Who to contact
- 02392 460926
Where to go
Mill Rythe Junior & Infant School
- PO11 0PA
- Accessible changing, Secure environment, Wheelchair access
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 27/02/2019 Inspection (Early Years Register) Good
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
45 Weeks or More Per Year
5 Days or More Per Week
All year round
Weekday All Day
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
Practitioners work closely with the children to support each individual child’s learning and development. Each Child development supporter is responsible for planning for their CDS group ensuring that each child’s planning is based on the child’s interest. Specific activities and experiences will be planned for children to participate in, which will encourage and support each learning aim. Parents are provided with information regarding children’s next learning steps and are given ideas on how they can support the learning at home. Observations and photographs are taken and placed in individual learning journeys. The Childs Development supporter can assess where children are within their learning and provide next steps. Every CDS is aware of the importance of forming a good relationship with their key child and family, to ensure effective communication and support and will always work closely with the Special Educational Needs Coordinator if additional support is required. The Area Inclusion Coordinator may also be contacted for guidance and support, however parents are always contacted first and permission is obtained.
- How will the curriculum be matched to my child's/young person's needs?
Cherry Island work to the Early Year’s Foundation Stage framework for children five years and under. This sets out welfare and developmental goals that the setting check, review and monitor. The welfare section covers * Basic checks (such as staff security) * Facilities and equipment (ensuring they are safe and suitable) * Quality of environment (and outdoor space) The development section covers seven areas of learning * Personal, social, and emotional development * Communication and language * Physical development * Literacy * Mathematics * Understanding the world * Expressive arts and design The Child Development supporter will provide specific learning aims for individual children within these areas and share this information with parents and give ideas on how to support the learning at home. The enabling environment provides opportunities for continuous learning and progress in all areas. We also adapt our practice to make the E.Y.F.S accessible for all children regardless of their needs, abilities etc. Practitioners take pictures and write observations regularly, these are then placed in a ‘learning journey’ to allow us to monitor development, Plan future aims for children and share developmental progress with parents.
- 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?
Parents are invited to attend parent meetings every term to share information; however the nursery has an “open door” policy where practitioners and parents are able to communicate regularly, as and when required. The 2 year old progress check is completed when a child turns 2 and parents are invited in to share and contribute to this check. E-news is a source of information for parents to access through email, giving them up to date information regarding the setting. Daily diaries for all children are completed by the Child Development supporter and given to parent with daily feedback.
- What support will there be for my child's/young person's overall well being?
All practitioners have a positive, inclusive approach and ensure that activities and experiences are appropriately and effectively adapted and carried out. The nursery routine is flexible and allows practitioners to adapt for children’s individual needs and requirements. Our environment enables children to be independent as they are able to access resources for themselves. Lunch time and Snack time also promote independence allowing children to help themselves. Children are supported in self-care and hygiene. All practitioners model positive behaviour and the Behaviour management co-ordinator supports positive behaviour management within the setting, this mirrors the managing children’s behaviour policy that is in place. All practitioners follow Cherry Island’s policies and procedures. These are available on our website along with hard copies and be given on request. Robust safeguarding policy and procedures are in place to ensure the safety of all children and practitioners within the setting.
- What specialist services and expertise are available at or accessed by the setting/school/college?
All practitioners have a wide range of experiences and qualifications; they also attend regular training sessions provided by outside agencies and continuous support through in house training. There are various specialists that are available for supporting children and parents, these include: * Speech and Language therapist * Outreach workers * Area Inclusion co-ordinator * Portage * Early Years Advisory Teacher team * Occupational therapist We have a Special Educational Needs Coordinator who has attended SEN Induction and Thomas training. We have a Behaviour Coordinator (BeCo) who manages positive approaches to challenging behaviour. All practitioners are trained in Beginners Makaton.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have a fully qualified special educational needs coordinator (SENCo). The SENCo is responsible for ensuring that children’s individual needs are met by working closely with all staff & checking that there are suitable systems in place to support the child. These may include Individual education plans (I.E.P’S), these are completed together with the child’s development supporter & parent. I.E.P’s are documents in which personalised goals are set & reviewed often helping to ensure progression in a child’s development. The SENCo is key in implementing, monitoring, reviewing & evaluating all practice & provision provided in the setting. The nursery Manager has trained in SEN induction & Thomas training for children on the Autistic Spectrum. Our SENCo has attended Positive approaches to challenging behaviour training & will be attending SEN courses to become fully qualified. A member of our team has Initial Portage Training. All other team members have a qualification in childcare, or are training towards one. Practitioners have the opportunity to attend a variety of courses, many of which reflect current needs in the setting & how to provide support. Staff members are able to use Makaton signing & the SENCo has learnt how to use picture exchange communication. Every practitioner has had a current DBS/CRB check & the safer recruitment procedure is always followed according to our employment policy. When planning how to cater for a child’s special educational needs we work alongside parents as we understand the importance of parents feeling reassured & happy that their child is gaining the right support. We have regular meetings with parents & build great relationships. At the end of the day when the child is ready to leave we give a full verbal account of the day.
- How will my child/young person be included in activities outside this classroom including school trips?
>Walks to local facilities can be organised when ratios allow and liaising with parents in order to facilitate this based on children’s individual needs and requirements. Risk assessments are carried out in full to ensure the safety of all children and staff. Permission is always obtained by the parents. We have opportunities for outside visitors to attend the setting to provide the children with different activities, these include zoo lab and @TheHeart Story Time.
- How accessible is the setting/school/college environment?
Cherry Island is a purpose built nursery school providing full time care for up to 34 children. The nursery is split in to two separate areas, these include, Babies, Tiny Tods and Toddlers (6 weeks – 2 years) and Little Learners and Preschool (2-5 Years). Cherry Island provides a safe and stimulating environment for children to learn through play. It has accessible ramps at the entrance, side and rear of the building. It has a large accessible toilet, and we make the rooms as visually clear as possible. We provide quieter areas at certain learning points throughout the day. The baby area allows children to follow their own routines and has a cosy sleep room. We provide/make resources to aid development and special educational needs such as visual timetables and symbol communication books. We also have a duty to support children with English as an additional language. We always encourage parents to contribute key words in the child’s first language and use picture cards to support the child. The garden is spacious and has a separate concrete and grass area. Staff members ensure they are always working to the correct staff to children ratio, and that all areas of the nursery have been risk assessed. We request special collection passwords (upon joining) in order to identify anyone picking up that is not recognised by the setting, alongside photo identification.
- 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?
When we have a child join the setting we ask that our registration forms are completed giving us the relevant information required. We arrange three trial sessions for the child with parents to introduce them to their Child Development Supporter and the environment. A questionnaire is given to parents so that the nursery has information regarding the child’s experiences and capabilities, alongside a Health and Safety form. A routine is also asked for from parents if the child is under two or has any special needs. The CDS plans for each individual child and shares this information with parents, a learning journey is kept and children are assessed frequently, this is recorded on the Record of Development and the Early Years Foundation Stage tracking system. When children leave the setting to go to school, we pass on the Record of Development and Learning Journeys to the school with parents’ consent. We work closely with schools to support a smooth transition. We correspond with the school to arrange suitable times for visits. When it is time for a child to make a transition to school, we can arrange to meet with the school to pass on developmental records, and help the child to prepare and feel confident about the coming change. We can also help parents who are unsure of the process, and give resources to aid this.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We use environmental scale rating to provide appropriate aged resources for all learning requirements.
- How is the decision made about what type and how much support my child/young person will receive?
The setting works closely with parents when a child is identified as requiring additional support. Permission is obtained from parents to make a referral to the specific agency that will be able to support the child; this could be to the area Inclusion Co-ordinator for advice on obtaining specific professional support or a speech and language referral. Support is requested and put in place, monitored and shared with parents. Individual Education Plans are produced with parents for their child, this will enable all who are working with the child to work effectively and consistently, these plans are reviewed and updated regularly.
- How are parents involved in the setting/school/college? How can I be involved?
The setting works closely with Parents to ensure that meetings are arranged frequently to update, share information and provide feedback. Parents are always involved with implementing any changes to a child’s routines/plans. Parents are also provided with the opportunity to participate in specific learning opportunities if they wish. All opportunities are organised prior to allow parents to attend when convenient for them. However we are able to accommodate impromptu requests when required. Children are not excluded from any activities, all activities are adapted to allow children to participate and be included.