Clanfield Nursery School
We offer sessional as well as day care and a varied curriculum which follows the early years foundation stage. We are open 9.00am to 3.30pm Monday, Wednesday, Thursday and Friday and 9am to 12pm on Tuesday during term time.
Who to contact
Where to go
St. James Church Hall
12 South Lane, Clanfield
- PO8 0RA
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- Term Times
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 15:30 Tuesday 09:00 12:00 Wednesday 09:00 15:30 Thursday 09:00 15:30 Friday 09:00 15:30
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Physical difficulties,Soc. Interaction Difficulties,Speech and lang. difficulties,Visual difficulties
- Has Provision
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Age range: 5 per hour, 15 per session
- Age Ranges
- 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
School Term Only
- How will early years setting/school/college staff support my child/young person?
Our key person system is at the heart of our practice. Your child's key person will work with you to make sure that what we provide is right for your child's particular needs and interests. When your child first starts at our group, their key person will help them to settle and throughout their time with us that key person will support you and your child. Your child’s key person will: * Make systematic observations and assessments of your child’s achievements, interests and learning styles * Use these observations and assessments to identify learning priorities and plan relevant and motivating learning experiences * Match their observations to the Stepping Stones within the Early Years Foundation Stage. We pride ourselves on our strong relationships between child/key person/family which allows for the views of each child to be heard. Your child’s key person will work closely with our Special Educational Needs Co-ordinator (SENCo) and outside agencies as appropriate to plan, implement and monitor individual strategies & activities to support your child. Reviews between all parties involved take place regularly to ensure that your child is making progress.
- How will the curriculum be matched to my child's/young person's needs?
Our activities are pitched at a level that allows all children to access them according to their specific needs. This differentiation is part of our everyday practice. Through observation & assessment, your child’s key person will monitor & record their progress in their Learning Journey. Their key person will plan their Next Steps after discussion with you & with support from our Special Educational Needs Co-ordinator (SENCo) & outside agencies as appropriate & an Individual Education Plan may be put in place. An Individual Education Plan (IEP) is a written working document that enables all members of staff to see what your child’s strengths are and which areas of their development have been identified as needing extra support. As a setting we will incorporate time & resources into our Planning as appropriate to meet specific needs.
- 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 pride ourselves on our accessibility & approachability & you are very welcome to talk to your child’s key person about progress, problems, etc. before the morning session or at the end of the day. Longer talks can, of course, be arranged at a mutually convenient time. We always ensure that parents are made aware of any matters of significance that may have happened during a session at the end of that particular session. We hold termly Parents’ Evenings & provide parents with a written summary of their child’s progress twice a year. We have produced a summary of the Early Years Foundation Stage (EYFS) which is distributed to their parents when a child starts with us. We hold an annual EYFS Evening. This offers an opportunity for parents to discuss the EYFS with staff and to see displays centred on each area of learning. There are also examples of some of the activities we offer as well as ideas for what you, as parents, can do at home to promote your child’s learning.
- What support will there be for my child's/young person's overall well being?
We operate in St James Church Hall and unfortunately the hall does not have a disabled toilet or dedicated changing facilities. We have policies for the Administration of Medicines and for Personal Care. We are happy to administer medicine, prescribed by a doctor or pharmacist & with written permission from the child’s parent. We change nappies, as & when required, in the toilet area of the church hall. We have particular experience of dealing with children with Asthma. As a pre-school, we have a positive approach to behaviour and have policies, procedures and strategies in place to promote this. All our staff are DBS checked and are trained in Paediatric First Aid.
- What specialist services and expertise are available at or accessed by the setting/school/college?
We have well qualified & very experienced staff who liaise very closely, when appropriate, with outside agencies such as the Area Inclusion Service, Speech & Language Services, Riverside Community Special School etc. We have particular expertise in dealing with children with attachment issues and challenging behaviour.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our SENCo attends regular training/information gathering meetings sponsored by the Area Inclusion Service. She can refer to the Speech & Language Service & request support from other agencies as appropriate. All staff are trained to work with or implement strategies in conjunction with other professionals as appropriate.
- How will my child/young person be included in activities outside this classroom including school trips?
>All our activities take place in the church hall and/or the church patio/garden. Activities such as our Summer Outing, Fun Afternoon and Sports Afternoon are family occasions and children attend with their parents if they wish.
- How accessible is the setting/school/college environment?
The church hall is accessed by a gravel path with a small step at the main door and our indoor area is all on one level. The outside area is accessed by a concrete step, has a small paved area and also a grassed area that is able to be used in good weather. The church hall does not have disabled changing or toilet facilities. We have experience of working with EMTAS to support children with English as an additional language as well as the Occupational Therapy Service to provide specialist equipment and resources. To assist all children, our resources (toys etc.) are labelled pictorially as well as in print.
- 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?
Visitors are welcome at any time and we hold an Open Morning for new children each Summer Term. * We stagger our intake of children over the year. * We have an extensive settling-in policy and procedure where parents are welcome to stay with their child as long as they both feel the need. When your child starts, their key person will work with you to make sure that what we provide is right for your child's needs and interests. They will help your child to settle and benefit from our activities. We will liaise verbally or in writing if a child moves on to another pre-school and their Learning Journey will be passed to their parents. We are able to discuss local schools from first-hand experience and have extensive contacts with them. Our Transition policy covers information sharing between us, parents and receiving schools. We encourage and facilitate visits to our pre-school from local Early Years staff to facilitate the “getting to know” process. For children with identified needs and/or an IEP, we will arrange/facilitate individual transition arrangements between their parents, the receiving school and other appropriate professionals. These arrangements will ensure that roles and responsibilities are clear, and contribute to promoting a good working partnership between parents or carers and the staff of the receiving school. It is also to agree whether or not an Inclusion Partnership Agreement (IPA) would be an effective strategy in responding to a child’s needs and to agree actions and responsibilities.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We strive to ensure that the needs of all children are met and our resources are designed to cover a wide range of needs/development. If a child has a specific need, we work with their parents and appropriate outside agencies to provide the best possible outcomes for that child. We can also apply for funding from the Local Education Authority (LEA) if certain criteria are met to provide additional resources.
- How is the decision made about what type and how much support my child/young person will receive?
The progress of each child is monitored by their key person using our Observation, Assessment and Planning system to ensure that they are making progress. The guidance to the Early Years Foundation Stage (EYFS) sets out Stepping Stones, which describe the stages through which children are likely to pass as they move to the achievement of Early Learning Goals in each area of learning. We use the Stepping Stones that lead to the Early Learning Goals to help us to trace each child's progress and to enable us to provide the right activities to help all of the children to achieve and progress. Your child’s key person will discuss any concerns she may have firstly with you as parents and then with our SENCo. A joint decision will be taken as to whether an IEP will be appropriate. If so, targets set will be SMART i.e. * Specific * Measurable * Assignable * Realistic * Time-related i.e. small achievable steps! The IEP will be discussed and reviewed with you and our SENCo on a regular basis to ensure that the targets are realistic and that they are being met.
- How are parents involved in the setting/school/college? How can I be involved?
We recognise parents as the first and most important educators of their children. All staff see themselves as partners with you in providing care and education for your child. We always welcome any part that parents wish to play in the day to day activities of our group and we encourage parents to: * Exchange knowledge about their children's needs, activities, interests and progress with the staff. * Share their own interests or areas of expertise with the children e.g. police officer, musical instrument etc. * Become a member of our Parent Forum. * Take part in events and informal discussions about the activities and curriculum provided by the group. * Join in community activities in which our group takes part. * Build friendships with other parents in our group. We welcome parents to drop in and see our group or to speak with the staff whenever they have the opportunity and they are welcome to “stay and play” at any time. We welcome and appreciate any and all input from parents– “News from home” notes, photographs etc. to add to your child’s Learning Journey. You can also support your child by encouraging them to bring something in to “show” relating to the theme/topic/their own experiences. We hold a Parent Forum termly and all parents are welcome. It is an opportunity to discuss matters of mutual interest/concern in an informal atmosphere. We also hold an annual Come & Play Morning where all family members are invited to come & share in some of our activities.