Timbers Nursery School
Who to contact
Where to go
Oakridge Hall for All
Forsythia Walk, Oakridge Village
- RG21 5RL
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets, Disabled parking
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 19/11/2019 Inspection (Early Years Register) Outstanding
- Has Provision
- Experience with
Social development impairment
- Caters for children with special needs.
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
Weekday All Day
- PECS, Makaton
- How will early years setting/school/college staff support my child/young person?
The Manager/Assistant Manager chooses the allocation of hours/sessions that best suit you and your child. Your child’s key worker will make continuous observations on your child and raise concerns with the SENCo where necessary. These initial concerns will be discussed with the parent and an observation and strategy book will be used to record additional information. The SENCo will liaise with external agencies/professionals such as Portage, Speech and Language, Thomas Outreach Programme (TOPS) and Educational Psychologists. The SENCo also works closely with Services for Young Children Area Inclusion Team which deal with any initial concerns. * “Visual Aids and constant support for home”
- How will the curriculum be matched to my child's/young person's needs?
Each child has an Individual education and care plan (IECP). This is taken from observations, and tracking discussions with parents. The target is then reviewed with the parents regularly and extended when required with parent input. Should your child need an Individual education plan (IEP) the SENCo will create one using the additional information gained from professionals. Visual aids are a vital part of nursery supporting the child through daily routines and transitions. The nursery’s planning involves the ‘child voice’ enabling child led activities. This supports your child as a unique individual and ensures exploration and investigation independently. Offering rich environments support good learning experiences.
- 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?
Parents will have regular meetings with Key workers every half term or more frequently should the need arise. The SENCo, key workers and parents review both the IEP’S and the IECP’S discussing any concerns that have arisen from the last tracking. We are continuously liaising with external professionals who advise and support us closely in the next stage of your child’s development. Timbers Nursery School has an extensive range of home learning support. The home links support a variety of targets from speech and language to size and shape. Parents are asked to complete a feedback sheet to let us know how their child did and this is recorded in their learning journey. We also have a selection of support bags which help both parents and children in sensitive areas such as bereavement, potty training and transition onto school. SEN children are documented using the strategy and development book which is where we can reflect and construct their next steps. * “Staff give good clear information and advice” * “Staff feedback regularly and feel supported with any issues”
- What support will there be for my child's/young person's overall well being?
All staff are DBS checked and regularly update safeguarding and first aid training. Senior staff are also fully trained in Epi-pen administration. Allergy and dietary needs are displayed in food areas and in all classrooms. We operate a nut free setting. All staff are aware of policies and procedures regarding child protection, medication, use of mobile phones and inclusion. We store all medication in accordance to our policy (i.e stored safely, documented administration). Medicine administrated is documented and signed at the end of the day by parents. Staff conduct a risk assessment prior to every session, this includes both the environment and resources. * “Staff seem to have a good understanding of my child” * “I feel I can talk to staff about anything to do with my son”
- What specialist services and expertise are available at or accessed by the setting/school/college?
All permanent staff are NVQ level 3 qualified in Early years childcare and education. Two senior members of staff are training in the foundation degree in early years (FdA Level 5). The settings manager has the foundation degree (level 5) and is training for a BA Hons in Early Years. The SENCo has attended regular training on various topics including behaviour management to speech and language. As a setting we are able to transfer our skills to meet children’s needs. The SENCo is also in regular contact with the Area inclusion team and other professionals where appropriate. * “Nursery have helped me build relationships with professional people”
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
All members of staff work closely with outside agencies attending courses and workshops where appropriate. Skills are cascaded to others and parents when required, through team meetings and workshops. Practitioner’s Continuous professional development (CPD) is assessed at supervision with assistant manager identifying areas which require updating. * “Staff offer good solutions and pass on knowledge to help us”
- How will my child/young person be included in activities outside this classroom including school trips?
>All trips and outings are within the local area. Ratios are adhered to and risk assessed. All trips are buggy/wheelchair accessible.
- How accessible is the setting/school/college environment?
The building is accessible for wheelchair and buggy use. Guidance and specialist knowledge would need to be sought to gain access to the garden environment should it be necessary. We cater for children with English as a second language (EAL). We provide inclusive care with the support of our parents who help with translation and written phrases. The Nursery provides inclusive resources and facilities for all children.
- 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?
During the initial consultation we complete a ‘Getting to know you and your child’ form. Completion of this will highlight any additional needs for your child that will support transition. Timbers provide stay and play sessions prior to starting at the nursery. The number and duration of these visits will be dependant on the individual child. Teachers from the receiving school visit the setting to introduce themselves to the children and discuss additional needs with the assistant manager. Timbers also receive forms from the feeder schools asking relevant questions and attend transition meetings where necessary.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All children have access to the three year old grant following the term after their third birthday. We also accept children in receipt of the two year old funding. Additional SEN funding can be claimed for children with special educational needs. The funding is allocated to enable the children to achieve their full potential with specialist equipment, resources, and aids to support development.
- How is the decision made about what type and how much support my child/young person will receive?
If your child already has a diagnosis prior to starting the nursery then a meeting will be held where all the relevant information will be discussed including your thoughts. This meeting will involve the SENCo, key worker and other professionals involved. This is known as a TAC meeting (Team around the child) Should the nursery or parents have any concerns once the child has started we will record our observation in our individual strategy and development plan books. This will be shared with you. This information along with the tracking, initial assessments, two year checks, and observations from staff and parents will be discussed with permission with an Area inclusion officer. The area INCo and/or SENCo will refer your child to the appropriate agencies. Your child will be monitored and supported throughout. The amount of support received will be dependent on your child’s level of need. * “Staff are supportive and give us good communication about my child’s need’s and next steps” * “Staff point us in the right direction”
- How are parents involved in the setting/school/college? How can I be involved?
Our all about me forms ask if any family members have any specialist areas or experiences in which they would like to share with the nursery. (i.e musical instruments, cooking) We then book a session in which you can come in to share the skills. The setting provides an open door policy where all parents/carers have the opportunity to discuss anything with their child’s key worker, SENCo or assistant manager. * “Always feel staff are friendly and approachable”