Who to contact
Where to go
46, Grosvenor Road
- IG1 1LE
- View IG1 1LE on a map
Time / Date Details
- Session Information
Monday 07:30 - 18:00
Tuesday 07:30 - 18:00
Wednesday 07:30 - 18:00
Thursday 07:30 - 18:00
Friday 07:30 - 18:00
- Has 3 & 4 year old funding
- Has 2 year old funding
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Friday 07:30:00 18:00:00 Monday 07:30:00 18:00:00 Thursday 07:30:00 18:00:00 Tuesday 07:30:00 18:00:00 Wednesday 07:30:00 18:00:00
Hot meals provided
Free Early Learning - 3 & 4 years
Free Early Learning - Extended entitlement
Free Early Learning - 2 years
Does not offer school pickups
- Ofsted URN
- Link to latest Ofsted inspection report
- Age range
- Early Years (0-4 years)
- Shortbreak type
At Clementswood Nursery 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 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 building is a two storey house with 3 rooms adapted doorways, and toilets for toddler and preschool rooms).
We offer access to a variety to natural and homemade sensory toys.
There is access to adjustable height furniture and/or access is made possible by using floor level activities.
Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility.
Play areas have rugs and curtain to reduce noise levels and each room provides a cosy relaxation corner.
There is free-flow into the outdoor play area from Preschool room, which has soft safety paving and slab paving.
The under 3’s rooms have a separate nappy changing areas.
- Identifying children's needs
We believe in early identification of difficulties and in 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, key person observations, routine Senco monitoring including 2 Year Old checks and discussion with colleagues.
All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones. Support work and strategies are planned in consultation with parents through IOP (Individual Outcomes Plan) which is reviewed every 6 weeks to ensure progress is being made.
Outside agencies may be involved when children do not progress at the expected rate despite additional individual planning to support the area of need. This is done with written consent from parents and carers.
These agencies are: Local Authority Inclusion/SEN Advisor or SEN Coordinator; SEN Early Years Panel; Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist; CAF Team, Family Support Workers (Children centre) and Health Visitors 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 and to school.
Some children are provided 1:1 support through SEN/Inclusion funding. One member of staff is allocated to support the child during the daily activities. The aim of the support is to help the child to develop the relevant independence skills and may be withdrawn once the child reaches the expected progress.
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. The setting follows the relevant guidelines for data protection and confidentiality.
Records are passed on to another setting/school with parents and carers’ permission.
- Dedicated contacts
The setting’s Manager is the overall ‘responsible person’ for SEN in the setting. She is responsible for ensuring that legislation is met. The Special Educational Needs Coordinator (SENCo) has the responsibility for the day-to-day management of the SEN procedures. Their names are Shahana Shamsuddin & Rajwinder Kaur. They have undertaken the following relevant training:
- SEN Modular course
- Makaton For beginners
- Circle time routine
- Visual routine – “what we’re doing today”
The SENCo 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
- Involving children and their families
- Regular contact between parents/carers and the setting
- Planning and review meetings
- Advice on how to support learning at home
- Upkeep of IOP diary to review progress at home and nursery SENCo modelling to support parent practice
- Range of support available
Partnership working with other professionals
- Support for communication needs
- Additional support strategies
- EYFS Curriculum planning differentiation
- Support for health needs
- Support for behaviour
- Specific teaching interventions
We make use of variety of communication strategies (e.g. Makaton signing, Visual timetable, and visual aids, adult modelling, narrating play, ‘the 4 I’s strategies’; adding a word) to support children’s speech and language and social communication development.
Children are encouraged to provide feedback on the learning activities provided.
- 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 (with reference to Steps to outcomes document). The IOP is reviewed 6-8weeks with parents and carers and outside professionals when relevant.
All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
Every term, children’s learning is tracked through ‘My Special Week’ where parent’s vital input is used to tailor planning and an assessment is shared at the end of this process with emphasis on the child’s learning needs. An additional assessment, the Two Year Progress Check, is also compiled when the child is two years. This assessment covers the child’s attainment and progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).
The Steps to Outcomes tracker for children with SEN is also used to monitor progress. This is based on the EYFS Prime Areas of learning and Development and the Early Support Early Years Developmental Journals.
- Support and training for school staff
Our training plan is closely linked to the setting’s improvement plan.
Recent training attended: Senco Forum every term; Makaton Beginners; circle time routine (in house); planning adapted to ‘My Special week’ to focus on learning needs of children; keyperson supervision practice changed with added focus to address concerns and how to support, SENCo sharing advice.
- Accessibility of the school
All resources are located at children’s level in clear, labelled boxes; visual timetable used to support transition between activities and routine changeover.
Makaton signing is used by all staff and taught to children during circle time and general routines.
Children’s toilets are fully accessible and provided with easy to reach washing facilities and displayed step by step routine to support.
A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.
One-to-one support is provided for those children who may require intensive support to access learning activities.
All activities are differentiated according to children’s level of development.
- Transition arrangements
Children undergo a gradual transition from room to room and from Key person to Key person. The transition process starts a month before the child is due to move to a new room.
School visits and transition meetings with the receiving school are organised at the beginning of the summer term to get the child accustomed to the new environment. We recognise that these visits need to be flexible and multiple in order for the child to have the most benefit.
The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission).
- Support and training for parents and carers
We value parent and carers’ expertise and deep knowledge of their own children. Parents and carers’ comments are included in assessment and review.
The setting 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 - setting books and open days.
We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.
An interpreting service is available in most community languages and for parents and carers who require British Sign Language.
We organise activities involving parents in their child’s development according to their learning needs.
We work in conjunction with other agencies to provide parenting support programmes such as Parent Gym and Healthy Eating, SALT referrals, CAF process, registering with library, registering with children centre, registering with dentist.
- Parent consultation
- Links with children centres
- Parent workshops