Hungerford Nursery School Centre for Children and Families

“Everyone matters - be the best you can be”

Hungerford Nursery School is maintained by West Berkshire Local Authority —we have no catchment area.  We have exceptional facilities and resources.  The Nursery School is staffed by Teachers, Nursery Nurses and Teaching Assistants.  Staff are exceptionally qualified, competent and skilled in promoting children’s learning and development. It has the Service Level Agreement with the Local Authority to be a Family Centre. The Nursery School has been recognised as ‘Outstanding’ by Ofsted in 2006 - 2007, 2009 - 2010,  2012 - 2013 and 2016-2017. We are committed to working with parents and children, especially developing work with parents, engaging them in learning alongside the staff.  Children are at the heart of all that we do we care and nurture each individual child to develop their confidence. Parents say things like "she has truly flourished in a brilliant learning environment". We are famous for our outdoor learning, we have an enormous outdoor area, a vast sandpit with a water pump, a street of playhouses, mud kitchen and climbing frames. Hot nutritious lunches are cooked daily in our kitchen on site. Parents say "in our view Hungerford Nursery is a very special place and our son is very privileged to have spent a year of his education there".

 (“You have heard of ‘every child matters’ well, here, everyone matters”–Parent)

http://hungerfordareachildrenscentre.co.uk

Please go to our website for access to our SEN and Inclusion policy

Who to contact

Contact Name
Suzanne Taylor
Contact Position
Headteacher
Telephone
01488 682 628
E-mail
office@hungerfordnursery.w-berks.sch.uk
Website
Hungerford Nursery School Centre For Children And Families
Facebook
https://en-gb.facebook.com/hungerfordnurseryschool/

Where to go

Address
Hungerford Nursery School Centre for Children and Families
22 The Croft
Hungerford
Postcode
RG17 0HY

Other Details

Costs

Table of costs
Table of costs
AmountCost Type
£16.00 per session
£10.00 Registration fee
Details
Please contact the Nursery School Office on 01488 682628 for further information or look at the website.

Availability

Age Ranges
Other notes

We are able to cater for Additional Needs, please see our Local Offer 

Inclusion Information

Wheelchair Access

Has Provision
Yes

Special Needs

Has Provision
Yes
Experience with
Severe anxiety
General Special Needs
Sign Language
Global Development Delay
Food Allergies
SENCO
Serious allergy
Social & Emotional needs
Allergies
Asthma
Learning difficulties
Challenging Behaviour
Autistic spectrum
Developmental delay
Can admit children with special needs
Dietary needs
Milk intolerance
Mobiltiy difficulties
Language impairment
Communication problems
Co-ordination
Toileting Assistance
Behavioural problems
Delayed speech
Vegetarian
Hearing Impairment
Physical impairment
Social development impairment
Downs syndrome
Dyslexia
Dyspraxia
ADHD
Non food allergies
Eczema
Emotional needs

Dietary Needs

Has Provision
Yes
Experience with
Yes
Details
Where a child has a specific dietary need for a medical or cultural reasons we are happy to provide for them.

Cultural Provisions

Has Provision
Yes
Experience with
Yes

Childcare Information

Vacancies

Immediate vacancies
Details
Please contact the Nursery School Office on 01488 682628 for further information
Date updated
10/10/2018
Vacancy range(s)
Vacancy range(s)
PlacesStart AgeEnd Age
2 2 3
10 3 4

Funded Places

3 & 4 year old funding
2 year old funding

30 Hours Extended Entitlements

Are you intending to provide 30 Hours?
Yes
Are you registered to provide 30 Hours?
Yes
30 Hour Partner Summary
Mallard Cottage, Eddington, Hungerford

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.00am 3.30pm
Tuesday 8.00am 3.30pm
Wednesday 8.00am 3.30pm
Thursday 8.00am 3.30pm
Friday 8.00am 3.30pm

School Pickups

Offers pickups

Local Offer

Description

“Everyone matters - be the best you can be”

Hungerford Nursery School is maintained by West Berkshire Local Authority —we have no catchment area.  We have exceptional facilities and resources.  The Nursery School is staffed by Teachers, Nursery Nurses and Teaching Assistants.  Staff are exceptionally qualified, competent and skilled in promoting children’s learning and development. The Nursery School was rebuilt in 2004 as a single story building. In 2006, the Nursery became a designated Sure Start Children’s Centre (rural) and increased its workforce to run groups and support families at home. It now has the Service Level Agreement with the Local Authority to be a Family Centre. The Nursery School has been recognised as ‘Outstanding’ by Ofsted in 2006 - 2007, 2009 - 2010,  2012 - 2013 and 2016-2017. We are committed to working with parents and children, especially developing work with parents, engaging them in learning alongside the staff.  The Nursery School sees the valuing of relationships between it and families at its heart.  We do this through our values.

  • We will welcome you with friendship, listen to and share your stories, developing your sense of belonging to our community.
  • We will build relationships where partnership is valued and there is time for the individual.
  • We will value and nurture everyone in our safe, stimulating and inclusive environment.
  • We will provide support, energy and challenges so that each individual is empowered to fulfil their potential to learn in exciting, interesting and reflective ways.
  • We want everyone to feel proud of their achievements

 (“You have heard of ‘every child matters’ well, here, everyone matters”–Parent)

http://hungerfordareachildrenscentre.co.uk

Please go to our website for access to our SEN and Inclusion policy

Contact Name
Sara Fenton
Contact Telephone
01488 682628
Contact Email
office@hungerfordnursery.w-berks.sch.uk
Links
Hungerford Nursery School
SEN Provision Type
Medical, Specific Literacy Difficulties, Speech & Language Difficulties, Behavioural, Emotional & Social Difficulties, Autistic Spectrum Disorder, Physical Disability, Hearing Impairment, Moderate Learning Difficulties, Severe Learning Difficulties, Visual Impairment
Local Offer Age Bands
1 to 4

Early Years

1. Identification of SEND
1.1: How does the setting identify children with additional needs or SEND?

We use the Early Years Outcomes guidance as a tool to assess the extent to which a child is developing at expected levels for their age. We look at learning and development across the seven areas of learning - communication and language, physical, personal, social and emotional, literacy, mathematics, understanding the world and expressive art and design.

Where a child appears behind expected levels, or where progress gives a cause for concern we will involve parents right from the beginning.  We build a relationship with you and develop a relationship quickly so that we can share children’s progress in learning. We build a picture of your child through noticing, observing and taking time to ensure that each child is developed individually. 

We will inform you and involve you in any decisions that we make to call in other professionals, or adapt the curriculum for your child’s needs. We will particularly consider with you information on Communication and Language, Physical Development and Social and Emotional.

Children’s SEND (Special Educational Needs and Disabilities) are generally thought of in the following four broad areas of need:

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

It is important that there is no delay in making any SEN provisions we will use the graduated approach to action, assess, plan, do, review.

1.2: What should I do if I think my child has additional needs or SEND?

You should share your concerns with the child’s keyworker?

A keyworker is responsible for a group of childrens learning and development.  Each child has their own key worker assigned to them. Your childs keyworker will be with you throughout your childs journey through the Nursery.

We have high ambitions and set stretching targets. We track progress towards these goals.

2. Support for children with additional needs or SEND
2.1: If my child is identified as having an additional need, who will oversee and plan their education programme?

We recognise that each child is individual and will have different needs.   We will work with you to discover and learn about your child so that we can provide resources, equipment and support to meet their needs.

The keyworker and class teacher will plan your childs education programme together with yourself. We will agree outcomes in a Support and Achievement Play Plan (SAPP).This will define the steps your child needs to take in order to make progress.  The SEN Lead and SENCO will oversee this programme. 

 

2.2: How will I be informed / consulted about the ways in which my child is being supported?

We will monitor and review progress regularly. If we notice an area of need, we will work with you to address it and share ideas to help your child progress. We will build up a picture of your children through:

The Home Visit

Regular keyworker conversations with parents and carers

Observations and conversations with your child

Regularly reviewed Support and Achievement play plans.

2.3: How will the setting balance my child's need for support with developing their independence?

We will recognise that each child is an individual and will have different needs. We will work with you to discover and learn about your child so that we can provide the best support to develop their independence.

2.4: How will the setting match/differentiate the Early Years Foundation Stage for my child's needs?

We will do what is necessary to enable children to develop, learn, participate and achieve the best possible outcomes.

We will track progress using the Early Years Foundation Stage Outcomes. This sets out the learning and development stages for children as they grow from birth to five years.

Our knowledgeable staff will support and challenge your child, tailoring provision to your child’s need.

2.5: What teaching strategies does the setting use for children with additional needs or learning difficulties, including Autistic Spectrum Disorder (ASD), hearing impairment, visual impairment, speech, language difficulties and physical difficulties?

We will use of a range teaching strategies to enable them to learn, for example, Visual timetable, Makaton, Sensory diets, Pecs, TEACHH approach. 14 staff are trained to Level 3 (Elklan) Language Development this includes the Headteacher, Teachers, Nursery Nurses and Teaching Assistants.

2.6: Does the setting provide any additional staffing from its own budget for children with additional needs or SEND?

We will provide resources, equipment and staffing support to meet a child's needs.

2.7: What specific intervention programmes are offered by the setting for children with additional needs or SEND and are these delivered on a one to one basis or in small groups?

We will provide a range of support according to the needs of your child. This may take the form of targetted support 1:1 or within small groups matched to your childs need.

It may take the form of supported play matched to your child's needs.

We will follow any recommended intervention programmes provided by professionals such as Speech Therapist, Occupational Therapist.

2.8: What resources and equipment does the setting provide for children with additional needs or SEND?

Targetted support 1:1 or within groups matched to your child’s needs.

Targetted support within play matched to your child’s need or appropriate equipment and resources to meet your childs needs.

3. My child's progress
3.1: How will the setting monitor my child's progress and how will I be involved in this?

We use the graduated approach (plan, do, review) to monitor progress. We will monitor and review progress regularly. If we notice an area of need, we will work with you to address it and share ideas to help your child progress. We will build up a picture of your children through this close liason.

3.2: When my child's progress is being reviewed, how will new targets be set and how will I be involved?

Together with the keyworker you are invited to contribute to your childs regularly reviewed Support and Achievement plan. We will set new targets together.

Sometimes progress may be reviewed at Early Support meetings including you and all or any professionals that may be working with your child .

3.3: ln addition to the setting's normal reporting arrangements, what opportunities will there be for me to discuss my child's progress with setting staff?

The initial  home visit begins the conversation.

There are regular keyworker conversations and you can seek a conversation with staff to discuss progress.

Together with the keyworker you are invited to contribute to your childs regularly reviewed Support and Achievement plan.

We will track progress using the Outcomes for the Early Years Foundation Stage.

There are early support meetings with invitations to any professionals that are involved with your child.

There may be conversations and discussions with SENCO and SEN lead teacher

3.4: What arrangements does the setting have for regular home to school contact?

The setting has a variety of ways to communicate with parents according to the needs of the child and the parents. We will be responsive to you and your child needs.

3.5: How can I support my child's learning ?

Together with the keyworker you are invited to contribute to your childs Support and Achievement plan and their own learning journal.

3.6: Does the setting offer any help for parents / carers to enable them to support their child's learning, eg. training or learning events?

We will invite you to attend any specialist training for your chid alongside staff and offer you resources as appropriate from the Nursery to support your child.

We offer training on Makaton, anxiety, sensory awareness, positive behaviour from a range of professionals.

3.7: How will my child's views be sought about the help they are getting and the progress they are making?

We will use observations and conversations with your child.

We will use your observations and conversations you have with your child.

3.8: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?

The setting reviews its SEN provision through discussions with parents on a regular basis.  Parents are invited to comment about their experiences.  The setting assesses the effectiveness of its provision through reviews and reports to governors.

We monitor data and progress of children with SEN tracking.

4. Support for my child's overall well being
4.1: How does the setting support children's social and emotional development?

Well- being is very important to us and we know that children need to feel safe and happy in order to learn. We want you and your child to have a sense of belonging to our community. We will work closely with you to promote the emotional and social development of your child.

4.2: How does the setting support children who find it difficult to conform to the settings normal behavioural expectations?

We will do this through working with you to explore why your child is not conforming to normal behavioural expectations, and ensuring that your child has a consistency of approach, with clear boundaries. All staff have received training in positive behaviour.

4.3: What medical support is available in the setting for children with additional needs or SEND?

We have appropriate procedures for long term medical and short term medical conditions.

4.4: How does the setting manage the administration of medicines?

We have appropriate procedures for the administration of medicines.

4.5: How does the setting provide help with personal care where this is needed, for example, help with toileting, eating etc?

We ensure that there is respectful help with personal care where this is needed, for example, help with toileting, eating etc.

5. Specialist services available / accessed by the school
5.1: Are there any specialist staff working at the setting and if so, what are their qualifications?

All specialist staff are from outside the setting.

5.2: Does the setting use any support services, for example, learning support teachers, educational psychologists, teachers for hearing impairment and visual impairment, ASD advisory teachers, behaviour support teachers etc?

We will use Educational Psychologists, Edit Team, Pre-school Teacher Counsellors, Behaviour Support Teachers, ASD (Autistic Spectrum Disorder) Service, Speech and Language Therapist, Occupational Therapist or any other service that may help.

5.3: What should I do if I think my child needs to be seen by one of these professionals?

When a need arises or is recognised by staff or yourself we will work with you to seek involvement from or referrals to, other agencies and professionals.

We have access to Speech Therapy at drop-in sessions and an Educational Psychologist.

6. Training of setting staff in SEND
6.1: What SEND training is provided for practitioners within the Early Years setting?

SENCO, SEND lead and all staff are knowledgeable and experienced in a wide range of additional needs and SEND.  Through awareness of current research, and attending courses we ensure that staff are confident and up-to-date in their knowledge about children with SEND.

We provide the following:

Staff training in house according to the needs of the children that are present in the Nursery

Staff attending relevant courses run by Local Authority, or relevant professionals, such as, Speech Therapist,  Educational Psychologist, or ASD Support Worker.

Regular staff meetings with a SEND focus for children present in the Nursery.

Staff are aware of the requirements of the Equality Act in relation to children with SEND.

We are a member of NASEN which provides support materials for children with SEN.

6.2: Do any practitioners have specific qualifications in additional needs or SEND?

Staff are trained in Makaton, Sensory diets, Pecs, Teachh approach.

Staff have received training in ASD, anxiety, positive behaviour, sensory awareness.

Headteacher qualification in Autistic Spectrum Disorder. (BPhil Unit) 

14 staff are trained in Language Development Level 3 (Elklan) this includes the Headteacher, Teachers, Nursery Nurses and Teaching Assistants.

7. Activities outside the setting including trips
7.1: How do you ensure children with additional needs or SEND can be included in all activities and trips?

We believe that every child should be included in activities and have a rich, range of experiences by making reasonable adjustments to provision. We endeavour to ensure that children with SEND are included in out-of-school activities and trips.

7.2: How do you involve parent / carers in planning the support required for their child to take part in activities and trips?

We endeavour to ensure that children with SEND are included in out-of-school activities and trips through the following:

  • By seeking advice from you, and planning together for your child’s need.
  • By working with you to manage risks.
  • By having a positive approach to including all children in the full range of activities.
8. How accessible is the setting environment?
8.1: How accessible is the building for children with mobility difficulties / wheelchair users?

Our aim is to value and nurture everyone in our safe, stimulating and inclusive environment. Our Nursery is situated in a new building (2004) with no stairs and is accessible to mobility aids and wheelchairs.  Share with us if your child needs additional provision within the environment so that we can seek advice to make changes if appropriate.

8.2: Have there been improvements made to the auditory and visual environment?

We are always looking to ways to improve our environment and make it more accessible.

8.3: Are there accessible changing and toilet facilities?

We have an adjustable changing table and toilet facilities area.

8.4: How does the setting communicate with parents / carers who have a disability?

We encourage you to share if you have a disability, so that we can communicate with you in the best way or make the environment accessible to you.

8.5: How does the setting communicate with parents / carers or whose first language is not English?

Share with us if your first language is not English, so that we can communicate with you in the best way

9. Preparing my child to join the setting or a new school
9.1: What preparation will there be for both the setting and my child before he or she starts?

We try to make transition between home and Nursery, Setting and Nursery, or Nursery and school as smooth as possible for children and parents.  To do this we provide the following:

Home visits from Keyworker and Class Teacher.

Visits to the Nursery with parent/carer or any other relevant professional.

Early Support Meetings with relevant persons including parents, Professionals from other Agencies and Nursery Staff.

9.2: How will my child be prepared to move on to the next stage?

Early Support Transition Meetings with invitations send to all relevant persons involved with your child, including parents, Professionals from other Agencies, Nursery staff and the new settings staff.

We will offer supported visits for your child in the new setting by  Nursery staff. Staff will be invited from new setting to visit Nursery. We may use other materials such as  Photograph books or the sharing of Social Stories. We wll share  Support and Achievement Play Plans with a new setting.

9.3: How will you support a new setting or school to prepare for my child?

Early Support Transition Meetings with invitations sent to all relevant persons involved with your child, including parents, Professionals from other Agencies, Nursery staff and the new settings staff.

Supported visits in the new setting from Nursery staff and invitations to new staff to visit child in Nursery. We will suggest to the new setting that it makes available photograph books for your child, share current Support and Achievement play Plans and share any reports from other professionals.

9.4: What information will be provided to my child's new setting or school?

Early Support Transition Meetings with invitations sent to all relevant persons involved with your child, including parents, Professionals from other Agencies, Nursery staff and the new settings staff to share information.

We will share Support and Achievement Play Plans with a new setting and any other reports on childs progress.

We will share reports from other professionals that have been involved with your child.

9.5: How will you support my child's transition to a new setting or school?

Our Nursery staff will support your child when they undertake visits at a new setting. We will offer invitations to new staff to visit your child in the Nursery. We will share any photograph books that we are provided with by the new setting and also share social stories with your child to prepare them for the change.

10. Discussing concerns about my child
10.1: Who should I contact if I am considering registering for a place at the setting?

If you wish to discuss something about your child before they start please contact the Headteacher.

10.2: Who would be my first point of contact if I want to discuss something about my child?

If you wish to discuss something about your child after they start please discuss with your child’s keyworker, or SEND lead teacher or Headteacher (SENCO).

10.3: Does the setting offer any specific support for parents / carers and families (such as Family Support Workers?)

In addition you may find the following useful:

Our Family Support Worker is available from our co-located Family Centre.

Opportunity to have support from the Advice and a Slice group (volunteer parent run) within our Family Centre.

10.4: What arrangements does the setting have for signposting parents / carers to external agencies which can offer support, such as voluntary agencies?

Information is provided to parents about voluntary agencies and support groups such as the Advice and a Slice group who operate as part of our Family Centre.

10.5: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?

We are open to feedback from parents/carers.  We encourage you to tell us when it is going well and also how we can improve our provision for you and your child – we are always ready to listen.

West Berkshire Council do not promote or endorse any of the services listed in this Directory. For more information on this please read our disclaimer.

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