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Bright Sparks Nursery School

Pre-School Playgroup

Coronavirus status: OPEN

Who to contact

01722 716144

Where to go

East Woodhay Village Hall
Heath End
RG20 0AP
Sensory area, Accessible changing, Secure environment, Wheelchair access, Soft play, Accessible toilets, Disabled parking

Childcare Information


Contact provider for vacancy details?

Funded Places

3 & 4 year old funding
2 year old funding
Registered to provide 30 hours entitlement
When is childcare available
Messy Play Area
Sleeping Area
Outdoor Play

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
28/11/2013Inspection (Early Years Register)Outstanding

Inclusion Information

Special Needs

Has Provision
Caters for children with special needs.



Age Ranges
2, 3, 4

Time / Date Details

Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only

Local Offer

Local Offer
PECS, Makaton
How will early years setting/school/college staff support my child/young person?

If there is any concern relating to a child after the initial period of monitoring we would introduce a more detailed plan of action, and known as an Individual Education Plan (IEP). This would be compiled with the involvement of the Key Person, the SENCO, the Parents/Carers and any other Outside Agency (i.e. Speech and Language Therapist) if appropriate.

An important part of this process is to make and record regular observations of the child. This gives us a good running record from the start of their time with us and also includes key factors from the child’s background. We may include a home-school diary which helps to provide a good overview and consistent approach. This enables us to have the evidence needed when applying for extra support and funding, either for the present time or for the future. Often we find, during this process, that the child progresses well with good support and after a period of time no longer requires additional help. If we feel a child needs extra support a referral will be made. This can only be done with the parent’s permission and involvement.''' Our SENCO liaises with the Services for Young children (SfYC), the Area Inclusion Co-Ordinator (Area INCO) and other professionals. Our SENCO regularly attends the professionals Special Educational Needs (SEN) support group and co-ordinates transition meetings with schools.

How will the curriculum be matched to my child's/young person's needs?

We have a very broad and flexible curriculum, based on the Early Years Foundation Stage (EYFS), which allows every child to access learning on different levels and at their own pace. This is supported by their Key Person, Special Educational Needs Co-ordinator (SENCO) and Behaviour Co-Ordinator (Be-CO)

Progress will be evidenced in the child’s Learning Journey’s and Individual Educational Plan (IEP) which will be written to support their learning in the nursery and at home. These are reviewed regularly and will highlight areas of development which need to be focussed on. These will be included in our planning.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

As part of our ethos, we focus on developing a close relationship with the child’s Parents/Carer. We give daily verbal feedback and have a Termly Progress Sheet, along with all detailed observations and records, which are accessible to parents in the child’s Learning Journey.

With children who need extra support we make opportunities for regular contact with Parents/Carers. This can be achieved through informal meetings, the Two Year Check, regular Parents Evenings, home diaries and liaising with Outside Agencies and schools to support transitions.

We are fully committed to supporting parents in any way we can, including sharing our professional knowledge and expertise.

What support will there be for my child's/young person's overall well being?

We have a strong culture within the Nursery, where children learn to behave in ways which are safe for themselves and others. There is a calm atmosphere and ordered environment which supports the children in feeling safe and they are encouraged at all times to voice any feelings or concerns they may have.

We have very robust Policies and Procedures designed to keep children safe in every way and includes administration of medicines and specific personal care.

We also have many strategies focussed on supporting good behaviour which include Individual Behaviour Plans to ensure a consistent approach.

What specialist services and expertise are available at or accessed by the setting/school/college?

We have a wealth of experience in supporting children with additional needs; this is facilitated by a strong ethos that is shared with all staff on an on-going basis.

We have been on many specialist courses and conferences related to special needs and worked closely with Specialist Teacher Advisors from the Local Education authority.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

Both leaders of our Nursery have attained the Early Years Professional status (EYPS) and are Level 6 and 7, and we have a Level 5 member of staff who has a BA in Early Childhood studies. We have two NVQ Level 4 qualified members of staff, who also support the general management of the nursery. The main team of staff have NVQ Level 3 training.

In addition we have covered specific training in Safeguarding and Child Protection, Behavioural Management, Speech and Language Therapy, Letters and Sounds, Makaton, Deaf Awareness Training, courses specific to Autistic Spectrum disorder, Sensory Awareness, Visual Awareness, Paediatric First Aid and Epi-Pen Training.

How will my child/young person be included in activities outside this classroom including school trips?

>We have many activities that take place outside but they are ALL on the Nursery premises. We have Specialist Teachers that visit and include the following activities: Football, Forest Fun, PE, Dance, Assault Courses, Farms 2 Ewe, Zoolab, the care of and riding Poppy the Pony.

These activities all have individual risk assessments and parental consent where needed and are fully accessible to all children.

How accessible is the setting/school/college environment?

Our premises’ is fully wheelchair accessible with a disabled toilet. The environment is brightly coloured, light and airy providing a well organised, child-friendly and homely environment.

We have made improvements to the environment to help children with hearing difficulties and taken advice from Specialists. We have a range of equipment and facilities to support children with differing needs.

We are also familiar with supporting families where English is a second language.

How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

In addition to the Induction process and settling in policies we liaise with other settings, either shared or for Transition to school. We will transfer information, including a detailed Learning Journey, Termly Summary’s, specific IEP’s, leaving report and any other relevant information from Outside agencies.

Many teachers visit our nursery to meet children before the transfer to school, and in specialist cases we will visit future settings/schools and include paper work such as IEP’s to help make sure the transition goes as smoothly as possible.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

SEN funding is allocated where appropriate. This is a joint decision between the Key Person, SENCO and Area INCO. The majority of funding is used to support the child one to one, and in addition purchase relevant specialist equipment and resources.

How is the decision made about what type and how much support my child/young person will receive?

We always try to apply for as much funding and support as we can possibly get for any individual child. This process involves the Key Person, Parents, SENCO, Area INCO and any other Outside Agencies and is regularly reviewed.

How are parents involved in the setting/school/college? How can I be involved?

We regard this stage of education to be a partnership with the parents. The team of staff, led by the Key Person, liaise with the parents on an on-going basis, supporting the child’s learning and development. Informal and formal meetings are held and the child’s progress is regularly reviewed.

We are committed to supporting the parents in any way we can, including making plans to help the continuity between the nursery and home.

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