Pencil Pots Day Nursery
Who to contact
- 020 8554 0033 020 8554 0033
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Where to go
321, The Drive
- IG1 3PW
- View IG1 3PW on a map
- Has 3 & 4 year old funding
- Has 2 year old funding
Opening Times & Facilities
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 Pencil Pots Day Nursery we believe each child to be an individual in terms of their learning and development. Therefore each child must be given the opportunity to achieve and become a confident learner in an individual way.
At Pencil Pots Day Nursery we offer a wide range of activities for all children who attend our setting. We have two SENCo trained staff who provide support to the children and team. Additional 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 as we believe inclusion provides the best environment and stability. Our staff work in close partnership with parents and carers enabling them to play an active role in their child's education.
The building is a two storey house with the pre-school room situated on the ground floor, which accommodates 3-4 year olds. On the first floor we have a baby room and a toddler room. Baby room is for children 0-2 years old and Toddler room is for children aged 2-3.
We have access to a sensory room at a local children’s centre.
Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility. Staff have access to an evacuation trolley to aid them exit the building with children in case of an emergency.
We have a large grassed outside area with a sheltered patio area. Children have access to the outdoor area throughout the day.
There are two nappy changing areas, one on each floor.
- 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, observations, routine health screening and discussion with colleagues and SEN/Inclusion Advisor for the North Locality.
All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones. 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 the parents/carers. The agencies are the Local Authority Inclusion/SEN Advisor or SEN Co-ordinator; SEN Early Years Panel (additional information on the remit of the group can be found on the Redbridge Local Offer website); 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. These agencies may also be involved in the child's transition to other settings and schools. One member of staff is allocated to support the child during the daily activities when required. 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/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 provider Addisah Yeboah is the overall responsible person for SEN in the setting. She is responsible for ensuring that legislation is met. The Special Educational Needs Co-ordinator (SENCo) has the responsibility for the day to day management of the SEN proceedures. her name is Lilia Moufid. She has undertaken the following relevant training:
- SEN Modular Beginners (May 2015)
- SEN Modular Advanced (February 2016)
The SENCo has the responsibility to:
- liaise with parents/carers
- Liaise with outside professionals in regards to childrens individual needs
- Advise and support other practitioners in the setting
- Ensure that appropriate learning and outcomes plans are in place.
- Ensure that the background information is collected, recorded and updated.
- Involving children and their families
- Parenting advice
- Regular contact between parents/carers and the setting
- Planning and review meetings
- Advice on how to support learning at home.
- Range of support available
- Partnership working with other professionals
- Support for communication needs
- Additional support strategies
- EYFS Curriculum planning differentiation
- Specific teaching interventions
- Support for behaviour
- Support for Health Needs
- 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/carers and outside professionals when relevant.
All activities are planned to meet childrens needs and allow full access to learning curriculum. A progress report is given to parents at the end of every term with details of the childs progress across the EYFS.
An additional assessment, the Two Year Progress check is also completed when the child is two years old. This assessment covers the child's attainment and progress in the prime areas of the EYFS (Personal, Social and Emotional development; Communication and Language; Physical Development).
The progress tracker is also used to monitor progress. This is based on the EYFS Prime and Specific Areas of Learning and Development. The Steps to Outcomes Tracker is also used to track progress for children with SEN.
- Support and training for school staff
Recent training attended:
- SEN Beginners Course - Lilia Moufid
- SEN Modular Advanced Course - Lilia Moufid
- SEN Beginners Course - Veena Mehan
- Children Behaving Badly Course - Sharmina Yasmin
- Promoting Play with SEN - Sharmina Yasmin
- Accessibility of the school
All resources are located at children's level in clear, labelled boxes.
Children's toilets are fully accessible and provided with stools and easy to reach washing facilities.
Changing areas are discretely located within each room.
A risk assesment 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 planned 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 the term before the child is due to move to a new room.
The setting will pass all relevant transition records on to the next setting/school (with parents/carers permission).
- Support and training for parents and carers
We value parent/carers expertise and deep knowledge of their own children. Parents and carers comments are included in assessment and review and are recorded in child's Individual Learning Diary.
The setting has an open door policy, offering informal chats as necessary and formal discussion by appoinment. Information is shared with parents and carers through planning outcomes for their own children. An interpreting service is available in most community languages.
- Parent consultation
- Links with children centres