Oakmount Nursery Local Offer
Setting Name and Address:
Oakmount Day Nursery
Telephone: 01772 628020
Does the settings specialise in meeting the needs of children with a particular type of SEN? NO
What age range of pupils does the setting cater for? 0-5yrs
Name and contact details of your setting SENCO
Shelley Walker, Oakmount Day Nursery, Tel: 01772 628020
Name of Person/Job Title
Telephone: 01772 628020
Please give the URL for the direct link to your Local Offer
Name: Steven Tildsley, Manager
• What type of setting is it?
• What age group does the setting cater for – 0-4, 2-4 0-4 and before/after school clubs etc?
• How many children are you registered to take in which age groups? How are the age groups organised?
• Who are the key staff? (room leaders, manager/supervisor, SENCO, person with responsibility for behaviour, PICO, ENCO etc.)
What the setting provides:
• Oakmount Day Nursery is situated in Bamber Bridge in Preston just two minutes drive off the M61/M65 motorways giving easy access for journeys to and from Manchester, Bolton, Lancaster and Blackburn. Oakmount is situated at the edge of the Walton Summit business estate and is one of the first properties to occupy a rural residential estate. This also gives us access to local amenities such as shops, libraries, schools, parks and children’s centers.
• We are also very close to the area Social Services buildings and local clinic and have forged partnerships with many professionals situated there.
The nursery is open 5 days a week for 51 weeks of the year (Excluding Christmas week and bank holidays) and we open from 7.30 in the morning and close at 6.00 in the evening.
• We are a large nursery registered for 98 children who we cater for in 7 nursery rooms spread out between three units…..
3 baby rooms – 0-2
2 toddler rooms – 2-3
2 Pre-school rooms – 3-5
• We also have another room in which we have dedicated soft play equipment for physical activities and also specially designed sensory equipment for the children to experience.
• The setting has named members of staff dealing with Equality (Equality named co-ordinator), Special educational needs (Special educational needs co-ordinator), Parental involvement (Parental involvement co-ordinator) and a trained behaviour management co-ordinator.
Accessibility and Inclusion:
• How accessible is the setting environment?
• Is the building fully wheelchair accessible? Do you have accessible parking spaces? Have there been improvements in the auditory and visual environment? Are there accessible changing/toilet facilities? How do you improve access to the setting?
• How accessible is your information – including displays, policies and procedures etc.
• Do you have information available in different font sizes, audio information, Braille, other languages etc. How does the setting communicate with parents and families whose first language is not English? How is information made accessible to parents and families with additional needs?
• How accessible is the provision?
• How is the room organised, how can it be changed to meet the needs of children with SEND? How do you make use of resources such as symbols, pictures and sign graphics to support children’s access to resources? Do you have furniture such as height adjustable tables or alternative ways of presenting activities so that children can access them?
What the setting provides:
• We have a large gallery hallway where the main office is situated and stairs leading to the first floor pre-school rooms. In this hallway we have a dedicated Parents area where any information and resources are placed for parents to access, this includes our resource library which not only has children’s toys and books but also childcare books by noted authors such as Steven Biddulph and Neil Griffiths. Our weekly menus are also situated in this area for all parents to view on a daily basis and the hallway also contains our larger digital photograph frame (Smaller ones are situated in each room) for visitors to see nursery activities whenever they like.
• Braille signs are situated in the hallway for any visually impaired persons and staff are always present in the main office who are willing to offer help when needed.
• There are two car parking areas situated at the front of the property accessible to parents/carers. Disabled parking facilities can be arranged upon request from the management which will be situated close to our ramped wheelchair access point.
• The settings SENCO will always endeavour to incorporate parents/children with English as an additional language. Audio information is accessible in the form of recordable devices and books/signs/phrases all made available.
• The setting has a variety of furniture of differing sizes catering for children of all sizes and abilities.
• The 2-5 area also boasts a full interactive touch screen TV with educational software accessible for all children of this age.
• We have five outside play areas, the main area at the rear of our property is used by all of the children at various times during the day, this area is installed with safety surfacing but also boasts a more natural grassed area where a staging area can be found and a hidden den area covered in hay for the children to play and explore. This area is made accessible to everyone with ramped access and a canopied area to protect from direct sunlight or heavy rain. This area is completely lit up so access can be made after it starts to get dark in winter times.
• A second play area is found at the front of the property and is again installed with a children’s play surface, this area is exclusively for under two year old children and gives free flowing access to outside provision for our older babies. The first two baby rooms also have a dedicated grassed area also found at the rear of our property where the younger children can play and relax in a safe and secure picket fenced area.
• Our older two year old group have a separate area that they can access on a free flowing basis and our pre-school room also has a small, secure roofed area that they use for planting and cultivating a small roof garden.
• The nursery can be accessed by two entrances at the front of the property, only one however is used as the main access point for parents as this passes the main office where the children’s attendance can be monitored and logged, this entrance also has a ramped wheelchair access point and disabled toileting facilities can be found on the ground floor of the property.
Identification and Early Intervention:
• How does the setting know if a child needs extra help and what should a parent do if they think their child may have special educational needs?
• How do you identify children with special educational needs? (Refer to how you monitor children’s progress – including the 2-3 year check)
• How can a parent raise any concerns they may have?
• How do you access additional advice and support? (Make reference to the setting’s SEN/Inclusion policy and how this identifies the graduated response the setting follows).
• How are decisions made about how to support a child?
• How do you determine and plan for additional support from within the setting? Describe the decision making process. Who will make the decision and on what basis? Who else will be involved? How will a parent/parents be involved?
What the setting provides:
• Here at Oakmount we carry out ongoing assessments of each and every child in our care. Eg: observations, summative assessments and two year progress checks. All of these are linked to development matters stages and ages of development in the Early Years Foundation Curriculum and helps us with early identification of any difficulties that a child may be experiencing in accessing the learning environment.
• These observations will be discussed with the Early Years Professional during supervision meetings which will also include the SENCO and setting manager.
• We recognise the need to have a strong partnership with parents at our setting and it is indicative of this two way relationship that any parents who have needed to ask for extra support have always felt able to approach us.
• Within our setting we operate a key person system with each child having a familiar practitioner with whom the child and parent will be able to form a trusting relationship.
• Any parents with concerns can raise these with their key person in private and if they share the same concerns a confidential meeting with the SENCO and manager can be arranged. From this meeting they will plan to support the child’s learning and development.
• Our SENCO (Shelley Walker) will support and offer advice to the key person and any other practitioners involved and will take responsibility for liaising with other professionals to seek advice and support in identifying individual needs where necessary. Any advice and support from our Inclusion and Disability Support Service Inclusion Teacher will be sought with parent’s permission.
• It is helpful to receive any observations from other professionals such as health visitors/speech and language therapist etc as these help identify any individual needs the child may have. We encourage our parents to share any information like this with us and the other professionals so we can all plan appropriately for their child’s needs.
• All observations and assessments are used to input individual Targeted Learning Plan’s that are put in place to support a child and our SENCO will explain how these will be used.
• It will be the key workers role to work with the SENCO in implementing the targets identified and to carry out next steps together with their Inclusion And Disability Support Service Inclusion Teacher and they will identify whether extra support is needed eg speech and language therapist or a need for Additional professional support.
• We appreciate any input from our parents whilst setting targets and reviewing targeted learning plans. The ongoing partnership with parents at the setting and also any other professionals involved will support any decision making.
• If any child whose learning needs are complex and life long, the professionals may recommend an application for an Education, Health and Care Plan. The setting is familiar with the ‘Common Assessment Framework’ process and will support any children and their families with this.
Teaching and Learning Part 1 – Practitioners and Practice:
How is teaching and learning developed in nursery?
Provide a brief overview of the context of the EYFS and the requirements within it – SEN requirements within the EYFS. Organisation of the setting – areas of provision, enhancements to areas of provision etc.
How is children’s progress and development monitored? (Baseline assessments?, termly reviews?, parent & key person conferences?, 2-3 year development check)
What is the role of the key person for all children.
What are the setting’s approaches to differentiation generally and for children with SEND?
How will the early years setting’s provision and staff practice support a child?
What is the role of the key person where children have additional needs/SEND and senior staff i.e. room leader, the role of the SENCO?
What is the setting’s provision map and how is it used to support children learning and development? The use of TLPs to support children at Wave 2/3 of the provision map.
How will you match provision to the learning and development needs of a child with SEND?
How will you help parents to support learning?
How do you explain to a parent(s) how learning is planned and how can parent(s) help support this outside of the setting? Which staff have a role in this and what is that role? i.e. PICO, SENCO, Key person?
Do you offer any parent training or learning events?
How do you find out about events provided by others and how do you let parents know about them?
How is a child able to express their views?
How are children encouraged to express their views?
What resources or activities do you use that allow children to express their views?
What do you ask children for their views about?
How are children involved in the planning of their own learning and in reviewing their progress?
What the setting provides:
In the setting we follow the principles of the Early Years Foundation Stage (EYFS)…
• Unique child. Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
• Positive relationships. Children learn to be strong and independent through positive relationships.
• Enabling environments. Children learn and develop well in enabling environments in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents.
• Learning and development. Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
• We provide an information sheet in each child’s learning journey file explaining that EYFS provision is available for children to see and have choice and activities can be differentiated/adapted to allow each child to interact fully.
• Each child has a designated key person whose role is to develop trusting and sensitive relationships with parents and children which will enable sharing of information
• Each child’s progress and development is monitored through observations linked to the EYFS and assessments such as the 2 year progress check.
• Each child has a learning journey file containing observations, assessments, photographs and samples of each child’s work which supports the practitioners in assessing and planning to help each child’s progression towards their next steps. This file is available on parent’s request.
• Planning boards are made visible for parents in each room so they can see what the children are doing on a daily/weekly basis.
• We hold parent’s evening but parents may ask to come in and speak to their child’s key worker at any time to discuss their child’s progress.
• If a possible individual need has been identified by the key person, observations and assessments will be discussed with the SENCO.
• Our SENCO will support the practitioners in the setting and will discuss all observations with parents and plan to support the child.
• Targets will be set on a Targeted Learning Plan to support the learning and development of a child with input from parents which will also give advice on how to support their child at home.
Teaching and Learning Part 2 – Provision & Resources:
How are the setting’s resources used to support practitioners to meet children’s special educational needs?
How does the setting determine what resources are available to support them in meeting the needs of children with special educational needs and disabilities?
How is the setting’s funding allocated? If resources are required how are they sourced and purchased?
If additional staffing is provided, how is this organised?
How do you work with other professionals e.g. making key staff available to meet with/spend time with other professionals visiting the child?
What specialist services and expertise are available at or accessed by the setting?
Are there specialist staff working at the setting and what are their qualifications?
What other services does the setting access including education, health, therapy and social care services?
How is a child included in activities outside the setting including trips?
What adjustment will you make to ensure a child is able to access the activities of the setting and how will you assist him or her to do so?
How do you involve parents/carers in planning activities and trips?
What the setting provides:
Support available for children with Special Educational Needs in this setting are as follows…..
• As part of excellent early years practice a lot of input into differentiated activities and targeted support for children’s individual needs and interests comes from the key person (Wave 1 intervention).
• Specific targeted work with smaller groups of children (Wave 2 intervention).
• If a child has been identified as needing more specialist input instead of or in addition to excellent setting practice, parents will be asked to come and discuss progress and help plan possible ways forward. We may need permission for referral to an Inclusion Teacher/Speech and Language therapists or even an Educational Psychologist. This will help everyone fully understand the child’s needs. These specialists make changes to how we support a child, set better targets or involve outside professionals for individual or group work (Wave 3 intervention)
• An Education, Health and Care Plan may be recommended by the professionals if a child’s needs are found to be severe, complex and life-long.
• Knowledge of your child and observational assessments will be used to identify what support is required. We aim for children to become independent within the environment so extra support will be put in place if necessary.
• The decision making process will be supported by the ongoing relationship between the setting and parents.
• The funding process for Inclusion will identify the level of need based on any evidence that is submitted to the panel from the setting and other professionals working with the child/family. The SENCO will advise on the process of applying for the extra support.
• Any reports from Health Care Professionals will be used for planning for support within the setting. The decision making process linked to planning targets on TLP’s will be supported by the SENCO and the Inclusion and Disability Support Service Inclusion Teacher.
• Two year old and inclusion funding can be applied for to support children being included in the setting.
• Additional Educational Needs (AEN) funding can be used to provide additional resources or adapt existing resources.
• Any training, support and resources are regularly reviewed.
• All practitioners are hold full and relevant early years qualifications ie; BTEC national diploma’s, NVQ level 3 and above and NNEB/CACHE diploma’s. Two members of staff hold full teaching qualifications, (BA Honours PGCE and QTA), one also holding Early Years Professional Status and the second currently working towards this.
• Families can access services locally through the health care service eg Child Development Centres, Speech and Language Therapists, Physiotherapists and Portage workers. Our setting has strong links with the local children’s centres and we will always endeavour to point parents in the right direction to the service they require.
• There is expertise in all areas of need and the SENCO will attend any meetings for updates and then, with parental permission, will seek advice and support from the Inclusion and Disability Support Service Inclusion Teacher through a Request for Guidance.
• The setting does take part in extra-curricular activities such as swimming (In a child’s final year of nursery), Dancing (For our older children) and annual outings to areas of local interest. To ensure accessibility for all, risk assessments are carried out based on all children’s individual needs and abilities.
• How do parents know how their child is doing?
• In addition to the normal reporting arrangements what opportunities are there be for parents to discuss their child’s progress with the staff?
• How does the setting know how well a child is doing?
• How will parents know what progress their child should be making?
• What opportunities are there for regular contact about things that have happened at in the setting e.g. a home nursery book?
• How will parents be involved in discussions about and planning for a child’s education?
• How and when will parents be involved in planning a child’s education?
• How are parents/carers involved in the setting more widely?
What the setting provides:
• To monitor your child’s learning and development we use a variety of assessment systems ie; observational assessment, Two year old progress checks and summative assessments. These are then linked to Early Years Foundation Stage ages and stages of development.
• We also hold an annual parents evening which allows parents/carers the opportunity to discuss their child’s progress and levels of development with their key person whilst also giving them the freedom to openly chat to other parents/carers. The pre-school leavers parents evening is held on a separate occasion which provides a more in depth and opportunity for parents to see where their children are at before starting primary school.
• Termly reviews are carried out where parents are given a written assessment of their child’s progress and given the opportunity to comment and add their own voice to this assessment. Where parents are unable to attend for any reason these assessments can be rearranged or alternatively a telephone review can be set up with the key person.
• We encourage input from parents about anything their child achieves outside of the setting including outings and interests as this can help with planning activities and can be added to the ‘Home and away’ boards on display in the rooms.
• Daily information sheets and home/nursery diary’s (for those children in the setting with specific needs) are other ways in which we communicate everyday happening with our parents.
• Newsletters are sent out regularly regarding information that needs to be relayed to parents for example; fundraising events, photograph day and annual outings.
• There are parents who attend who are from professional backgrounds such as the police force, dentists and the medical profession who have willingly come in for a show and tell session with the children. (Photo’s can be seen on our website).
• How does the setting prepare and support a child to join the setting, transfer to a new setting or the next stage of education and life to ensure his/her well-being?
• What preparation is there for the setting, parents and the child before he/she joins the setting?
• How will a child be prepared to move onto the next stage?
• What information will be provided to a new setting?
• How will a new setting be supported to prepare for a child? (Use of access action plans when children have known needs that may require more significant planning)
What the setting provides:
• After prospective parents have been to look around the setting they book in and a member of the management team will arrange some inductions where the child and carers can come for a visit and meet their key person and share all relevant information that is needed and helpful in settling the child into nursery. Everything we do is based around the child and we strive to build a good relationship with all of our parents to be able to do so.
• During these inductions the children get to know their environment, the other children and the practitioners they will be based with. The parents will be asked to complete detailed forms and take away their learning journey file with an ‘All About Me’ section in. This includes areas for parents to add photographs of family members and write down any likes, dislikes and interests. This is then built upon as the child progresses through the setting.
• When the children move from class to class as they get older they will have inductions into their new rooms with their current key worker offering them reassurance and support as they adapt to the new environment and new key worker. All relevant information about the child’s needs and development are passed onto the new room to ensure consistency of care and the new key worker is always introduced to the parents to ensure smoothness of transition.
• When a child is moving onto a new setting all relevant information is passed on through their learning journey which will contain observations, assessments and up to date ‘All About Me’ sheets. For children leaving for primary school a ‘Pre-school Transition Profile’ document will be completed alongside the parents and child and passed onto their school. Teachers are welcomed into the setting to see the children at play in their familiar environment and talk to their key workers.
• We ensure all information is gathered form all previous settings and health professionals helping us plan appropriately for the children. The SENCO and key worker will be involved in the successful planning of transitions.
• During all transitions the child’s views are taken into account eg likes, dislike, feelings and interests. At the setting we have previously made photograph books for children with specific needs that required support for a new routine.
• All children with Inclusion and Disability Support Service involvement will be supported by an additional transition plan and extra visits/support from the Inclusion and Disability Support Service Learner Support Teacher.
• What training have the staff supporting children with SEND, had or are expected to have?
• What number of staff hold what level of qualification?
• How many staff are in training to move up to next level?
• What level are the manager, SENCO, room leaders trained to?
• Do you have any/how many staff with EYPS?
• What experience does the staff team have of children with SEND? This should include recent and future planned training and disability awareness. In house and external training and ‘on the job’ experience including input from external professionals that has resulted in staff being ‘skilled up’ in particular areas.
• Are there any staff (e.g. within chains of nurseries) that are available to support you? What qualifications/experience do they have?
• Do any staff have any specialist qualifications?
• Is the setting recognised/accredited as, for example, an ‘I Can’ nursery or does the setting have other quality assurance recognition related to SEND?
What the setting provides:
• The staff team at Oakmount consists of a 5 person management team whose duties are divided and responsibilities such as safeguarding, parental involvement, Equality, special educational needs, health and safety and early years professional status are covered.
• The management all have level 4 qualifications and our dedicated teacher holds both QTS and EYP qualifications. The setting also has another teacher who also holds qualified teacher status and is currently training for her early years professional status. Our three person kitchen and domestic team provide a nutritious and fulfilling menu for the children through the day whilst maintaining high standards of hygiene and cleanliness throughout. A 26 person childcare team consisting of NVQ 3, CACHE, NNEB and BTEC staff (One staff member holds a foundation degree in childcare and another holds a BA honours degree in children, schools and families).
• All childcare staff at Oakmount hold a full paediatric first aid certificate (last updated 6/4/13)and have completed level one CAF training and level one Safeguarding training (All updated January 2014) All management within the setting have accessed CAF level 2 and Safeguarding level 2 training.
• There are practitioners at the setting who have been trained in Identifying and Supporting Children with Additional Needs, Signalong, Speech and Language courses and some diabetes and epi pen training.
• The management regularly attend cluster meeting with the latest information and news that they cascade down to staff within the setting at regular meetings. The staff training manager keeps a record of all courses attended.
• The Inclusion and Disability Support Service regularly visits the setting to support the SENCO and practitioners in meeting a child’s individual needs and planning next steps with them.
• Parental agreements must be in place before the Inclusion and Disability Support Service will become involved with any individual child.
• The SENCO attend termly cluster meetings to ensure her knowledge and understanding is up to date and this information is relayed back to management and cascaded to the settings practitioners during room or full staff meetings.
• Who can be contacted for further information?
• Who should a parent contact to discuss something about their child?
• Who else has a role in the education of each child?
• Who can parents talk to if they are unhappy?
• Does the setting have an open door policy?
• What opportunities exist for discussions at drop off/pick up times?
• Can appointments be made to see specific staff at specific times?
• How can contact be made with specific staff (eg: Phone, text, email, notes, home-nursery diary etc)
What the setting provides:
• The setting offers an open door policy and parents can talk to their child’s key person at times such as drop offs/pick ups and arrangements can be made to speak to them during the day when cover is made available.
• Parents are introduced to our Special Educational Needs Co-ordinator (SENCO) if specific needs are raised upon enrolment and this individual will liaise with the parents throughout their time with us. If needs are raised during the child’s time at Oakmount, this introduction will be made at a later stage.
• The settings management and SENCO will be able to offer advice and point parents in the right direction of outside professionals who may be able to offer help and support for example health visitors, children centres, speech and language therapists or our Inclusion and Disability Support Service Inclusion Teacher. We also have a practitioner who monitors behaviour management within the setting who can access support for parents with their permission.
• We have and continue to have excellent links with children’s centres in the local area and work very closely in particular with both Clayton Brooke and Bamber Bridge.
• The owner and management team is responsible for updating any policies within the setting and also ensuring staff working with children adhere to the principles set within these documents. The management are also responsible for financing and maintaining an inclusive environment and resource the setting with quality provisions that positively reflect diversity. (Please see our sensory room on the main nursery website)