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Catherington Nursery

Pre-School Playgroup

Coronavirus status: OPEN

Who to contact

Catherington Nursery

Where to go

Catherington Lane
Accessible changing, Secure environment, Wheelchair access, 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
Term Times
Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 08:30 15:00
Tuesday 08:30 15:00
Wednesday 08:30 15:00
Thursday 08:30 15:00
Friday 08:30 15:00
Sleeping Area

Ofsted Information

Ofsted Inspection Report
Link to latest ofsted inspection report 
Inspection history
Latest Inspection
Inspection DateInspection typeInspection Outcome
20/11/2015Inspection (Early Years Register)Outstanding

Inclusion Information

Special Needs

Has Provision
Experience with
Physical impairment
Visual impairment
Hearing Difficulties
Caters for children with special needs.



Age group - 2-4: 4.25 per hour


Age Ranges
0 to 5 years

Time / Date Details

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

Local Offer

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

The SENCo, in consultation with the Key Person and the parent/carers, will draw up an Individual Education Plan (IEP) for the child using advice/guidance from outside agencies, if they are already working with the child. The IEP highlights the strengths/interests of the child; details target areas identified for development and activities to develop the child’s skills. A realistic target date is set for each task but may be ongoing when necessary. A SENCo and/or the Key Person will work with the child for a period during each session, on a one-to-one basis or in a small group if appropriate, to assess and record progress. To achieve continuity of care, parents may be given a copy of the target activities, to practise at home, together with any advice/guidance needed. If the expected IEP targets are not being achieved and there are further concerns, after collecting evidence via observations and discussions with other staff members, the parents will be informed and the next steps discussed and planned. The next steps for children who are not already involved with early years specialists would be to contact the Area Inclusion Officer for advice/guidance and thereafter, support from other early years professionals from outside agencies. IEP targets would also be checked to ensure they are not too challenging and would be adjusted or the target date extended to allow more time. A SENCo will work/liaise with professionals from outside agencies for children that have already been identified as having special educational needs or disabilities.

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

Staff form good relationships with their key children and therefore, get to know their interests, strengths and any areas of weakness to be focused on. The child’s Key Person will carry out regular observations and assessments during everyday play and activities, to establish what motivates the child to learn and to monitor their progress. Findings are recorded in their online Learning Journey. Gaps in development are then identified from individual tracking across all seven areas of the Early Years Foundation Curriculum, in relation to the age/stage appropriate levels in each area. Using these strategies allows staff to highlight areas of development that need to be worked on and these are then used at the termly planning meetings to help build the curriculum and activities around, enabling us to plan and support the child’s individual needs. In addition to this, the setting’s SENCo and the Behaviour Coordinator (BeCo) if necessary, will provide guidance and support to the child’s Key Person and other members of staff regarding suitable activities to help work on an individual child’s development in line with those targets detailed on their IEP, if they have one, or the next steps from their online developmental assessment records. Consideration is given on a daily basis to the children coming in and the choice, layout and set-up of toys and equipment is adapted if necessary to ensure inclusion for all children.

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?

Staff are available during drop-off, pick-up and during the session to discuss concerns regarding a child’s progress or ways to support them at home. Online Learning Journeys containing observations; pictures, short video clips and developmental assessments, are the main way parents/carers will know how their child is doing. The 2-3 year old check is used as an initial assess of each child’s development and to begin the process of monitoring and adapting targets to grow their development. The outcomes of these assessments can be discussed and may provide the opportunity to discuss ways of supporting the child’s development at home. The online tracking process highlights areas that need to be focused on for the individual child and informs planning the child’s next steps. IEP reviews with parents also provide opportunities to find out how well their child is doing and to ask for advice/guidance for home learning support. Information on what is going on, or is up and coming in the setting can be accessed from: our termly newsletter; via our facebook page; the noticeboard; from handouts and on [http://www. our website] Our children’s Working Wall displays children’s work, photos and brief descriptions of activities that have taken place in the setting. We offer the opportunity for parents to be helpers during a session. This provides the chance for them to see first-hand, the daily running of the setting and the experiences of their child. Information on how learning is planned is given during pre-visits.

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

All staff are responsible for the physical safety and emotional well-being of the children. We work in partnership with the Area Inclusion Services, families and outside agencies to ensure children get the support they require. We have policies to support behaviour; special educational needs/disabilities; inclusion; bullying and child protection. All staff are cleared through the Criminal Records Bureau. No temporary staff/helper may accompany any child to the toilet Mobile phones are forbidden in the hall or toilets with the children. The entrance/exit is manned during drop-off and pick up and locked at all other times. We operate a password procedure. There is a trained First Aider at every session. Some medications can be administered following signed parental consent. All medicines are stored securely. Allergy and dietary information is displayed on the setting’s noticeboard to inform staff. Rules for safety, good health/hygiene and expected behaviours are run through daily during register time. Behaviour plans; IEPs; time-out and reward charts are employed when required. The hall, garden and equipment are checked daily for safety. Fire Drills that ensure inclusion of all children, are carried out regularly. We provide a variety of equipment and activities to enable the children to ‘learn through play.’ Provision is made for children’s self-choice to allow them to grow, develop and learn at their own pace, in their own way. Children are supported to learn/play independently, while being kept safe at all times. Parents may request that their child be excluded from photos and videos.

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

Catherington Nursery tailors their access of specialist services to suit the level of the individual child’s needs. We call upon the advice and support of the Area Inclusion Services; Occupational Therapists; Speech and Language Therapists; Portage; Educational Psychologists and Specialist Teacher Advisors to assist with the care and development of children who need specialist help. English as a second language is catered for by the Ethnic Minorities and Travellers Achievement Service (EMTAS) who help with translation of information for parents. All managers and deputy managers have Paediatric First Aid training and child safeguarding training. The SENCo will work with outside agencies to learn any specific skills required to support those children that need it and in addition will pass on these skills if necessary, to other staff members.

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

The SENCo is qualified up to level 4 NVQ Early Years Care and Education and has also taken the following courses/sessions: SENCO induction training SENCo Induction Plus training Positive Interaction Project (a programme to develop interaction skills to support speech, language and behaviour in the Early Years). Autism awareness Makaton taster session/Introduction to Makaton Safeguarding Children training St. John Ambulance Paediatric First Aid training. (Makaton is a language programme designed to provide a means of communication through signing, to help children understand; to be understood and be included. This signing is always backed up by spoken language). The assistant SENCo is qualified to level 3 NVQ Early Years Care and Education and has also taken the following course: SENCo Induction training. St. John Ambulance Paediatric First Aid training.

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

>All trips out of the direct vicinity of the setting, if and when they are held, are organised and run totally independently by the parents and carers of the pre-school children. There is a ramp out of our building and access via a gate into our garden and play area. In good weather we have use of the facilities on the playing field of Catherington Infant School. We have direct access to the field via a gate in our garden. There is also a wheelchair ramp from the adjoining gate, down on to the school field. For short outings in the close vicinity of the setting, any necessary equipment and/or medication, together with a mobile phone (the number of which is given to all parents as our contact number) are taken. Parental consent is sought before taking any child outside of the setting. Parents have the right to decline the outing for their child if they see fit. The purpose of the outing and the expected behaviours are explained to the children in advance and reassurance is given to any child who needs it, so they can enjoy the experience and be included. One-to-one help for SEND children would be given during these outings, whenever possible. However, on occasions when the staff to child ratios do not provide for this, extra staff or the child's parent/carer may be called in to help or the outing would not go ahead for health and safety reasons.

How accessible is the setting/school/college environment?

The hall is wheelchair and buggy accessible and there is provision for disabled parking. A gate provides access to our garden/play area. The play area has soft rubberised flooring and access to an area that is undercover. The garden is laid to lawn, most of which is flat. The whole area is fenced in and has two secure gates that cannot be opened by small children. The hall has a disabled toilet and nappy changing facility and there is also a handrail fixed directly next to our infant height toilet. The hall is large and bright but all children may not tolerate noise levels when we have our full compliment of children. The foyer area can be used for more quiet 1:1 time or small group work but is not always ideal. We have no specialist equipment and expert guidance would be needed to decide what would be required to support a child’s particular needs. Our premises are a community hall also used by the public, therefore, permission would be required from the hall committee before any adaptations could be considered to accommodate the specific needs of a child with special needs. In the hall we have a photographic time line showing the basic routine schedule of our sessions, for children that need help and reassurance with what is happening next and throughout the day. We have toys and books that represent other cultures and people with disabilities to help our children learn about, understand, accept and value the differences.

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?

Parents and children are invited to a pre-visit, giving them the opportunity to ask questions and familiarise themselves with the setting, the staff and children. Parents will be asked about their child's likes; dislikes; interests; special needs/requirements, etc. This information is used to help make their start a positive experience. A child moving to another setting can take a printout of their personal online Learning Journey, together with copies of any IEPs and Behavioural records. With parental consent the child’s Key Person and/or the SENCo would be available to discuss and share any information that may benefit the child in their new setting. Children transitioning to school will receive a visit in the setting from their new school teacher. This is arranged by the school in liaison with the setting. For children who require extra support to access their chosen main stream school, an Inclusion Partnership Agreement (IPA) is set up between the pre-school; the parents; the feeder school and if necessary, any member of outside agencies already involved with the child, to share information; discuss and plan for the best possible transition to school for the child. This team of professionals is known as the TAC – the 'Team Around the Child.' A final developmental progress review, signed by the parent will be sent to the school prior to the child starting in the new school year. During the final weeks at pre-school there will be activities; stories and circle times on the topic of going to school.

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

An application for additional funding can be made for children with special educational needs or disabilities. If the application is successful the funding will either be allocated for the child to receive some specific one-to-one time with the SENCo during their sessions (the funding paying for an additional member of staff to come in to cover 'child to staff ratios' while the SenCo is engaged in a one-to-one situation, perhaps in a different part of the hall) and/or specialist equipment or toys to aid with their development. The decision on how best to allocate funding will be made in consultation with the SENCo, the Key Person; the child’s parents and any other outside agencies that are working to support the child.

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

Where a child starts at the pre-school with a diagnosis and specialists already involved, a meeting prior to the child’s start date including parents; specialists; the SENCo and appointed Key Person would be held in order to establish the type and amount of support required and if the facilities at the setting are suited to the needs of the child. Every child will have a 2-3 year check carried out in the first term or before they turn three. If the parents raise concerns before this check is carried out or problems are identified as a result of the check, then a meeting with the parents, the SENCo and the Key Person would be held to agree on the best course of action to support the child. The decision as to whether a child will require additional support and how much they may need, will initially be made following observations made by the SENCo, with input from the Key Person and other staff members who have interaction with the child. Once all evidence has been collated, the SENCo would talk to the child’s parent/carer for their input and agreement to go ahead. An IEP will be written up by the SENCo and will be agreed with and signed by the parents, who are free to give their input for inclusion if practicable. The success of this will be reviewed on a half termly basis and added to or adjusted as required.

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

Parents are involved at every step of their child’s development via interaction with staff day-to-day; via progress reviews for IEPS/Behavioural records and the online Learning Journey, to which they can add their comments and views. The pre-school operate a parent helper list that invites parents/carers to choose a session (once their child has settled well in to the setting) to come in and either sit and observe the session or join in playing with their child. We encourage parents to come in to the setting who have particular talents, skills or jobs that would be of educational interest to the children; e.g. parents who are in the emergency services. We have also had parents from Japanese and Indian origin, come in to share aspects of their culture/beliefs with the children, including crafts; traditional clothing and food tasting. We hold a number of raffles throughout the year to raise funds for the pre-school and always welcome parents to organise prizes and run the raffles, which are held at Easter, at the children’s Christmas party and the end of school year presentation, “Teddy Bear’s picnic”. We have good relationships with our parents and welcome assistance and input in many different areas of the setting, e.g. I.T; equipment/toy building and play area maintenance. Parents can fill out a questionnaire on [ our website], under the section ‘Forms’, that gives the chance amongst other things, to leave suggestions for any changes to the setting they would like to see.

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