Snaresbrook Preparatory School

Who to contact

020 8989 2394 020 8989 2394
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Where to go

Snaresbrook Preparatory School
75, Woodford Road
South Woodford
E18 2EA
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Related Links

Snaresbrook Preparatory School (Local SEND Offer)

Childcare Information

Funded Places

Has 3 & 4 year old funding

Opening Times & Facilities

Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Local Offer


Age range
Early Years (0-4 years)
Primary (4-10 years)
Shortbreak type

Education Offer


We believe that all children should have opportunities to explore, interact and learn within the environment regardless of their individual needs. We provide inclusive practice to the best of our abilities, skills, understanding and resources.

We are part of a small independent school from the ages of 3-11. We have a thriving EYFS setting where children and families feel valued and part of the school community. The EYFS provision consists of a maximum of 48 children in a purpose built building.  Children have access to an outside area and a sensory garden.

Identifying children's needs

Our planning, assessment and tracking of children’s play and learning help us to identify any additional needs. If an additional need is highlighted, parents are informed and support for that child is put in place in the classroom. Parents will have an on-going dialogue and are invited in to review their child’s progress on a termly basis, more frequently if necessary. If professional or specialised support is required, the parents will be informed and support will be given to them on how to access a professional assessment. Outcomes of this assessment will be supported within the setting.

Dedicated contacts

Parents speak to the class teacher if they have any concerns in the first instance. The class teacher will then speak to the head of EYFS and the SENCO. Parents will be referred to the head of EYFS or the SENCO to gain further information and a programme of support.

Involving children and their families
  • Planning and review meetings
  • Advice on how to support learning at home 
  • Regular contact between parents/carers and the setting
  • Support in linking with outside professionals or agencies.

Parenting advice would be given if asked or practitioners felt it was necessary

Range of support available
  • EYFS Curriculum  planning differentiation
  • Specific teaching interventions
  • Support for behaviour
  • Support for health needs
  • Partnership working with other professionals
  • Additional support strategies
  • Support for communication needs

Strategies would be put in place based on professional advice

Measuring children's progress

We track children in order to ensure progress and/or highlight additional support or intervention needed. Parents are informed in informal and formal ways such as a chat at the end of the day or planned review meetings, for example.  

Support and training for school staff

The head of EYFS has undertaken a six week Early Years SENCO training programme. The school SENCO also attends training. EYFS staff is supported to work with children with SEND through inset training, observation of other practitioners, working alongside outside professionals. All EYFS practitioners (6) have attended school insets linked to meeting children’s individual learning needs and outstanding teaching practice, which detailed strategies that can be used or adapted for children with SEND. Training to be undertaken summer term 2014 related to working with children with  SEND is the course entitled Transitions for children with SEN.

Accessibility of the school

The EYFS provision is accessible via a side entry at ground level. There are a few stairs to get into the actual building but a ramp is available if needed. Alternative arrangements will be made if needed for children such as eating their lunch in the classroom with a group of children if they are unable to access the dining hall. We have a portable hearing loop that can be accessed if needed. The children have access to spare clothes if they have a toileting accident throughout the day, which will be supported by their key person. We use resources which can be adapted to the needs of the children such as physical equipment or ICT resources. 


Risk assessments are untaken for the environment regularly both formally and informally. When an additional need is identified for a child, the risks would be assessed and modifications put in place as needed to the best of our capacities in order to ensure that all children can access the curriculum. Intervention groups and/or additional support are put in place immediately when a need is recognised. This will be supported by the class teacher, classroom assistants or alongside a professional. Provision is reviewed and necessary changes are made annually or sooner if required. We are flexible to the needs of our children and families. Parents have opportunities to give us feedback about our provision and work alongside us in supporting their child’s additional needs.

Transition arrangements

Children with SEND will have additional support with transitions if needed. They will have the opportunity to spend time in the next classroom to familiarise themselves with the provision, setup, resources and teacher. Being a small school, all children are very familiar with the environment, know the staff throughout the school and move around the setting regularly. Our children experience smooth transitions to the next stage in their education.  

Support and training for parents and carers
  • Parent workshops
  • Coffee mornings with parents
  • Parent consultation
  • SENCo


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