Little Bear's Nursery School (The Green)
Who to contact
- 020 8532 9562
Where to go
3The GreenWansteadLondonE11 2NT
- E11 2NT
- Provision Type(s)
- Day nursery
Free Early Learning - 3 & 4 years
Free Early Learning - 2 years
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 19/06/2006 Integrated Good 02/12/2009 Inspection (Early Years Register) Satisfactory 01/06/2011 Inspection (Early Years Register) Outstanding 15/07/2013 Inspection (Early Years Register) Good 07/10/2016 Inspection (Early Years Register) Good
- Age range
- Early Years (0-4 years)
- Shortbreak type
At Little Bear’s Nursery we believe in happiness, friendship, sharing, creativity, expression, interaction, achievement, equality, respect and inclusion. Each child that attends our nursery has the opportunity to become a confident learner and to fulfil their unique potential.
The emotional wellbeing of the children is as high on our agenda and our aim is produce a home style environment to encourage the children to explore and learn but also to develop a positive image about themselves.
All children that attend our setting can access a range of activities and resources to help their development and to learn through play. Support is given to every child with special educational needs, so that they have full access to the curriculum. Activities are adapted so that children are included in all parts of Little Bear’s daily routine. Our online system allows excellent communication between key workers and parents, enabling them to play an active role in their child’s education.
Little Bear’s Nursery is a 35-place nursery. The setting is divided into 4 base rooms. There is always access to a large garden through the Pre-school room.
- Identifying children's needs
Little Bear’s Nursery tracks each child’s progress, which is then analysed to further help improve children’s development. Regular meetings are held with parents to discuss their child’s progress and next steps.
Permission from parent’s is sought for us to seek help externally if appropriate. Our SENCo and key workers observe the child and ascertain what kind of support would be required. Dependent upon the need and obtaining parents’ consent our SENCo would contact the Area SENCo for support.
- Dedicated contacts
Nursery Manager & SENCo - Kiran Dhami
- Involving children and their families
- Planning and review meetings
- Advice on how to support learning at home
- Parenting advice
- Regular contact between parents/carers and the setting
- Range of support available
- EYFS Curriculum planning differentiation
- Support for behaviour
- Partnership working with other professionals
- Support for communication needs
Little Bear’s Nursery uses Makaton signing throughout the day to encourage communication between children and staff. Visual aids such as PECS, visual timetable and the first and then board are used throughout the day.
- Measuring children's progress
Little Bear’s works with external agencies and will work to deliver a specific programme to support specific children. As part of our normal practice we plan for children with SEN using an Individual Outcomes Plan (IOP). The IOP identifies agreed outcomes for individual children and targeted small steps.
This is reviewed termly with the key worker, SENCo, parents and any relevant outside professionals. In addition to this each child’s progress is regularly monitored and tracked to ensure progression.
We liaise regularly with parents and would arrange meetings to update both parents and agencies alike. The frequency of these meetings would depend upon each child’s needs and progress.
- Support and training for school staff
As we are a small setting our nominated SENCo and Deputy SENCo are qualified and attend all Redbridge SENCO Forum meetings. Specific key workers and support staff are also sent on training linked to SEN with Redbridge.
- Accessibility of the school
Little Bear’s is in a converted Victorian house and has 2 floors, the second floor accessible via a staircase. Each base room has exclusive access to children’s bathrooms and changing areas.
All activities are risk assessed and equipment chosen on the basis of suitability. Activities are also differentiated and adapted to allow all children to take part in them. Staff work with parents and agencies to provide specific programmes to support children.
- Transition arrangements
Transition is managed internally through our settling in programme. Schools are invited to meet their new children in our setting. We use story and role play to further acclimatise the children to the transition to school.
- Support and training for parents and carers
- Parent workshops
- Coffee mornings with parents
- Parent consultation