At Zeeba Nursery, we are committed to provide an environment in which all children with special education needs and disability are supported to reach their full potential. We will not discriminate against any disabled children and will make reasonable adjustments to promote equality of access and opportunity for the children in our care.
We offer full day care sessions as well as half days on either a full time or part time basis for children aged 3 months to 5 years. Our normal opening hours is from 08:00- 18:00, early mornings from 07:30 and late pickups until 18:30 can be arranged with management. We are open from Monday to Friday, 50 weeks of the year. We are a 64 place registered Nursery. Access to the Nursery is mainly through the main entrance. We use the ground floor of the Nursery for childcare purposes. Staff can access the first floor (staff room, bathroom etc.) via stairs.
We have four separate age appropriate classes, each with an age appropriate outdoor area. We have a very big and spacious outdoor area, which allows children to have physical play time on a daily basis.
- Identifying children's needs
To identify and support children with SEN ensuring that we are providing:
- Early identification and early support
- Use the EYFS non-statutory outcomes guidance and 7 areas of learning to continuously to assess the progress of the all the children in our care, ensuring they all learn and develop well and are kept healthy and safe.
- Provide a broad, balanced and differentiated curriculum for all children
- A statutory progress check at age two, which will identify the child’s strengths and any areas where the child’s progress is slower than expected.
- If there are significant emerging concerns, we will discuss this with the parents/ carers and agree how to support the child. We will develop a targeted plan to support the child, working in partnership with the parents/carers and involving other professionals (i.e.: nursery SENCO, the area’s SENCO, relevant services from other agencies as appropriate).
- Ensure that Gifted and Talented children are supported
Ensure that our physical environment is as far as possible suitable for children and adults with disabilities.
- Dedicated contacts
Ms. Izette Brand - Manager Ms. Annemarie Meyer - Deputy Manager - SENCo
- Involving children and their families
- Parenting advice
- Planning and review meetings
- Regular contact between parents/carers and the setting
- Range of support available
- Partnership working with other professionals
- EYFS Curriculum planning differentiation
- Support for behaviour
- Support for health needs
- Support for communication needs
- Measuring children's progress
We follow the Graduate Approach which is led and coordinated by the SENCO to support individual practitioners in the setting.
- Assess (using observations, ABC charts and any relevant documentation provided by the Local Authority).
- Plan (outcomes define, interventions and support put in place, expected impact on progress, development or behaviour, clear date for review, involvement of parents, views of the child taking into accounts, staff development needs identified and addressed).
- Do (on a day to day basis, usually the key person supported by the SENCO)
- Review (meetings with parents and other agencies involved to review progress and outcomes)
If a child has not made the expected progress despite the graduated approach, we will consider requesting an EHC plan, as per chapter 9 of the SEND code of practice. We will provide the Local Authority with evidence of the action(s) already taken to meet the child’s SEN.
Parents are involved at all stages of the assessment, planning, provision and review of their children's special education including all decision making processes.
Where appropriate, we will take into account children’s views and wishes in decisions being made about them, relevant to their level understanding.
- Accessibility of the school
Currently the Nursery is accessible through the main entrance with steps. The upstairs facilities are not in use by parents or children and is also accessible via stairs. The outdoor area is accessible through steps. Modifications can be made to any areas needed.
All children will be respected and their individuality and potential recognised, valued and nurtured. Our planning is based on the children’s individual needs and interests and appropriate next steps and targets will be set up for each child.
Activities and the use of play equipment offer children opportunities to develop in an environment free from prejudice and discrimination. Appropriate opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others.
- Transition arrangements
When a child leaves Nursery, all the relevant records or reports regarding the child should be shared with the child’s new setting. The information to be shared will be agreed with the parents as part of the planning process.
The Nursery will liaise with the child’s new setting/school to make the transition smoother.
- Further information
Come and visit us to see if our facilities and nursery is suitable for your child.