO (Special Educational Needs Co-ordinator). The SENCO will gather all relevant information from all the professionals involved with the child, as well as input from the family including face to face discussions to inform the assessment. This information will be collected within the 20 week statutory timeframe. The EHC will be focussed on the outcomes an individual child is expected to achieve, any targets will be specific and set out what support is needed to achieve these outcomes. The child’s progress will be monitored closely and parents will have regular meetings with staff to discuss their child’s progress. The EHC will be reviewed annually.


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