The Ursuline Preparatory School
Who to contact
- 020 8518 4050
Where to go
- Ilford Ursuline Preparatory School
- Provision Type(s)
- Independent school
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
- Age range
Early Years (0-4 years)
Primary (4-10 years)
- Shortbreak type
Within the EYFS staff treat each child as an individual and give them the support they need to meet their additional needs accordingly. We have a wide range of resources and activities which meet the visual, kinaesthetic, auditory and visual needs of all children within our setting. Differentiation is a necessity in teaching each child and in the many ways they learn and achieve.
The Rising Stars Nursery, within our school accommodates 71 children on roll. These children attend one of five programmes we offer throughout the day, and divided between three classes. Each class has a teacher and two Nursery Nurses. Our setting has a large outdoor bark area and a veranda level which is covered due to the various elements of the weather.
- Identifying children's needs
Focus activities are completed with each child every week to help support them in their knowledge and understanding around the EYFS curriculum. Children’s baseline assessments are also completed every half term and are used to highlight the progress made in each area of learning (specific and prime) against the children’s birth age. There a regular communications between parents such as communication diaries and parent teacher meetings which allow both parents and teachers to discuss a child’s development and progress. Children’s Special Books, which consist of the child’s work, photographs and observations are their record of achievements throughout their time in Nursery and Reception. If any concerns are highlighted, the child’s parent is asked to attend a meeting with the class teacher, with the EYFS SENCO present where possible.
- Dedicated contacts
When an initial concern has been raised by the class teacher or parent, the EYFS SENCO discusses the points and arranges an observation of the child in their class setting. For more general questions or concerns which may or may not be SEN related, parents are asked to make an appointment to speak with their child’s class teacher if they have any questions or concerns about their child’s development. After an observation has been conducted, this is discussed with the class teacher and parents and a decision is made on how best to support the child, and how this process may be achieved. For example, writing specific targets for the child or making a referral. Within our setting we believe it is extremely important to have regular meetings with parents and class teachers and assess children’s progresses and achievements.
- Involving children and their families
- Planning and review meetings
- Advice on how to support learning at home
- Parenting advice
- Regular contact between home and school, e.g. home/ school book
- Range of support available
- EYFS Curriculum planning differentiation
- Specific teaching interventions
- Partnership working with other professionals
- Measuring children's progress
Regular fortnightly meetings take place between the child’s parents, class teacher, EYFS SENCO, and the Head teacher if need be. In addition to this, regular communications with the child’s parents take place through face to face communications and/ or emails. As well as setting SMART targets for the individual child, realistic expectations of how to achieve this are also discussed with the class teacher and the child’s parents. Any training programmes or additional outside support that the child is receiving is discussed and the progress being made towards this also.
- Support and training for school staff
The EYFS SENCO has attended several SEN courses to develop their knowledge and understanding of this role. Some courses include a recent ‘Transition for children with SEN’ and attending a seminar on the new Code of Practice for September 2014. As part of their continual professional development, the EYFS SENCO has shadowed the school’s KS1 & 2 SENCO to develop their own skills and knowledge around this role.
- Accessibility of the school
The setting is partially accessible for those who have additional needs, although some of the classrooms would be unsuitable for children whom have great physical needs, such as a wheelchair user.
The school ethos ensures that all children are included within all aspects of the curriculum. Our Inclusion Policy refers in detail of how we ensure equality and inclusion for all within the setting. Additional support is put in place for outside educational trips so that all children can attend with their peers. As a school we do our best to ensure that a child is supported in every way as best as he and she can be to achieve the best they can.
- Transition arrangements
Regular discussions between settings to ensure the right professionals have all of the information they need to support the child. Face to face communications with parents, ensuring they feel supported and understand the process of transition for their child. We do our best to prepare their child for their new setting by making them familiar with new adults and the setting e.g. with pictures, by introducing them to important/ key people in their lives e.g. class teacher and SENCO.
- Support and training for parents and carers
- Parent consultation
- Links with Children’s Centres