Caversham Nursery School 3-5's

Caversham Nursery School 0-5 years logo

Caversham Nursery School is an Outstanding setting for children from 3-5 years with extended services.

Caversham Nursery school is situated within a purpose built single storey centre that opened its doors on 21st April 2009, with the Daycare element opening May 2009. 

We are open all year Monday to Friday from 8-6pm closing bank holidays and three days between Christmas and New Year as well as three in service training days per year.

The nursery is currently divided into 3 age ranges across 4 rooms: The Discoverers and Adventurers 0-24 months, The Explorers 24months -36 months, and The Inventors for children aged 3-5 years the extended services for Nursery School. We offer the 30 hours entitlement to those who qualify.  We also support children and families who are in receipt of two year old funding.   

Our aims:

To provide an inclusive, happy and secure environment in which each child's self-esteem and confidence are promoted in order to help them become motivated and independent learners.

To meet the individual needs of every child and their families.

To provide an effective, broad and balanced early year's curriculum which fosters development towards the early learning goals identified in the early years foundation stage. 

This setting has signed up to offer Tax Free Childcare.

Caversham Nursery School has published their Local Offer, offering information on Special Educational Needs and Disabilities (SEND)

Who to contact

Contact Name
Pat Pearson
Contact Position
Administration Manager
0118-9375429 0118-9375429
Caversham Nursery School 3-5's
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Where to go

Caversham Nursery School
Caversham Childrens Centre
114 Amersham Road
Directions to RG4 5NA

Time / Date Details

When is it on
Open Monday to Friday from 8am to 6pm 51 weeks per year


Referral required
Wheelchair access

Inclusion Information

Wheelchair access
We have a purpose built nursery with wheel chair access and facilities
Special Needs provision
Special Needs Experience
Language impairment
Hearing Impairment
Heart conditions
Mobiltiy difficulties
Motor impairment
Learning difficulties
Memory difficulties
Physical impairment
Prader Willie
ADD & Hyperactivity
rare genetic syndrome
muscular dystrophy
Obsessive Compulsive Disorder
Partially sighted
Sickle Cell Anaemia
Autistic spectrum
Sign Language (BSL)
behavioural problems
Renal failure
Adults with SEN
Aspergers Syndrome
Serious allergy
Speech & Language difficulties
Cerebral Palsy
Spinal problems
Stoma care
Challenging Behaviour
Bowel disfunction
Social & Emotional needs
Brain damage
BSL Sign Language
Spastic diplagia
Delayed speech
Wheelchair user
Developmental delay
Williams Syndrome
Toileting Assistance
Visual impairment
Walking disability
Cystic Fibrosis
Emotional needs
Endocrine problems
Dietary needs
Downs syndrome
General Special Needs
Global Development Delay
Feeding assistance
Provision for special dietary needs
Can make special cultural provisions

Childcare Information


Immediate vacancies
No places now until September 2023 – and then we have a waiting list.

Funded Places

Has 3 & 4 year old funding
Has 2 year old funding

30 Hours Extended Entitlements

Additional 15 hours of *Free* childcare offered
When are the additional 15 hours available? (e.g. Monday to Friday, 8am to 1pm)
Monday to Friday 8.30am- 11.30am and 12.30pm - 3.30pm
How many places are available for the additional 15 hours to meet the 30 hours childcare
Intending to provide 30 Hours?
Registered to provide 30 Hours?

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.00am 6.00pm
Tuesday 8.00am 6.00pm
Wednesday 8.00am 6.00pm
Thursday 8.00am 6.00pm
Friday 8.00am 6.00pm

School Pickups

Offers school pickups

Ofsted Information

Ofsted Report:
See the Latest Ofsted Inspection Report

Local Offer

Contact Telephone
0118 9375429
Contact Email
Caversham Nursery School 0-5 years SEND Policies Accessibility Plan
Local Offer Age Bands
Early Years (0-4 years)
SEN Provision Type
Local Offer Updated
Download more Local Offer details for SEN Information Report - Local Offer Document 2022-23

Schools Extended Local Offer Response


Reading Early Years Schools (REYS) Federation unites three out of the five maintained Nursery Schools in Reading: Blagdon Nursery School, New Bridge Nursery School and Caversham Nursery School. The federation was formed in 2020, although all three of our nursery schools are well established in the Reading area, located in the heart of the North and South Reading communities, educating generations of families. Nursery schools are different because they are maintained by the local authority and are governed, inspected and run like schools. They employ qualified teachers and head teachers and are supported by highly skilled Early Years practitioners and Nurture Assistants.

Caversham Nursery School is a long-established Nursery School situated within a purpose-built site which incorporates the North Children’s Centre, Midwifery and health Visiting teams. We have registered day care as well as the nursery school with a mix of all year round contracts and wraparound provision 8-6 as well as 2 year funded spaces and 15/30 hour universal funded places. We have two separate OFSTED inspections. As a federation our vision is: “To provide a secure, nurturing, stimulating environment that challenges our children to reach their full potential and leave as resilient independent learners.” Our ethos places the child at the centre and we build our curriculum around their interests and needs, creating moments of awe and wonder as we challenge children and staff to make every moment matter. We value what every child family brings into nursery, creating a rich diverse and unique culture within each school. We encourage children to be curious of, and respectful of the environment around them, to ask questions, solve problems, work together, share and take turns, to become resilient, brave and have empathy and kindness. We aim to embed the skills children will need to support them through their lives. As a federation, we strive to equip children with the skills and resources they will need to become lifelong learners hence our federation motto ‘Creating Lifelong Learners’.

1: The kinds of special educational needs for which provision is made at the school
1.1: Do you have children with SEND in your school?

Caversham Nursery School is an inclusive setting and accepts children with a range of different special educational needs and disabilities (SEND). This might include communication and interaction difficulties, cognition and learning development needs, physical and sensory needs or personal, social and emotional difficulties.

1.2: What kinds of SEND do those children have?

All children develop at different rates within Early years settings and staff are skilled at assessing where children are developmentally delayed.  Some children are identified as needing more targeted support in their communication and interaction skills or speech and language and others may also present with difficulties in cognition and learning or behaviour, social and emotional development. Some children have more specific difficulties such as with their physical development or may have a diagnosed condition or disability.

2: Information related to mainstream schools about the school's policies for the identification and assessment of pupils with SEND
2.1: How do you know if a pupil has SEN?

Children are identified through observation and assessment by the child’s key person and through regular conversations with parents/carers. children may be identified as having SEND when universal teaching and learning strategies are not effective and a child is not making the expected progress with extra provision in place. Some children will already have professional involvement before they start Nursery such as Paediatrics, speech and language or Portage.

2.2: How will I know if my child is receiving SEN support?

Staff will speak to parents/Carers at a focus child meeting and discuss any concerns they or the parents/carers might have. An Early Support Request will be completed and given to the Inclusion Manager who will then assess what extra support has been put into place and identify what needs to happen next. If the child requires more specified targeted support or an outside agency referral, a meeting will be set up with the Inclusion Manager, parents and key person and an Individual Support Plan or ISP will be written with specific and achievable targets and this will be reviewed termly.

3: Information about the school's policies for making provision for pupils with SEND whether or not pupils have EHC plans
3.1: Where can I find information about the school SEN Policy?

The SEND policy is located in the Policies section of the website.

3a: How the school evaluates the effectiveness of its provision for such schools
3a.1: How do you make sure that the SEN provision is helping pupils make better progress?

Our curriculum which we follow throughout the nursery is tailored to meet the needs of all children by ability not age. Children’s interests and next steps are followed closely to ensure that timely and purposeful interventions are planned and delivered straight away. Children’s progress is assessed and analysed by the Head of School, class teachers and the Inclusion Manager on a termly basis and actions put into place. Parents will have regular meetings with their child’s key person allowing both Nursery and home to share achievements and concerns and to be fully involved in their child’s learning.

ISP outcomes are identified using an assessment tracker for the stage the child is working at and which are both needs led and appropriate to the individual. 

3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?

The nursery operates a key person system on a ratio of 1:13 but which is often much lower. This enables staff to give the right level of support to each individual. This close and personalised way of teaching ensures key persons have good knowledge of their children to ensure that outcomes are met, and progress is made with high expectations for every child. Every child's wellbeing and involvement is a priority and observed and assessed as part of everyday practice. Staff communicate effectively with parents and use an online record system called Tapestry where progress can be shared and celebrated. 

3b: The school's arrangements for assessing and reviewing the progress of pupils with special educational needs
3b.1: How do you check and review the progress made by pupils with SEN?

Children’s progress is reviewed in line with the termly data for all children. Children with an identified SEND will have an Individual Support plan (ISP) in place with outcomes identified as part of the graduated approach (Assess, Plan, Do, Review). This process is carried out by the team around the child including the child, parents, Key person, support staff and SENCO. Termly ISP review meetings are held with parents of SEND children which allow an additional opportunity to look at progress against specific targets and adjust accordingly. Termly meetings with the key person allows parents to be involved in all aspects of their child’s learning and an on-line learning journal gives parents the opportunity to log in whenever they want to see their child’s observations, photos and videos.


A child with an EHCP in place will have a statutory review every 6 months whilst in the Early Years setting.

3b.2: How will I find out about the progress my child is making?

Your child's key person will meet with you every 3 months to review outcomes as part of the graduated approach and formally every 6 months for an EHCP review. Parents/carers are also invited to discuss their child's progress every 6-8 weeks as part of the focus week meetings.

3b.3: How will I be involved in those reviews? Who else will be there?

Key persons will hold focus child meetings with parents/carers. ISP and EHCP reviews will be held with anyone that is supporting the child.

3c: The school's approach to teaching pupils with SEND
3c.1: How do your teachers help pupils with learning difficulties or disabilities to learn?

The ratio of adults to children is effective in allowing teachers the time to meet all children’s needs in the moment as learning opportunities occur. We aim to teach skills and knowledge by following children’s interests and through our knowledge of curriculum end points and individuals’ attainment. Children’s progress is documented on Tapestry learning journal which parents/carers can access for their own child securely and add to share home learning opportunities too! Inclusion funding can be applied for to allow the school to provide extra support for SEND children who may need some targeted small group work or 1:1 to access a highly differentiated curriculum.

We have staff trained and skilled in using the Intensive Interaction approach (Dave Hewitt) to support our children to learn the fundamentals of communication. We also use the Gina Davis Attention Autism programme for developing shared attention. Attention Autism Strategies Video 3 Stage 1 The Bucket - YouTube


3c.2: How can I find out more about what my child is learning at the moment?

Parents/carers will meet with the team at the earliest stages for a home visit and settling session where they are able to share information regarding all aspects of their child's development. Once their child has settled, parents and carers will be invited to meet with their child's key person roughly every 6-8 weeks to discuss their child's progress as part of a focus week. Tapestry is an online journal where photos and observations can be viewed by parents and added to, sharing progress and celebrating all that their child is interested in and achieving.


3d: How the school adapts the curriculum and learning environment for pupils with SEND
3d.1: How have you made the school buildings and site safe and welcoming for pupils with SEN or disabilities?

Caversham Nursery is accessible to all children. There are wide open doors for access and no steps. Good lighting and ventilation make it a comfortable environment and furniture is minimal and well positioned allowing all children access to the provision on offer. The indoor and outdoor provision is open and accessible for the majority of the nursery session. Children's needs are assessed quickly, and any risks are identified and a plan to mitigate is made and shared with all staff in the form of a risk assessment. Daily environment checks are carried out by a named member of staff responsible for health and safety. 

3d.2: How will the curriculum be matched to my child's needs?

Children's individual needs are identified, and provision is carefully planned to include tailored routines, resources, staffing and environment. ISP's outline what is it is a child is working on and what strategies and provision is needed to achieve the outcomes.  

3e: Additional support for learning that is available to pupils with SEND
3e.1: Is there additional support available to help pupils with SEND with their learning?

Our children with SEND have their needs met within the 1:13 ratio. We have a specialist learning mentor who works 1:1 with children with speech and language difficulties and supports key persons to assess and plan for individual needs. If the Nursery cannot meet a child’s specific needs within the provision already in place, the Inclusion Manager can apply for additional funding from the local authority. This could be used for small group work, extra resources or additional adult support and is allocated on a needs basis to help children access the curriculum and achieve their potential. This will be discussed with parents/carers when a child requires more targeted support as part of the graduated approach.

3e.2: How are the school's resources allocated and matched to children's special educational needs?

Children requiring provision which is outside of what is ordinarily available and where reasonable adjustments cannot be made, will be supported to access the curriculum with additional adult support put in place. This can be organised through additional funding applied for through the Local Authority. 

3e.3: How will I know if my child is getting extra support?

Parents/carers will have meetings with their child's key person who will discuss with them any barriers to their child's learning and any provision which is being put in place to support their child. 

3e.4: How is the decision made about how much/what support my child will receive?

An observation and assessment by the SENCO will support the staff to plan and deliver the provision that is needed to meet an individual child's level of need within the available resources in the nursery.

3f: Activities that are available for pupils with SEND in addition to those available in accordance with the curriculum
3f.1: What social and extra-curricular activities are available for students with SEND?

We have regular external organisations come into visit the nursery such as U-Sports and Farms to ewe and all children are involved and supported in these fully inclusive opportunities and experiences.

3f.2: How can my child and I find out about these activities?

The REYS federation have developed a holistic curriculum which identifies common experiences that we feel all children should have the opportunity to engage in before they leave the Nursery and move onto school.  REYS charter

3f.3: How will my child be included in activities outside the classroom, including school trips?

Trips and visits are organised to include all children and appropriate supervision is put in place to manage this.

3g: Support that is available for improving the emotional and social development of pupils with SEND
3g.1: What support will there be for my child's overall well-being?

We recognise that children with SEND can experience anxiety and display related behaviours when having a difficult time. The early year’s curriculum focusses on children’s personal, social and emotional development and any child who is having difficulty in this area is identified and given support. Adults will provide teaching opportunities to help children to develop strategies such as building resilience, self-esteem and confidence, being self-aware, building and managing healthy relationships, developing self-control, resolving conflict, handling and overcoming difficulties to ensure children’s overall wellbeing is met and progress made. Adults support any child with big emotions or difficulties through co-regulation, modelling and discussion. A ‘time in’ approach is used where a child needs extra support and a child displaying behaviour that challenges is supported to understand and practice pro-social behaviours that are more acceptable. All children are taught about equity and that some children need different/more support than others. Children are encouraged to show empathy and are taught skills to support one another such as how to engage with a pre-verbal child.

4: In relation to mainstream schools, the name and contact details of the SEN Co-ordinator
4.1: Who should I contact if I want to find out more about how the school supports students with SEND?

There are many people you will find it helpful to talk to. Primarily your child’s key person will hold the most knowledge about your child and their progress and development and will share any concerns with you. If more support is needed a meeting with the Inclusion Manager would be the next step. please talk to your child's key person.

4.2: What should I do if I think my child may have a special educational need or disability?

 Parents and carers are given regular opportunities to meet with their child's key person to discuss any concerns and progress. 

5: Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured
5.1: What training have the teachers and other staff who support children and young people with SEND had?

Our nurseries have qualified teachers and Heads of School leading on teaching and learning. Our key persons are all level 2 or 3 qualified in children’s education and care. The Inclusion Manager has a teaching qualification and Masters level certificate in SENCO. The majority of our staff have been at the setting for many years and are very experienced in SEND. Staff are active participants in on-going training and professional development and this is regularly audited by the Inclusion Manager.

6: Information about how equipment and facilities to support children with SEND will be secured
6.1: What happens if my child needs specialist equipment or other facilities?

If your child has complex and ongoing needs which require specialist equipment, advice will be sought as to what equipment or facilities are needed and where to source them from. We work with therapists working with specific children who are invited into the setting to observe and assess a child’s needs. A child needing equipment of a specialist nature may require an assessment for an Education, health and care plan (EHCP) where health and education agencies work together to ensure a holistic approach to a child’s needs and care.

7: The arrangements for consulting parents of children with SEND about, and involving such parents in, the education of their child
7.1: How will I be involved in discussions about and planning for my child's education?

Termly meetings with the Inclusion Manager and/or keyperson ensure that parents/carers are involved in staying up to date with their child’s progress and helping to make decisions on next steps. Parents/carers views and wishes are sought for any referrals or applications for assessment such as with an EHCP.

The Inclusion Manager will plan with you and your child’s allocated Primary school for your child’s transition and what needs to be in place in order for them to be supported in school. 

7.2: How will you help me to support my child's learning?

Tapestry updates are accessible by parents and are updated regularly throughout the year. Each small term your child will become a focus child. You will be asked to complete a simple questionnaire and then return this back to the team member. At the end of each focus week, you will have a phone meeting to discuss your child's progress.

By carrying out observations this way, it means that the team spend more time with the children and our observations are more focused on the children’s learning and we get to meet with parents to discuss children’s learning every 6 to 8 weeks. 

8: The arrangements for consulting young people with SEN about, and involving them in their education
8.1: How will my child be involved in his/her own learning and decisions made about his/her education?

Our teaching approach allows children to predominantly lead their own learning through what they are interested and motivated by. Practitioners accurate and effective assessment underpins all teaching. Key people know each child very well because they routinely check each child’s understanding and act immediately to help children take important next steps in their learning.

9: Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made at the school
9.1: Who can I contact for further information?

Please look at the website for further information about the nursery or contact admin by e-mail or phone on page 1 of this document. The Inclusion Manager will be able to help you with any SEND queries. 

9.2: Who can I contact if I am not happy about the SEN provision made for my child?

For our complaints procedure please see the link below and look for complaints policy in the policies area.

10: How the governing body involves other bodies including health and social care, LA support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils
10.1: Who else provides services in school for children with SEN or disabilities?

The SENCO will contact other services involved in your child’s care and invite them into nursery to help support us with your child’s education. Where a referral to an outside agency has been made, we support the assessment process by meeting with professionals in the nursery setting. A child can be observed, and their strengths and needs identified and shared between different professionals ensuring that everyone is working towards similar outcomes for the child in a consistent and timely manner. 

10.2: How can my family get support from these services?

Parents/carers can speak with their child's key person and will be directed to the SENCO who can signpost parents to specific agencies through the Local Offer or refer on to specialist services where appropriate.

11: The contact details of support services for the parents of pupils with SEND including those for arrangements made in accordance with clause 32
11.1: Who should I contact to find out about other support for parents and families of children with SEN or disabilities?

Speak to your child's key person if you are looking for any support and advice and you will be signposted to the SENCO for more help.

You can also find out more about local services by following the links below:

Reading services guide:

Reading local offer:

Early years providers:

Support for families:

Autism advisor for reading:

Support for parents and carers of children with Autism:

General information about the Child and adolescent mental health service.



12: The school's arrangements for supporting pupils with SEND in transferring between phases of education
12.1: How will you help my child make a successful move into the next class or secondary school or other move or transition?

We work very closely with our local feeder schools and other schools in Reading to ensure transitions to school happen in a timely manner. We invite teachers and SENDCO’s into nursery to meet the children and their parents and to share information transparently and effectively in order to help schools provide the right support for individual children with SEND.

13: Information on where the LA's SEN Information Report / Local Offer is published ORDINARILY AVAILABLE statement - Provision the local authority expects to be made available by schools, early years and post-16 providers)
13.1: Where can I find out about other services that might be available for our family and my child?

Reading local offer:

Reading services guide:

14: Arrangements for assessing and reviewing children and young people's progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
14.1: What opportunities will we as parents and our child have to review our child's progress towards the agreed outcomes?

Individual Support Plans or ISP’s which specify a child’s agreed outcomes will be reviewed every term or sooner if needed with the key person and parents.

EHCP annual reviews are organised and held by the Senco and any other available agencies and parents views are sought with regards to their child’s progress against the outcomes.

14.2: How often will these reviews happen?

ISP's are reviewed every 3 months.

15: Who can I contact for further information?

Please look at the website for further information about the nursery or contact admin by e-mail or phone on page 1 of this document.

16: What is the complaints procedure?

For our complaints procedure please see the link below. the complaints policy is located in the Policies area.

18: Is there any additional provision you have developed during the year?

The nursery will adapt provision as is identified and needed throughout the year to meet the children's individual needs and interests.

19: Link to the schools websites SEND information or policy page.


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This information has been collected from third party providers therefore the Reading Services Guide, Reading Borough Council (RBC) and Brighter Futures for Children (BFfC) 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. Information collected by Reading Service Guide; is used solely to implement and supply the Family Information Service (FIS), Special Educational Needs & Disabilities - Reading's Local Offer, Adults & Carers Support Group and Reading Youth.


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Contact the Team

Family Information Service 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

SEND Local Offer 0118 937 3777 OPTION 2 0118 937 3777 OPTION 2

Adult & Carers Support 0118 937 3747 0118 937 3747
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