Little Crickets Nursery School
Who to contact
- 07766 146266
Where to go
The Sports Pavillion
- RG25 2PD
- Accessible changing, Secure environment, Wheelchair access, 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 08/05/2017 Inspection (Early Years Register) Outstanding
- Has Provision
- Experience with
- Caters for children with special needs.
- 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
- How will early years setting/school/college staff support my child/young person?
By working with you the Parents /Guardians, by implementing strategies of support within the school, or possibly employing outside therapeutic agencies. If it is established that your child will need or already has special education needs, then Little Crickets is well placed to offer support and strategies that will help your child’s continued development. Our two SENCO’s and your child’s Key Worker as well as our Manager would oversee and plan an education programme that would offer a framework of development appropriate for your child, monitor and chart progress, and provide ongoing evaluation whilst coordinating with you the parent or guardian. Your child will work in small groups, or on a one to one basis, as well as having opportunities to mix with the whole school throughout the morning. Opportunities will be made for reflection and reporting by all parties concerned, on a regular basis, which could be weekly or monthly depending on the needs. This would be reviewed regularly and any changes, such as increasing or decreasing reviews could be easily implemented. At Little Crickets Nursery School we have a high ratio of staff to children which promotes a climate of intimacy and means that your child is cared for by all staff as well as his/her Key Worker, and any changes, both positive and negative, can be monitored by many.
- How will the curriculum be matched to my child's/young person's needs?
Your child’s needs are vital and any programme of development will reflect your insights as well as input from our SENCOs. We would usually set out an Individual Education Plan (I.E.P.) for your child which would be followed by his/her key worker, in coordination with one of our SENCOs. Levels of attainment would be constantly reviewed and altered according to observations made, both verbally or written, as well as in consultation with you the parent/guardian. Learning Journals (which show daily activities your child may have been involved in) are available for your review, everyday, and we encourage you to comment in these. You may notice your child take a particular interest in a topic at school, and if so, we very much welcome your feedback, and this of course would influence our I.E.P. As well as I.E.Ps, we undertake regular Observation Charts, which are mini assessments of any activity available in a morning, carried out over no more than approximately 10 minutes, and by any member of staff. These are filed in your child’s personal folder and are always available for you to see should you wish to. We have regular Staff Meetings during which we may discuss any child of concern and review ongoing practices.
- 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?
You will have daily access to your child’s key worker at the start and end of each morning at school. Before every child comes to Little Crickets, we carry out a home visit, and we request that you complete a form with questions concerning your child, such as likes/dislikes. Your child may be very attached to a particular toy and should they wish to bring that with them to school, we would support this. A smooth transition from home to school is our priority. Key workers as well as our manager greet each child each morning and this gives Parents/Guardians an early opportunity to instigate a discussion should it be necessary. There is a private office always available if necessary. Each child is personally escorted to a parent /guardian at the end of school, to go home, and this allows the key worker to talk about anything of particular note. In addition to the above, an appointment can be made at any time for a private meeting, and we have a parents’ morning once a term, which may be with children, for an activity, or without children for a one to one chat about your child. Twice a year we send home a written report about your child, which includes information about the Early Years Foundation Stage stepping stones, and an explanatory leaflet about this is provided in our Starters’ Information Pack. Our SENCOs generally offer a week long opportunity or learning event in which they may cover a variety of subjects, such as ‘Learning Through Play’ or ‘Talking Matters’ once a year.
- What support will there be for my child's/young person's overall well being?
Our aim is to ensure your child receives the best possible care that will enable him/her to flourish during his/her time with us at Little Crickets. Each Key Worker has a First Aid Qualification from St John’s, and these are updated every 3 years. We have Policies on medicine administration available to see in our entrance hall, as well as policies on Health and Safety. Risk Assessments are carried out every day and are clearly accessible to parents. We also have a Behaviour Coordinator who has attended specific training, which is ongoing. We encourage good behaviour at all times, and we have visual displays of examples of the good behaviour we promote all around the school. We believe that children’s high self esteem is crucial to their well being, and we celebrate effort as well as achievement. Each member of staff has updated training in Safeguarding. Little Crickets support children with additional needs with a variety of appropriate resources, by using Emotion cards, as well as Visual Timetables and by working closely with key workers in small groups. Should your child’s behaviour need more support than his/her key worker can provide, then we can access outside support, through our contacts with the Area Inclusion Coordinator, following liaison with our SENCO, Behaviour Coordinator and parent/Guardian. We will follow any health care plans developed for your child, and we will inform you should we feel your child is not well enough to attend school.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Little Crickets Nursery School is set up to meet the needs of any child who requires extra support. We are able to bring together all professionals that may be required to provide your child with integrated support, which may include GPs, Clinical Psychologists, Paediatricians, Speech and Language Therapists, Occupational Therapists, Social Services, Portage and the Early Years Advisory Team. We have two qualified Special Education Needs Coordinators and a qualified Behaviour Coordinator on our staff.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
We have a high ratio of returning parents, nine fully qualified members of staff, a low turnover of staff, many years of experience and a happy working place. All of the above contribute to Little Crickets having a reputation for its inclusive and supportive atmosphere. Whilst the staff is long serving, we frequently and regularly attend training courses and refreshers. We are implementing a training programme for Makaton (which is a form of sign language) and we also use Cued Articulation to enrich our ability to support those children who may require extra Speech and Language skills. We can access the Ethnic Minority Achievement Service to assist us in supporting families with English as an additional language. Five members of staff have attained NVQ Level 3 in Childcare, Learning and Development and one member of staff has recently completed a foundation in Early Years Care and Education. She has now completed a Masters degree in childhood studies. . Another member of staff has Montessori training.
- How will my child/young person be included in activities outside this classroom including school trips?
>We are fortunate that Little Crickets Nursery School is set within expansive grounds that provide a safe haven for all pupils. Our building is part of a Sports Pavilion and this is within a park setting which has bespoke climbing frames for the schools use. We can make use of a large field as well as the perimeter walk ways which are shingled and all on one level. Risk assessments are made daily by the staff, and we have First Aid equipment ready to hand should it be required. Outdoor learning takes place regularly, and we have a suggestion box in our entrance hall for parents/guardians to use should they wish. We have had a variety of outside visitors such as a mobile farm, and a clown and all children would be inclusive in these sessions. We welcome and encourage parental involvement on these occasions.
- How accessible is the setting/school/college environment?
The school building is all on one level, as are the school grounds, and access is wheelchair and buggy friendly. We have three infant toilets and we also have access to a disabled toilet in the main sports pavilion. The main school room and entrance were built in the last five years in consultation with our school manager. We have excellent light levels here to aid visual impairment, and the building is well insulated. We have wide doors throughout the building. It is also possible to make use of a private office where we hold small meetings or one to one meetings.
- 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?
Making the transition from home to nursery and then nursery to ‘big school’ is crucial to your child’s social and emotional development. An initial visit is made to observe the school morning. Follow up visits can be arranged and we offer you the name and contact details of a parent representative for you to contact if you wish. After a home visit, you will be given an information pack on what to expect at Little Crickets and how we plan our mornings with the children. In conjunction with you, we assess your child’s potential needs, ensuring a smooth transition from home to school, and provide a questionnaire for you to inform us of your child’s likes/dislikes and habits. Together we can then establish a framework for your child’s needs at school. To prepare your child for transition to a new school, we arrange a visit from the receiving teacher and your child will make at least one visit to the new school. We use photographs of the forwarding school, some children choose to practice wearing a new uniform, we offer a series of longer days and include packed lunches and lots of conversation about the next change. Children who have received extra support at our school may require an Inclusion Partnership Agreement (I.P.E.) and any outside therapists or health managers involved with your child would be included in meetings with staff from both schools in order to provide information to a new school on the continuing needs for your child.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
Allocation of funds to assist your child’s development can be made in consultation with Parents/Guardians and any professional bodies already involved in your child’s education. We receive statutory funding to cover 15 hours of education per week, for every child over three years old. Application for further funding could be made depending on your child’s needs. In place already are visual timetables, emotion cards, a Quiet Corner, a Book Corner, plenty of interesting and stimulating toys, games, sounds, and all kinds of resources for outside learning and play.
- How is the decision made about what type and how much support my child/young person will receive?
We listen, watch, talk, assess, and listen some more... Ongoing reviews about children’s academic progress are carried out regularly, and measured against the national/age expected levels. This allows us to make decisions, in conjunction with key workers and parent carers, on the variety and extent of extra support should it be required. This would initially begin with an informal Learning Support programme, drawn up by our SENCOs and key workers, and is regularly reviewed. It may then be thought necessary to introduce an Individual Education Plan, and in consultation with Parent/Guardian, we would set small targets to be attained. This plan is available to all staff involved in the care of your child to ensure full support is given and is also available for Parent/Guardian to see and comment on. It would be reviewed to assess progress and joint decisions made as to any further actions required. In our experience targets set for attainment would be SMART, i.e., Specific, Measurable, Achievable, Relevant, and Time-bound. In other words, realistic targets for your child and ones that allow you to enhance at home, so that we have a partnership of learning to help your child.
- How are parents involved in the setting/school/college? How can I be involved?
We take an holistic view of every child in our setting, and that includes you... From the outset you are involved in the welfare of your child whilst he/she is in our care. Home visits along with the Introductory Questionnaire enable us to gather a snapshot of your child, and we then invite you both to attend an introductory morning together. Parents are welcome to stay as long as necessary until you and we feel your child is settled and ready to be left. Each term we invite either Mothers or Fathers or Guardians to attend one session together with your child and this may be for a special occasion such as Easter Festivities, or simply a time to come in and make something. At least once a year we get involved in Charity Days when all adults are involved as well as children. Feedback questionnaires are sent out each year. We have a website which contains information and photos of activities, news and term time themes. We have a daily bulletin board in the entrance hall for information sharing, and we use this to describe our morning so that parents can see what we have been up to that day. Little Crickets has an open door policy in which we encourage and enjoy your visits to school, along with siblings too. We are proud of all the children’s work, just as they are, and we enjoy showing you their achievements.