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Lea Nursery School

Lea Nursery School has been judged to be outstanding  by OFSTED four times in a row. We provide free education and care for 2-3 year olds and 3-4 year olds. These places are for 15 hours per week during term time only. We have flexible provision and have integrated provision for children with special educational needs and disabilities.

Lea Nursery School's offer provides detailed information of the provision for children with Special Educational Needs and Disabilities SEND.

Who to contact

Name
Miss Nikki Cary
Position
Deputy Headteacher / SENCO
Telephone
01753 536492
Email
post@lea-nursery.slough.sch.uk

Where to go

Name
Lea Nursery School
Address
Wexham Road
Slough
Berkshire
Postcode
SL2 5JW
Notes

Located on the same site as the Wexham Road Children Centre

Other Details

Costs

Details
15 hours per week are free for all 3-4 year olds. We also admit 2 year olds who qualify for the free entitlement for 2 year olds.  Additional hours for 3-4 year olds are charged at £4 per hour.

Availability

Other notes

We have an established outstanding team who receive regular professional development which enables them to support children with additional needs.

Local Offer

Contact Name
Lea Nursery School
Contact Telephone
01753 536492
Contact Email
post@lea-nursery.slough.sch.uk

Extended Local Offer Response


Special Educational Needs Policy

Please click on policy attached to view.

Teaching and Learning

Lea Nursery is an outstanding local authority Nursery in the Wexham area of Slough with 130 pupils on roll. It is a modern purpose built building which has been designed to give easy access for wheel chairs. There is a fully equipped medical room. 

The aims of our school can be found on our web site. At Lea Nursery School your child can enjoy and achieve through a rich variety of learning experiences. 

Before children start at Lea Nursery School, Parents are invited to attend a meeting at the nursery with their child’s allocated Key Worker and there is also a home visit which enables information to be shared. Parents views are valued and their contribution forms part of our on entry assessment. 

At Lea Nursery School all staff use observations of children as part of the assessment process. Staff have been trained to identify social and emotional barriers to learning and put in place strategies to help overcome these. Children are also assessed on their involvement levels in their learning.  These are used to plan the next steps in a child’s learning journey, addressing the seven areas of learning in the Early Years Outcomes document. Key Worker’s have in depth knowledge of children in their group and they plan and teach using differentiated approaches to reduce barriers for children who have additional needs. Different resources and equipment may be used. Children may benefit from the use of a visual timetable and visual aids to accelerate their learning. 

Children’s individual progress is tracked regularly which helps to identify areas where a child is making progress or where they need additional support. Record of Achievement folders focus on children’s learning and they are shared with the children during nursery activities and with their parents at regular review meetings. There is additional planning for children who have more complex needs.  

 

Most children’s needs will be met using a range of strategies and support however where there is evidence over a period of time, that this is not the case an Education, Health and Care plan may be used.

 

Identifying and Assessing Special Educational Needs

There are four areas of Special Educational needs in the SEN code (September 2014). 

  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory and /or physical needs 

Prior to starting Nursery, when Special Educational needs have already been identified, the SENCO will liaise with agencies who have been involved with the child and their family. Information is used to form an individual plan with targets for the child. 

When a parent has expressed concerns about their child’s learning and development, staff will inform the SENCO and a monitoring period will be used to observe and assess the child. The Key Worker and the SENCO will meet with the parent following this period to discuss the next steps to take. An individual plan may be shared with parents if it is needed. 

Surgeries with the Educational Psychologist can be arranged to give Key Workers advice on SEND children and how to plan and set effective targets to help close the gap in their development. 

Lea Nursery School adheres to the 2014 SEND Code of Practice which highlights the importance of assessment, planning, doing and reviewing, in the learning process of children who have additional needs. 

Looked After children receive additional Emotional and Social support. The SENCO liaises with the appropriate authorities and a plan is followed to ensure any barriers to learning are overcome.

Involving Parents and Children and Young People in Planning and Reviewing Progress

Parents are involved in setting targets and reviewing them with the Key Worker and the SENCO. For children with more complex needs additional professionals may be present at these meetings. Advice may be sought, (with parents permission), from outside agencies, for example, speech and language therapists and the school’s Educational psychologist. Lea Nursery School is able to seek advice from a wide range of agencies and works successfully with them, for example, The Sensory Consortium. 

Following advice from professionals and regular review meetings with parents, children will have individual targets set. 

For children who have significant difficulties, the school will take advice as to whether a formal statutory process should be followed.  

Where there is an Education, Health and Care Plan, all professionals involved with the child, will make decisions about provision and hold review meetings every six months. Parents are invited and contribute to the process. 

To assess and to encourage our young pupils to indicate how they feel about their learning we use photographs, smiley face cards and a range of different resources that are age appropriate.

Additional Support

In addition to high quality teaching and according to the needs of children, individual and small group interventions are used. Speech and Language groups work toward targets that help children to access the curriculum. Parent’s workshops give further advice about supporting their child’s language at home. 

For children with emotional and social needs PAL’s group focus on helping them to learn about their feelings and how it affects their behaviour. 

For some children who have an additional need special resources may be needed or others adapted.

Extra Activities

Educational visits that support the curriculum are available to all children including those with Special Educational Need or Disability.

Meeting the Social and Emotional Needs of Children and Young People with SEN

We screen all children for their well being and their involvement in their learning. Activities and plans are put in place to assist children’s development. We acknowledge that some children may live in difficult and stressful circumstances and these are offered additional support from their Key Worker. 

As previously discussed, PALs group can be used to address the needs of children who are struggling with the social and emotional aspects of their development. 

We have a robust Behaviour policy and children are supported to make good behaviour choices.  

Keeping Up to Date with Knowledge and Skills

All staff attend regular training sessions. Examples of training includes courses about positive behaviour management, Team teach, supporting children with a visual impairment, PECs, Paediatric First Aid, Elected Mutes and Meeting the complex needs. Training is run by professionals from different areas of expertise and the SENCO is responsible for advising staff and Governors of any updates and changes on a regular basis. 

Staff training is often arranged to address the specific needs of individual and groups of children.

Transitions

Transition from home to school is assisted by parents meeting the Key Worker whist visiting the nursery on New Parents Day. A home visit helps to develop further the relationship between nursery, parents and the child. Information is also gathered from professionals and shared with staff ensuring a smooth transition. 

Transition to Reception involves each child starting at a new school. The SENCO also discusses each child with their receiving school. When a number of agencies are working with a child the SENCO arranges meetings with professionals to discuss transition. Parents and the SENCO of the new school are invited to attend. 

For children who are undergoing a statutory assessment the school’s Educational Psychologist gives advice to staff and parents.  

In addition to visits made to their new school, for children with more complex significant Special Educational Needs, the SENCO arranges extra visits and a member of staff can accompany them.  

All SEN records are passed to the receiving school, including plans and targets.

Helpful Contacts

The SENCO is Miss Cary and can be contacted on 01753 536492.  

The SEND governor is Miss L Chambers. 

Further information can be obtained from the Lea Nursery School website and the Slough Family Information Service.

 

Last Updated
28/06/2019

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