Slough Centre Nursery School
The nursery school has places for 163 children attending three hour sessions per day. Children spend the majority of their nursery session playing and actively learning through a variety of self-chosen activities. Toys and equipment are set up in a range of defined areas that are accessible for the children. Adults also enhance areas with special interest items and experiences. . We also offer 30 hours 9.30-3.30pm Monday to Friday. Breakfast club, tea club, full time, funded 2 year olds and paying 2 year old places. Please contact the nursery office on 01753 521975 for more information.
Breakfast club - 8am-8.30am - £4 per day
30 hours - 9.30am to 3.30pm
Full time - 8.30am to 3.30pm, Monday to Friday - £160 per week
Tea club - 3.30pm to 4pm -£4 per day
Who to contact
Where to go
- Slough Centre Nursery School
Buckingham Avenue East
- SL1 3EA
Close to local bus service
- Table of costs
Table of costs Amount Cost Type £4.00 (half hour tea club 3.30-4pm) Before School Contact provider Full time places £4 After School
- 15 hours free entitlement Breakfast club 8am-8.30am £4 per day30 hours 9.30am to 3.30pmFull time 8.30am to 3.30pm, Monday to Friday £160 per weekTea club 3.30pm to 4pm £4 per day
- Has Provision
- Disabled toilets & ramp
- Has Provision
- Experience with
Social development impairment
Severe dietary needs
Trained to use an EPI Pen
- Has Provision
- Experience with
- Has Provision
- Experience with
- Immediate vacancies
- Please contact the nursery
- Date updated
- 3 & 4 year old funding
- 2 year old funding
30 Hours Extended Entitlement
- Intending to provide 30 hours entitlement
- Registered to provide 30 hours entitlement
- 30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)
- 9.30am-3.30pm. There will be a charge for additional hours.
Tax Free Childcare
- Signed up for tax free childcare?
Opening Times & Facilities
Mornings (9am -12pm)
Contact provider for details
Afternoon (12 -3pm)
- Offers pickups
See website http://www.sloughcentrenursery.co.uk/
- Contact Name
- Mrs Zoe Keating
- Contact Telephone
- 01753 521975
- Contact Email
- Local Offer Age Bands
- Early Years (0-4 years)
Extended Local Offer Response
Special Educational Needs Policy.
- This policy should be read in conjunction with the Behaviour & Rewards, Complaints, Equal Opportunities, Health & Safety, Restraint, Safeguarding, & Whistle-blowing policies.
- We aim to provide a safe, healthy environment where all children can enjoy, achieve & make a positive contribution.
- At Slough Centre Nursery school we aim to provide a broad, balanced & relevant curriculum to all children, regardless of their ability or special educational needs (SEN), within the Early Years Foundation Stage curriculum.
- We aim to ensure the admission of pupils with SEN is handled positively & sensitively. We recognise that in some cases additional support & advice may be necessary to ensure the child’s needs are met adequately. We aim to make all children & their parents & carers feel welcome.
- We aim to identify children with SEN as early as possible.
- We aim to keep parents fully informed & involved in the assessment of & planning for their child’s needs.
- We aim to ensure appropriate assessment & support arrangements are in place, both within the nursery & by external agencies, to ensure the child’s needs are properly addressed.
- We aim to ensure all school development & policies take account of inclusive principles.
- We aim to foster a climate that supports flexible & creative responses to individual needs.
- We recognise that inclusion is the responsibility of ALL staff.
- We aim to provide a system which ensures that all staff are aware of the procedures by which children are identified & support is provided.
- We aim to give all staff access to suitable professional development to support inclusive practice.
- We aim to work collaboratively with the LA & other agencies to identify existing barriers to inclusion & consider how these can be overcome.
- We aim to use the Common Assessment Framework (CAF) as appropriate, to ensure information is shared with the team around the child.
What are special educational needs?
Children have special educational needs if they have a learning difficulty, which calls for special educational provision to be made for them.
Children have a learning difficulty if they:
- have a significantly greater difficulty in learning than the majority of children the same age: or
- have a disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age.
Special educational provision is additional to, or different from, the educational provision made generally for children of the same age.
The Special Educational Needs Co-ordinator.(SENCo)
The SENCo at Slough Centre Nursery School is Zoe Keating.
- Overseeing the day to day operation of the SEN policy.
- Ensure that the nursery has due regard to the DfEE Code of Practice (2001)
- Liaise with & advise staff about their concerns.
- Ensure all staff are aware of the details of the policy.
- Contribute to INSET training & development of staff.
- Liaise with support staff, including those assigned to children with a statement of special educational need.
- Liaise with parents of children with SEN.
- Liaise with outside support agencies.
- Liaise with the headteacher/deputy headteacher regarding children with SEN.
- Liaise with the Teacher in Charge of the Resource Unit
- Work with keyworkers, support staff, parents & outside agencies to write individual education plans (IEPs) on a termly basis, or more frequently if necessary.
- Co-ordinate provision for pupils at early action & early action plus & those with statements.
- Keep a list of children with SEN.
- Ensure all records are kept up to date.
- Submit applications for statutory assessments as necessary.
- Organise annual reviews for children with a statement of SEN.
- Write reports as necessary.
- Attend training & conferences as necessary.
- Read publications relating to the role & summarise important points to the headteacher & staff.
- Work alongside rainbow group staff on a weekly basis.
- Monitor the planning of provision for children with SEN.
- Initiate or contribute to Common Assessment Forms (CAF) for individual children as necessary.
- Monitor the results of parent questionnaires.
- Liaise with the governor with responsibility for SEN.
- Make transition arrangements for children with SEN.
- Attend transition meetings for children entering or leaving the nursery.
At our nursery we closely follow the guiding principles of the Early Years Foundation Stage. We believe that each child is unique and is a capable learner. We understand that children will learn in different ways and develop at different times. A key component in providing successful support is working in partnership, fostering positive relationships with children and parents so knowledge is acquired and shared appropriately. Staff are adaptable and responsive to the individual needs of a child and use their knowledge and experience to assist them in delivering the best support possible. They work hard to ensure the environment is enabling for every child, appropriately resourced with engaging and challenging activities to suit different learning styles, ability levels and interests. We operate a key worker system for monitoring development of individual children and working with their parents.
Information is gathered, shared and used in a variety of ways to support children and may include:
- Children and parents participating in our rising threes group.
- Meeting parents and children on a home visit.
- Baseline assessments during a child’s first half termshow what they know, understand and can do.
- Making observations about children’s characteristics of learning, development and interests from interactions in nursery.
- Regular discussions with parents.
- Sharing the child’s ‘All About Me’ book with them and their parentson a regular basis.
- Using assessment information to monitor progress, attainment and identify next steps in learning for groups of children and individuals.
- Planning tailored to groups and individuals based on the needs and interests of the children, which is carefully evaluated.
We are committed to the early identification of special educational needs and we adopt a graduated approach, in line with the SEN Code of Practice.
Concerns about a child’s needs, progress or attainment may be raised in different ways. Key workers meet with parents on a regular basis and develop a close relationship. Often concerns are raised and explored during these discussions together. Sometimes concerns may be raised by other agencies supporting a child or by staff working in the school. Staff use assessment data to identify children who are at risk of under achieving and any specific aspects of learning that are causing concern. Once a concern is raised it is shared so the parents, staff working with the child and the Special Educational Needs Coordinator (SENCo) are all aware and can work in partnership to plan how to most effectively support the child, monitor and review their progress. This may include discussions, consultations and meetings with the key worker, class teacher and SENCo. Following this, the concerns and subsequent plans to address them are disseminated with all concerned verbally and with a written record (e.g. parent consultation, cause for concern or IEP).
The SENCo will maintain an overview of progress, work with practitioners to check provision is relevant and appropriate and will organise and assist with regular reviews. When progress is re-evaluated and a concern still remains then a joint decision may be made to utilise other support available within the school or to seek advice and/or support from other agencies within the local authority (e.g. educational psychologist, speech and language therapist, specialist teacher of the visually or hearing impaired, autism outreach service, physiotherapist or occupational therapist). The needs, targets, support strategies and provision are always carefully planned and tailored to each child (e.g. through the use of Individual Education Plans or IEPs). We recognise that parents and children themselves hold key information and have a critical role to play in making plans, deciding targets and reviewing progress. The key worker will always liaise closely with parents to ensure we are working in partnership.
We also aim to give children the opportunity to follow their interests, make their own choices and to express their views as far as they are able. Children are assisted with and encouraged to express their views by adding comments or pictures to their ‘All About Me’ record books. Staff supplement this by observing and interacting with the children, identifying their current motivators and triggers and using this information to inform planning.
The planning and reviewing process may include:
- Discussions and consultations with parents concerning progress and next steps.
- Key worker seeking child’s views as their contribution.
- Assessment data monitored by class teacher and SENCo to help ensure appropriate planning and provision.
- An open door policy allowing parents to discuss issues as and when the need arises in order to support the child fully.
- Regular reviews of plans and targets made (usually termly).
- Meeting with the SENCo to jointly agree targets, strategies and future provision.
- Children with a statement/Education & Health Care Plan (EHCP) will have a formal review (6 monthly) in addition to the above. Parents contribute and take part in the review and receive copies of all relevant paperwork.
- SENCo sharing knowledge and signposting parents to other information and support services as appropriate.
The categories of SEN set out in the Draft SEN Code of Practice (2014) are:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical.
Our SENCo, who is also an experienced teacher, plans and delivers specifically tailored small group and individual work supported by other staff in the school. The SENCo also monitors and provides guidance to staff working with pupils within the classroom to ensure provision is well tuned and suited to the individual needs of the children. Support offered to children will vary and be dependent on the needs of the current cohort and individuals within the nursery and may include as appropriate:
- Teachers have high expectations for all children.
- Teaching is based on building on what children already know, can do and can understand.
- Planning by staff experienced and skilled at adapting and modifying activities and provision to suit the needs of different children ensuring progress and success for all.
- Learning opportunities delivered by staff who are sensitive and responsive to the changing needs and interests of children and to a range of learning styles.
- Access to and guidance on introducing a wide range of supportive strategies (e.g. visual timetables, PECS, ABC behaviour chart, total communication, ‘I talk’) in the classroom.
- Learning support staff effectively deployed to support children’s learning.
- Additional adult support during continuous provision and during group times.
- Individual targets that are specific, measureable and achievable.
- Adapted resources.
- Specific small group support work (e.g. speech and language programme delivery, PALS (Playing and Learning to Socialise).
- Specific one-to-one support work (e.g. See and Learn programme).
- Use of a wide range of sensory equipment and sensory room.
- Use of ICT (e.g. interactive whiteboard).
In addition to the support and provision made in the mainstream nursery, the nursery is resourced to take up to 6 children in the Resource Unit (RU). All of these children have a diagnosis of autism & may have complex needs which might include language, social interaction, physical, sensory or medical needs. Children from the RU receive a high level of small group & individual support in their own classroom base. They also join their mainstream peers in free-flow play every day, with adult support, and they join adult-led learning groups with the mainstream children, as appropriate.
To enhance our curriculum we have regular trips in small groups to Burnham Beeches. Children have the freedom to explore using their senses, learn and develop in a natural environment which encourages enriching vocabulary, confidence and creativity. We also encourage visits into the nursery and these have included Zoolab, and a mobile farm. All activities are planned around the children’s individual needs and abilities and will vary accordingly. Risk assessments are carried out beforehand to ensure it is accessible for all to access and additional supportive measures are put in place prior to and during a visit as and when needed.
Personal, social and emotional development is a prime area in the Early Years Foundation Stage. We fully recognise it’s importance as a fundamental building block to engagement and well being at nursery and to future learning success. All children in the nursery are encouraged to respect others, and there is a particular emphasis on sharing and turn-taking activities throughout the nursery and particularly in the resource unit.
Meeting these needs may include:
- Key workers develop close, secure relationships with children and parents.
- Class teacher who monitors progress, attainment and next steps in learning. Then plans tailored provision to meet those needs and carefully evaluates it’s impact.
- Staff with experience and particular understanding of social, emotional and behavioural difficulties.
- Whole school circle time programme
- Additional targeted small group (e.g. PALS)
- Access to family link worker
- Access to local outside agencies (e.g. behaviour support service, educational psychology service)
- Special transition planning arrangements for vulnerable children
- Positive Handling techniques (We use positive behaviour strategies throughout the nursery and have individual positive handling plans in place for SEN children in the resource unit who have very challenging behaviour).
Staff have a wide range of experience and have undertaken training in many different areas. This monitored by the SENCo and headteacher who organises staff to utilise expertise, support other colleagues and to best meet the needs of the children in the school. Areas of particular knowledge or experience are:
- SENCo who is an experienced teacher and holds the national qualification for SENCo’s.
- Autistic spectrum disorders (including visual aids and PECs)
- Sensory and physical difficulties (including visual and hearing impairment)
- Medical conditions
- Learning difficulties (including ‘see and learn’ programme)
- Speech, language and communication difficulties
- Social, emotional and behavioural difficulties
- Total Communication approaches (e.g. Makaton)
Team Teach strategies
We recognise the importance of making a smooth transition to nursery & from nursery to primary school and actively work with children, parents and other schools to do this. We ensure that concerns are listened to and addressed, appropriate support is given and that information is shared so that supportive strategies can be continued and appropriate provision and planning made when the child begins at their new school. This may include:
- Discussions with parents
- Discussions with children
- Using key worker and parental observations of the child
- Supportive strategies and tangible aids for the child (e.g. photo book)
- Sharing information with the receiving school
- Transition planning meeting with all involved
- Seeking advice from other supportive agencies
- School staff visiting the child in the nursery
- Additional visits to the receiving school
- Supportive advice for parents
- Last Updated
This information has been collected from third party providers therefore the Slough Family Information Service website and Slough Borough Council cannot accept responsibility for the accuracy of this information and recommends that parents, carers, young people, residents and professionals check with providers regarding DBS (Disclosure & Barring Service) and OFSTED registrations and CQC registrations