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Avon House School

Who to contact

Telephone
020 8504 1749
E-mail
office@ahsprep.co.uk
Website
www.avonhouseschool.co.uk

Where to go

Address
490-492 High RoadWoodford GreenEssexIG8 0PN
Postcode
IG8 0PN

Childcare Information

Provision Type(s)
Independent school

Ofsted Information

Ofsted URN
Link to latest ofsted inspection report 

Local Offer

Provision

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

Education Offer

Overview

Avon House is a family, concerned for the happiness and general well-being of all. Celebrating and supporting every pupil begins with self-esteem, honesty, fairness, integrity, respect for oneself and respect for others. In our happy, secure environment the emphasis is placed on each child being recognised as a valued individual. We hope our pupils will develop their full potential in both academic and non-academic fields, with a strong moral understanding of truth, equality and humanity. We believe that each child must be given the opportunity to achieve and become a confident learner. All children access a full range of activities to develop and learn through play. Support is given to children with special educational needs so that they have full access to the curriculum. They are included in all activities alongside their peers. The setting’s staff foster communication with parents and carers enabling them to play an active role in their child’s education.

The foundation 1 & 2 classrooms are on ground floor level. The settings have access to the toilets on the same level.

Both classrooms are large, bright and create a stimulating environment. The ratio of children to staff is 10:1 in foundation 2 and 7:1 in foundation 1.

Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility.

Play areas have carpets for comfort and to reduce noise levels.

There is a step located in the main entrance of the pre-prep building. There is free-flow into the outdoor play areas via a small step; both have soft safety paving.

Children have lunch in the hall which has a few steps on entrance and exit levels. Lunches are prepared onsite and attention is given to individual dietary requirements.

Both rooms have interactive whiteboards which are positioned at child accessible levels.

All resources are child accessible and picture labelled.

Identifying children's needs

We believe in early identification of difficulties and appropriate intervention to support children’s progress, learning and development. Parents and carers are involved and kept informed at all times. Children who are experiencing difficulty with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues.

Parents complete a prospective pupil form before their child starts at Avon House this form informs staff of any additional specialist support that their child may have received. Parents of children with additional needs are invited to a meeting with the class teacher and Extended Education Provider to discuss support mechanisms which may need to be put in place. If necessary a home visit can be arranged. An Early Years questionnaire is also issued to parents before their child starts and each child is allocated a key worker.

Avon House has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment. Information is shared with parents and carers through the use of home - school contact books.  In addition to this parents are invited to 3 parent meetings a year and detailed observational reports are given out every term.

Outside agencies may be involved when concerns are raised about a child despite additional individual planning to support the area of need. This is done with consent from parents and carers.

These agencies are: Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist; CAF Team and others. These agencies will be contacted to provide suitable strategies to support children who have additional needs in a particular area of development. The agencies may also be involved in the child’s transition to other settings.  Avon House has an onsite private Speech and Language therapist, parents pay in addition for her services. The school Extended Education Provider also takes out intervention groups to reinforce learning.

When a child has a recognised condition or ongoing medical needs, relevant information is sought from parents and carers on admission and kept in the child’s confidential folder. Confidential reports and records of progress and reviews are securely stored in the Extended Education Provider’s room.

Dedicated contacts

Mrs Cambell is Head of Avon House School

Mrs Telling is head of the Pre-Prep

The Extended Education Provider, Emma Wratten, is the overall ‘responsible person’ for SEN in the setting. She is responsible for ensuring that legislation is met. She has undertaken the following relevant training:

  • BSc, PGCE,
  • OCR Level 7 Specific Learning Difficulties.

The Extended Education provider has the responsibility to: 

  • liaise with parents/carers
  • liaise with outside professionals in regards to children’s individual needs
  • advise and support other practitioners in the setting
  • ensure that appropriate learning and outcomes plans are in place
  • ensure that background information is collected, recorded and updated
  • take the lead in monitoring and reviewing any action taken to support the child
  • ensure that appropriate records are kept for all children with SEND who require outside agencies support
  • Follow up concerns raised by teachers

Work with intervention groups throughout the school

Involving children and their families
  • Planning and review meetings
  • Parenting Advice
  • Regular contact between parents/carers and the setting
  • Advice on how to support learning at home
  • Play sessions before starting
  • Termly Individual Outcome Meetings

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
Measuring children's progress

Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The IOP identifies agreed outcomes for individual children and targeted small steps. The IOP is reviewed termly with parents and carers and outside professionals when relevant. Children’s additional intervention is also tracked and monitored  using Provision Mapping.

All activities are differentiated to meet children’s needs and allow full access to the learning curriculum. Next steps are planned for the individual child.

A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS.

Children’s height and weight are also tracked and Mrs Price (Welfare Officer) will communicate with a parent if there are concerns.

Support and training for school staff
  • All staff received the “Dyslexia Friendly Classroom Training” when they started.
  • Children Behaving Badly? Understanding the meaning behind the behaviour: Redbridge Teachers Centre: Mrs Wratten
  • SENCo Forum, Jack carter Pavilion Mrs Wratten
  • Practical maths: Redbridge College: Mrs Travedi
  • Singing, games and Music to support Letters & Sounds: Redbridge Teachers Centre: Miss Heath.
  • Supporting Children’s Communication and Language through Story Telling: Redbridge Teachers Centre: Miss Rooks
  • Supporting Behaviour in the Early Years: : Redbridge Teachers Centre: Mr Hapgood
  • Playing with Sounds and Letters: : Redbridge Teachers Centre: Miss Goodman & Miss Rooks.
Accessibility of the school

All resources are located at children’s level in clear, labelled boxes.

British Sign Language & Makaton signing is used by some staff and taught to children during singing/signing and general routines.

Inclusion

A risk assessment is completed for activities within the classroom and for outings to ensure health and safety is maintained at all times. Wrist bands and high visibility jackets are worn by the children on outings.

All activities are differentiated according to children’s level of development. Staff liaise with parents to advise how to support within the home.

Transition arrangements

Children undergo a gradual transition from room to room and from Key person to Key person. The children have the opportunity to spend a morning with their new teaching staff in their new classroom in the summer term before they move up and spend additional time in their new setting during the afternoons of the summer term. Staff meet to discuss the needs of individual children.

The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission). New children starting in Foundation 1 attend a “Stay and Play” session in the summer term before they begin in September.

Support and training for parents and carers
  • Parent/ learning support groups
  • Coffee mornings with parents
  • Parent workshops
  • SENCo
Further information

All relevant information appears on the school website.

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