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The Riverside Nursery School

An early years experience centred on educating the whole child. We offer an adaptable environment where we encourage children to explore activities indoors and outdoors throughout the year.

Who to contact

Contact Name
Beverley Feeney
Contact Position
Nursery Manager
Telephone
01962 890892
E-mail
riversidenurseryschool@gmail.com
Website
www.theriversidenursery.co.uk/

Where to go

Name
The Riverside Nursery School
Address
Winchester City Football Club,
Winchester
Postcode
SO23 7SU
Accessibility
Accessible changing, Wheelchair access

Costs

Costs

Table of costs
Table of costs
AmountCost Type
£6.00 per hour
Details
We accept Early Years Education funding (EYE) for 2 year olds that meet the requirements, Universal funding for all 3 and 4 year old children and Extended (30 Hours) funding for 3 and 4 year old children whose parents meet the requirements.

Time / Date Details

When is it on
The Riverside is open Monday to Friday term time only. We have flexxible hours with start times of 8.30, 9.00, 9.30, 13.00. Finish times are 12.00, 12.30, 13.00, 15.00, 15.30 and 16.00.
Session Information
Monday to Thursday 8.30 to 4 pm
Friday 8.30 to 12.30

Local Offer

Local Offer
Contact Name
Beverley Feeney
Contact Telephone
01962 890892
Contact Email
riversidenurseyschool@gmail.com
Links
http://theriversidenursery.co.uk/
Communication
Makaton
How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?

At The Riverside Nursery we will allocate your child a Key Person who will build a strong relationship with them and monitor their development through regular observations. Our Key Persons have good knowledge of the stages of child development. We will use guidance from the Early Years Foundation Stage (EYFS) Development Matters and the Early Years Outcomes to help us identify whether your child may need extra help. We will always speak to you as the parent / carer of your child to find out whether you have any concerns about your child's development. Our Special Educational Needs Co-ordinator (Senco) is Jo Bellchambers. With your consent she will liaise with other professionals who can give advice regarding the best way to support your child to reach their full potential. Other professionals we have contact with are; Speech and Language Therapists (SALT), Services for Young Children Area Inclusion Co-ordinator (Area Inco), Portage (a home visiting educational service for pre-school children with additional support needs and their families), Health Visitors and Lanterns. We will encourage you to contact your Health Visitor or GP if this is appropriate.

You can speak to your child's Key Person or Senco at any time for advice and guidance. You can email or phone us. We will always look into any concerns you have and seek ways to help you and your child.

Early Years Outcomes

Development Matters

Early Years Foundation

How will early years setting/school/college staff support my child/young person?

At The Riverside your child's Key Person and our Special Educational Needs Co-ordinator (Senco) will work together, with you as the parent / carer, to create an education programme for your child. We will include any advice given by outside agencies, such as those mentioned in Section 1.

Your child's Key Person will work closely with them following an Individual Education Plan (IEP) that has set targets designed to be achievable and enable your child to progress. Your child will be part of a weekly Language Group if needed.

We will liaise regularly with you as parents to keep you informed about your child's progress and so you know what takes place at nursery. We will also work on plans which can be used at home too, to create a consistent programme between home and nursery.

We will judge the effectiveness of any educational programme by the outcome for your child, reviewing progress with you at regular intervals and making any necessary adjustments to what we do. The Senco will also report to our planning meetings how your child is progressing so we can identify where additional support and resources may be needed.

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

Where we have identified a need, we will use all the information and evidence we have gathered from our observations to produce an Individual Education Plan (IEP). These plans are focused on what your child's interests are, what your child can do and what your child needs to progress in. Once these are answered with supporting evidence then a plan can be achieved. We use an on-line system called Tapestry to record observations and link progress to the Development Matters statements. (See links in Section 1) If your child is receiving support from outside the setting, such as a Speech and Language Therapist or Occupational Therapist (OT), we will include in your child's IEP activities suggested by these agencies that will support their learning.  In all cases an assessment of your child's progress will be made at intervals that match their needs and the IEP will be reviewed every 6 weeks.  We have systems in place for referring children for further assessment e.g. Early Help Assessment and Education, Health and Care (EHC) assessment and will do so in liaison with parents as needed.  We plan all our activities around children's interests so they are exciting and relevant and will differentiate (adapt) these activities so they meet the different needs of the children. This will ensure that all children are able to participate in the life of the nursery as we believe this helps children to progress to their best potential and in a happy environment.

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?

We use our online journal (Tapestry) to track where your child is with regard to their development. This is achieved through regular observations by your child's Key Person. If you have access to the internet you can view your child's Tapestry record at any time using the password protected site, or we can provide you with access at nursery, or print you a hard copy. The Nursery Manager reviews all observations that are made and Key Persons also have a meeting with the Manager or Deputy every term to review how each of their key children are progressing.

If your child is 2 years old when they join The Riverside Nursery we will carry out a statutory 2 year old progress check (if not already done elsewhere). This is completed in co-operation with you as the parent / carer and can help to highlight, at an early stage, any concerns about your child's development.

We have an open-door policy and want you to feel able to speak to your child's Key Person or the Senco at any time, as well as at formal parent evenings which are held each term.

To help you to support your child's learning at home we will share with you what your child has enjoyed doing at nursery, particularly when beneficial to achieving the aims of the IEP. If possible we will allow you to borrow resources so you can continue learning at home.

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

The Riverside Nursery operates a safe recruitment procedure to check the suitability of staff to work with children. All staff receive regular training in child protection. The Manager (Beverley Feeney) is responsible for safeguarding children and attends regular training and support meetings to stay up to date with legislation. Four times a year staff have individual supervision meetings with the Manager or Deputy Manager to discuss the children in our care. This provides an opportunity to raise any concerns about a child or adult in the setting, although staff are encouraged to raise any concerns as they arise.

We aim for all of our staff to have relevant and up to date training in First Aid.

We believe in a consistent approach to managing the behaviour of children in our setting. Staff receive training in behaviour management and work together to provide a positive environment. Parents are kept informed of any concerns and, if needed, we will work together to achieve a positive outcome for your child. We have policies and procedures in place for administering medicines and ensure that staff receive appropriate training, as necessary, to meet the needs of individual children.

Follow this link to view our policies and procedures: The Riverside Nursery School Website

We believe children have a right to be listened to and have their own opinions. We ensure all children have the opportunity to self-advocate by:

Including opportunities for small group activity
Tuning into children's body language
Allowing children time to have their say

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

If your child needs it we will establish links with specialists or outside agencies. We have access to Speech and Language Therapists, Educational Psychologists, Lanterns, Portage, Area Inclusion Co-ordinator and the Early Years Advisory Team.

We are continue to develop our knowledge of Makaton signs which we introduce to the children via our Language Groups. Currently this is basic Makaton.

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

Our Special Educational Needs Co-ordinator (Senco) receives Senco Induction Training, and has regular training in issues relating to children with SEN and attends Senco support meetings every term which she shares with other staff so we are all kept up to date with the latest information.

We have a designated Behaviour Management co-ordinator who has received training in Positive Approaches to Behaviour Management. All staff have also completed online training, Promoting Positive Behaviour, and receive regular in-house training.

We have received Introductory Makaton taster sessions and are developing our knowledge of Makaton signing. If a child has a particular need then we would source appropriate training for staff as required.

 

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

We are able to adapt our activities to ensure that all children can access them in their own way. We are fortunate to have a large outdoor space that is relatively flat and easy to access. Before going on an outing either locally or further afield we carry out a risk assessment. Part of the assessment will involve checking access and suitability for all of our children, and families if they will attend too. We have a high adult:child ratio whilst on the premises and this is risk assessed if we go off-site to ensure adult:child ratios are appropriate for local trips and major outings.  

How accessible is the setting/school/college environment?

The Riverside Nursery School rents space from the Winchester City Council on the site of Winchester City Football Club. The building is single story and doors are wide enough for wheelchair access, although there are raised thresholds to the outside entrances that would require adaptation. There is an 'easy access' toilet. We have basic nappy changing facilities. Entrance to the site is via a side gate to which there is a slight incline, however there is an alternative entrance that is more level and can be used by arrangement. Within the constraints of the building we would be open to adapting our environment to suit the needs of children and parents if required.

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?

Before your child starts at The Riverside Nursery we encourage you to bring them for settling-in visits. We offer 'Stay and Play' visits for all new children to come together the term before they start and encourage extra visits in addition to this. You and your child will meet their Key Person at these visits and begin to establish relationships with them and other staff. We provide you with information about the setting to help you settle in and will talk to you about your child's individual needs. When your child is ready to move onto another setting or to school we will prepare a transition report detailing your child's progress, their interests and any special requirements we have in place. If your child has additional needs we will arrange for a transition meeting with the Teacher and Senco at the new setting so we can talk through anything they need to know about. You will be included in these preparations for your child. We also aim to send a member of staff, preferably the Key Person, on at least one of a child's school visits so a familiar face is present. As a way to reduce anxiety about moving onto school we introduce activities and books about starting 'big school'. We have a range of school uniforms for role play and books about starting school.

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

We operate in one main room with a large outdoor space. We have excellent resources for the ages and stages of development of the children in our care. If a child needed additional resources then we would seek to meet these requirements to the best of our ability and source additional funding, if able to.

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

Key Persons, the Senco, parents and any outside agencies involved with your child will make the decision together about the amount of support your child will receive. Different children will require different levels of support and we will adapt what we do to meet those needs. We will gather observations of the activities we are doing and will review Individual Education Plans (IEP) at least every 6 weeks to assess whether progress is being made and adapt what we are doing accordingly. We will encourage you to be fully involved in reviewing the IEP and will value your input. We may take away the additional support should your child's progress reach a stage where the additional support is no longer needed.

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

One of the main ways that you can be involved in our setting is through sharing your child's learning and development. The Tapestry on-line journal system allows you to contribute to your child's development records by adding replies to observations we have made and by adding your own observations about what your child has been doing at home. We encourage parents to come in and help at nursery. It may be that you have a particular skill you want to share with the rest of the children, or you can come and read, cook, play games, sing with the children, or support children who share your language if it is not English. We welcome all offers of help. We organise an outing each year and ensure that it is local and affordable (preferably free), such as to an outdoor site, and invite the whole family to join us. We have social events for parents and children and invite parents to join us for Christmas songs. We have formal parent evenings each term and also ask parents to complete a questionnaire each July to find out your views about our service. We use an age appropriate method to ask children their views of nursery life.

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