West Hill Park Independent School
Nursery Units of Independent Schools
Who to contact
- 01329 842356
Where to go
West Hill Park School, St Margarets Lane
- PO14 4BS
- Accessible changing, Secure environment, Wheelchair access, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- Age Ranges
- 3, 4, 5
- How will early years setting/school/college staff support my child/young person?
Support will be tailored dependent on each child’s individual needs. This will be linked with differentiation of activities and planning to suit each child. Tracking and target setting will inform planning, with the termly monitoring of targets. Members of staff follow a simple flowchart of support and share an understanding of this. Governors are involved in policy and procedure reviews and monitor practise alongside other staff.
- How will the curriculum be matched to my child's/young person's needs?
Within West Hill Park EYFS setting we aim to build positive relationships with all children and to understand them as individuals. It is possible for key persons and teachers to work on a 1:1 basis with children in their groups and to personalise learning to suit individual needs. Members of staff are able to track the progress of children in their group and to manipulate the environment or planning to enable every child the opportunity to achieve. The environment in the EYFS is prepared to meet a range of needs. Members of EYFS staff have an in depth knowledge of the curriculum and understand how to match activities to each child’s needs, referring to the relevant criteria. Staff refer to strands above and below for each child’s age to ensure pupils meet their own personal targets.
- 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 place value on working in partnership with parents. We have an open door policy and actively encourage parents to chat with their keyperson or teacher, or to make an appointment at a mutually convenient time. These dialogues allow sharing of information about the child’s day to day needs, and their learning, progression and development. More formal conversations can be had at termly parent’s evenings. These provide an opportunity to discuss the child’s progress and areas to be developed and for shared target setting. Parents can be offered advice about how to lead their child’s learning and development at home. The parents evening will usually provide the follow up to a formal written progress report. The child’s keyperson will keep a detailed record of their development in relation to the ‘Development Matters’ statements in the form of their Learning Journals and their ‘Development Matters Record’. Both documents are shared regularly and parents are encouraged to add to them, building a more detailed picture of the whole child. Parents are regularly provided information about areas of learning that will be addressed at school. They are encouraged to develop and enhance the child’s learning at home by engaging in similar activities and report back on learning and development at home. This is added to their Learning Journal. Appropriate targets are discussed and updated regularly. From time to time we will recommend articles, books, programmes or activities that we feel may be useful to parents and that may help in supporting your child.
- What support will there be for my child's/young person's overall well being?
The safety and well-being of all of our children is paramount. Comprehensive annual and daily risk assessments are made on all areas and on activities. H&S (Health and Safety) is a high priority and the Estate Manager and his team are available to assist in ensuring that repairs and adjustments are made quickly and safely, and that the school has a wide range of safe environments for children to access. We have robust policies and procedures for safeguarding, SEN, inclusion, equal opportunities, first aid, sickness and illness, toileting and changing arrangements, etc and these are embedded in our daily practice and regularly reviewed by the senior staff and Governors. The majority of EYFS staff have Paediatric first aid training and we employ a school nurse and duty matrons in order to ensure that any child who becomes ill or is injured receives a excellent care. The nurse is able to liaise with parents, EYFS staff, the SENCO and catering department about caring for children with illnesses, allergies, injuries and disabilities to try to ensure that they are still able to access EYFS and all it has to offer. The EYFS prides itself on maintaining good adult: child ratios and small class sizes.
- What specialist services and expertise are available at or accessed by the setting/school/college?
West Hill Park EYFS setting works in partnership with other local settings to ensure the sharing of specialist knowledge and advice. The INCO is able to recommend specialist services in and around the county for county-funded children up to the age of 5. All EYFS staff are expected to develop professionally by attending courses related to the needs of the children in their care. The Prep School SENCO and EYFS SENCO work in partnership to advise parents and carers on the use of private agencies such as speech and language therapists and educational psychologists. Both the BECO and DSP (Designated Senior Person) work alongside other staff to provide a holistic approach to care.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The EY SENCO has attended a number of courses related to inclusion and special needs in the early years. This includes SENCO Induction Training. Regular meetings and staff training days enable the SENCO to share any important information from these courses with staff. This has specifically included the use of individual age-appropriate target setting. The school nurse provides appropriate training for staff on Epipens, choking, fitting and illness. If there is a child with very specific medical concerns, she works with the SENCO and Head of Early Years to create a risk assessment and health care plan to ensure the correct care is in place. A number of staff have attended paediatric first aid training and all are aware of the fire safety procedures.
- How will my child/young person be included in activities outside this classroom including school trips?
>Our whole school inclusion policy states that: “Individuality of all children is valued at the school. There is a commitment to giving all pupils every opportunity to achieve the highest standards that they are able. This policy applies to children regardless of their age, gender, ethnicity, attainment or background or sexual orientation. The school has an inclusive policy for entry and will not discriminate against any prospective pupil on the grounds above.” We aim to include all children in activities outside our setting. Dependent on children’s individual needs, a parent may be invited to support them on trips. Furthermore, each risk assessment used for trips highlights individual children who may require additional support. A weekly email invites parents to join in with activities out of the classroom environment. We also invite parents to various events in a termly newsletter.
- How accessible is the setting/school/college environment?
The EYFS buildings and outdoor play area have been carefully designed to be accessible to all, including wheelchair users. The enabling environments are organised with low open shelves, wide floor spaces, low sinks etc. The other indoor areas of school are also accessible. We make good use of many outdoor areas around the school and environment and all are accessible with minimum adaptation. We provide disabled changing areas and toilet facilities in various locations around school. Labelling, signage and displays around school are clear and well kept, and can be adapted to suit the needs of a visually impaired child or adult. In partnership with parents, we work to ensure that children with English as an Additional Language (EAL) are supported and enabled to access the EYFS. Parents are invited to share and celebrate their language within the group or class and resources and displays are developed. Strategies are developed to help children cope with transitions, friendships, relationships etc, they might include visual timetables, a buddy system, reward charts etc. Our SENCO and EYFS staff take advice from and work in partnership with parents and other agencies in supporting children with additional needs up to the age of 5.
- 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?
West Hill Park EYFS has an open plan environment and shared exploring times for children from 2 to 5 years. There are many opportunities for new children and their parents to meet their key person or teacher including prior to starting. In the EYFS assemblies are held with different members of staff from the prep school and Years 1 and 2. With regards to children moving from West Hill Park to a new setting, staff will share key information with the child’s new setting and endeavour to work in partnership with all agencies, parents and professionals involved in the care of the child.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
At West Hill Park we will make reasonable adjustments and will endeavour to meet the needs of every child. Resources to suit pupils with SEND will be considered and purchased/allocated on an individual needs basis.
- How is the decision made about what type and how much support my child/young person will receive?
The type and amount of support your child will receive is dependent on their individual needs and circumstances. We can provide county support and advice for children up to 5 years of age. Each child is assessed on an individual basis.
- How are parents involved in the setting/school/college? How can I be involved?
At West Hill Park Early Years setting we promote partnership with parents and carers for the holistic development of our children. We maintain an ‘open door’ policy and invite parents in to our setting to share their expertise and languages. We encourage parents to use our ‘suggestions box’ and arrange open sessions throughout the year. Regular newsletters are handed out and updated on our website. Notice boards around the learning environment share information with parents and our ‘WOW boards’ share significant achievements from home. We involve parents in the development of policies and procedures. We offer a flexible approach to learning for our Early Years children and parents can change their child’s sessions dependent on the timetabled activities for the week.