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Local Offer

The Hatchlings Nursery School

Offering services to:
  • Children 0-5

We aim to provide an all round nursery education for your child. This will prepare him / her for entry into primary education.

Who to contact

Contact Name
Chelsea Mccarthy
Telephone
01256 333113 01256 333113
E-mail
nursery@thehatchlings.co.uk
Website
www.thehatchlings.co.uk
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Where to go

Name
The Hatchlings Nursery School
Address
2 Anstey Close,
Kingsmill Road
Basingstoke
Postcode

RG21 3JG

View RG21 3JG on a map

Availability

Age Ranges
2
3
4
5

Local Offer

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?

We keep constant observations and assessments of the children from as soon as they start with us. We use a tracking system to help identify gaps in their development. We have a key carer system and a open door policy for any parents/carer who may have concerns about their child. We have trained SENCOs and all staff are aware of who their SENCO is. We have good relationships with outside agencies who we can call on for advice. We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) for children with special educational needs. We carry out the two year old progress checks to which parents are invited to discuss their child’s development with the key carer.

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

We designate a member of staff to be the SENCO and give their name to parents. We ensure that the provision for children with special educational needs is the responsibility of all members of staff. We ensure that our inclusive admission practise ensures equality of access opportunity.

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

We provide a broad, balanced and differentiated curriculum for all children with special educational needs. We ensure that children with special educational needs are appropriately involved at all stages at the graduated response, taking into account their levels of ability. We endeavour provide resources (human and financial) to implement our specials educational needs policy.

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 have our open door policy to allow parents/carers to come in whenever they need to, we work closely with the parents/carers and their children to promote a positive partnership. We ensure that parents are informed at all stages of the assessment, planning, provision and review of their child’s education. We have a system of home/nursery books that parents/carers and staff use. We use Record of Development and Achievement forms that staff and the parent/carer fill out together to establish where the child is at in their development and their next steps.

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

We have up to date policies for administering medicines and Behaviour which all staff read and sign on a regular basis. The key carer is responsible to the correct administration of medication to children to whom they are the key person, this includes ensuring that parent consent forms are completed and signed, medicines are stored correctly, labelled and according to procedures. A risk assessment is carried out for each child with medical conditions that require on going medication. Other medical or social care personnel may need to be involved in the risk assessment and parents will also contribute, they will be shown around the setting, understand the routines and activities and point out anything that may be a risk factor for their child. For some medical conditions key staff will need to have training and a basic understanding of the conditions as well of how the medication is to be administered correctly. Staff endeavour to attend any meetings held about the child and a health care plan is drawn up and reviewed every six months or more.

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

We designate a member of staff to be the SENCO who is trained appropriately and have years of experience in this role. We have systems in place to work with other agencies through the common assessment framework (CAF). Early Years Action Plus, statutory assessment and a statementing process. We use Outreach and Portage services to ensure support is given to our children, families and our staff. We endeavour to use a basic makaton system to support the children.

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

Staffs supporting children with SEND have SENCO training, transition training, Inclusion partnership Agreement (IPA) training, challenging behaviour training, speech and language training, in house basic makaton training, SEN conferences and we continue to attend SENCO support meetings. We also pass appropriate information to our staff during regular staff meetings.

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

>Children benefit from being taken out of the setting on trips to local parks or other suitable settings. Staff in our setting ensure that there are procedures to keep the children on outings, a risk assessment is always taken place being outings and our adult to child ratio is high. Parents are always asked to sign specific consent forms before major outings.

How accessible is the setting/school/college enviroment?

Both our settings have wheelchair access (ramps) although space is limited inside the nursery for wheelchair users. The setting at Worting Road has disabled toilet facilities. We work with EMTAS to support families with English as a second language if needed and provide information in clear, concise language, weather in spoken or written form, we provide information in as many ways as possible.

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?

We have a settling in policy, we allocate a key carer before the child starts this person is responsible for the induction of the family and settling in the child. The key carer will offer unconditional regard for the child and be non-judgemental. The key carer will work with the parents to deliver a personalised plan for the child’s well-being, care and learning. The key carer will have links with other professionals involved such as a childminder and share information appropriately. The setting will support a child moving to a new setting or school by using the EYFS assessment of development and learning the key carer will prepare a summary of achievements of the seven areas of learning and development. This record will refer to any additional language spoken by the child and his or her progress in both languages, it will also refer to any other additional needs that have been identify or addressed by the setting. It also refers to any special needs or disability and whether a CAF was raised or whether there is a Statement of Special Educational Needs, the record will contain a summary by the key carer and the views of the parent/carer of the child. The receiving school or setting will be given a record of concerns that were raised in the setting and what was done about them. When needed a Inclusion Partnership Agreement (IPA) meeting will be arranged with all parties or a more formal transitions meeting will be shared.

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

We apply for SEN funding using the correct forms and send to appropriate agency and use the funding on staffing to support the child or resources.

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

After initial visits from the Area Inclusion Officer, Outreach worker or portage worker who will help with the decision making process on the type of support the child will need. The child’s key carer will endeavour to work for a period of time on a one to one with the child, if funding is approved extra human resources will be employed to free up the child’s key carer to carry out IEPs which have been developed for the child.

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

We invite parents/carers in at all times, we also offer stay and play sessions and more structured family days. We send out monthly newsletters and have always had a open door policy. We have a ‘WOW tree’ to bring in important moments of their home life to share at nursery and parents are invited to share this with their child. Parents/carers are invited formally in for their childs 2 year old progress check discussion and for parent consultations before moving on to school.

Offering services to:
  • Children 0-5

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Last Updated: 19 May 2023

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