Snowflake Early Years Autism Resource (New Bridge Nursery School)
New Bridge Nursery School has published their Local Offer providing information on Special Educational Needs & Disabilities (SEND)
Nursery School
Snowflake Early Years Autism Resource -
A specialist nursery resource for 3 and 4 year old children living in Reading who either have a diagnosis of an Autism Spectrum Condition, or who are on the CAMHS pathway. We are based within New Bridge Nursery School and share a big nursery environment together with a fantastic outdoor space. We are an experienced and caring team and we work closely with the children and their families. We welcome visits, and any questions you may have.
Our aim is to provide positive learning experiences for children everyday using approaches such as Intensive Interaction, Teaching in the Moment and Attention Autism.
Please call New Bridge Nursery and ask to speak to Stacia Beeney.
Who to contact
- Contact Name
- Stacia Beeney
- Contact Position
- Co-ordinator Snowflake Centre
- Telephone
- (0118) 937 5580 (0118) 937 5580
- stacia@newbridgenursery.reading.sch.uk
- Website
- New Bridge Nursery School & Snowflake Centre
- Scan to visit this website
Where to go
- Name
- New Bridge Nursery School
- Address
-
Montague Street
Caversham
Reading
Berkshire - Postcode
- RG4 5AU
Directions to RG4 5AU
Availability
- Age Ranges
- 3-5
- Wheelchair access
- Yes
- Other notes
Children with a diagnosis of autism or those on the pathway to a diagnosis are admitted to Snowflakes via a panel process. Panels are held when spaces become available as older children move to new settings. Children within the Snowflakes Autism Resource are supported by specialist key people on a 1:1 or 1:2 basis.
Inclusion Information
- Wheelchair access
- Yes
- Special Needs provision
- Yes
- Special Needs Experience
- Autism
- Provision for special dietary needs
- Yes
- Can make special cultural provisions
- Yes
Childcare Information
Vacancies
- Immediate vacancies
- Yes
- Details
- Admission to Snowflake Centre is via a Panel, please contact New Bridge Nursery School to enquire about availability of spaces. We can offer 15 hours per week in Snowflakes, delivered as either 5 morning sessions a week or 5 afternoon sessions a week.
- Updated
- 12/09/2023
Funded Places
- Has 3 & 4 year old funding
- Yes
- Has 2 year old funding
- No
30 Hours Extended Entitlements
- Additional 15 hours of *Free* childcare offered
- No
- Intending to provide 30 Hours?
- No
- Registered to provide 30 Hours?
- No
Opening Times & Facilities
- Opening Times
-
Opening Times Day Opening Time Closing Time Monday 9:00 12:00 Monday 12:45 15:45 Tuesday 9:00 12:00 Tuesday 12:45 15:45 Wednesday 9:00 12:00 Wednesday 12:45 15:45 Thursday 9:00 12:00 Thursday 12:45 15:45 Friday 9:00 12:00 Friday 12:45 15:45
School Pickups
- Offers school pickups
- No
Ofsted Information
- Ofsted Report:
- See the Latest Ofsted Inspection Report
Local Offer
- Contact Name
- Kate Wiggins
- Contact Telephone
- 0118 937 5580
- Contact Email
- inclusionmanager@reysfederation.org
- Links
- New Bridge Nursery website ~ The Snow Flake Centre SEND - Key Information SEND Information Setting Policies
- Local Offer Age Bands
- Early Years (0-4 years)
- SEN Provision Type
- Universal
- Local Offer Updated
- 25/09/2023
Schools Extended Local Offer Response
Description
Reading Early Years Schools (REYS) Federation unites three out of the five maintained Nursery Schools in Reading: Caversham Nursery School, New Bridge Nursery School and Blagdon 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.
New Bridge Nursery School is located in Caversham in a Victorian building and offers places for up to 90 children. We also have a 10-place specialist provision for children with a diagnosis of autism, or who are on the pathway for an Autism diagnosis. 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 children's individual 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 and family bring 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?
New Bridge 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.
The Snowflakes Resource attached to the nursery, caters for children who require specialist provision to meet their special educational needs. This is for children who will require a high level of support involving 1:1 or 1:2 adult support. Children will be considered for a placement where they will benefit from a combination of speech and language therapy; a low arousal environment; a personalised sensory diet and supported access to a differentiated curriculum requiring specialist provision.
- 1.2: What kinds of SEND do those children have?
Children considered for admission to Snowflakes will:
- Have Social Communication Difficulties/Autism, Sensory Processing or learning needs as their primary need.
- Not have Profound and Multiple Learning Difficulties (PMLD) as their primary need.
- Not have physical disabilities as their primary need.
- Not have Hearing Impairment/Visual Impairment/Multi-Sensory Impairment as their primary need.
The panel will consider admissions requests based on the child’s needs and circumstances; the current cohort of children attending the centre and whether the admission of a new child will still ensure that all children attending the setting are supported to meet their educational needs.
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 identified for application to the specialist setting Snowflakes will have a referral in place to CAMHS (Children and Adolescent Health Services) for an assessment of Autism and usually be known to other support services e.g., Portage & Educational Psychologist Service, Early Years SEND Advisory Service & Speech and Language therapists. Their views will be sought in considering the admission request. Children may already be in a mainstream setting where their needs have already been identified and they are being supported by the SENCO.
- 2.2: How will I know if my child is receiving SEN support?
Children identified for application to the specialist setting- Snowflakes will usually be known to support services e.g., Portage & Educational Psychologist Service, Early Years SEND Advisory Service & Speech and Language therapists and be accessing an individualised curriculum in their current Early years setting which meets their individual needs.
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. http://reysfederation.org
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?
The progress of children in the specialist resource- Snowflakes will be reviewed regularly. The review will consider whether the Early Years Specialist Centre is effective in meeting the child’s needs or whether any of the exit criteria have been met. The Snowflakes resource is funded by the Local Authorities independent body Brighter Futures for Children and as such engages regularly with partnership meetings, audits and is regulated at least three times a year at professional panels where admissions are considered and places in the resource allocated.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
The Snowflakes resource has a high ratio of adults to children; 1:1 or 1:2 and operates a key person system. Snowflakes can accommodate up to 10 children on a part time (15 hour) basis which 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. 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. A child in Snowflakes Resource 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 resource co-ordinator. Termly ISP review meetings are held with parents of SEND children which allow an additional opportunity to look at progress against specific targets and adjusted 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?
The Snowflakes co-ordinator or resource lead will meet with parents every 3 months to review outcomes as part of the graduated approach and formally every 6 months for an EHCP review. Parents 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. 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?
Children in the Snowflakes resource require specialist teaching and may need:
- support from familiar keyperson to engage in the fundamentals of communication e.g.
giving and sharing attention with another person
taking turns in exchange of behaviours
understanding and using eye contact, facial expressions, nonverbal gestures and use of physical contacts.
Learning how to use vocalisations and understanding variations and meaning.
- Support with anxiety about what is expected of them; requiring visual cues and adult support to follow the routine and follow simple step instructions.
- Support to understand social cues when interacting for social purposes with peers/adults.
- Sensory support to manage the day-to-day routines and may demonstrate sensory seeking or sensory avoidance behaviours.
- Support to engage in joint attention on an individual or small group basis.
- Support child’s play to participate, and child needs support to move to another activity.
We have staff trained and skilled in using the Intensive Interaction approach (Dave Hewitt) to support our children to learn the fundamentals of communication. https://youtu.be/rjKxu6QKjAo
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 of children attending the Snowflakes resource will be involved in all aspects of their child's education. The team are specialist in working with children with additional needs and are able to meet children's individual needs through careful planning and assessment. Parents will meet with the team at the earliest stages for a visit and settling session where they are able to share information regarding all aspects of their child's development. Once their child has settled, an ISP will be developed alongside the parents with agreed outcomes and assessed against these on a daily basis which informs daily provision and support. Tapestry is an online journal where photos and observations can be viewed by parents and added to sharing progress and wow moments celebrating all that children are 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?
New Bridge 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. Each child’s needs are matched by following the child’s interests and using a key person system allows practitioners to know the children exceptionally well and their next steps.
Snowflakes resource consists of a large hall space and smaller base room within the main nursery with outside access for dropping off and collecting. Children have access to developmentally appropriate play and interventions carried out by trained practitioners and are supported to access the mainstream curriculum throughout the session playing alongside other children.
Outside agency advice is sought in the event of more specific needs such as visits from physiotherapists, Occupational therapists and educational psychologists and referrals made where more specialist support is needed either for the child or family.
- 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. A speech and language therapist is allocated to the Snowflakes and is onsite for three days every third week. She supports staff in delivering a specialised curriculum which meets children's individual needs.
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?
Within the Snowflakes resource children have access to an environment which provides extra support for children with Speech, Language and Communication Delays; Sensory Needs & Cognition & Learning needs focussing on Speech & Language Activities; Sensory Massage Techniques; Sensory Circuits; Intensive Interaction; Attention Autism & other additional interventions a child may require.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
The Snowflakes resource is funded by the Local Authority to support children with a high level of need within Reading Borough.
Children who are based at New Bridge Maintained Nursery School will not automatically be prioritised for a placement in the specialist resource. Children from across Reading Borough Council will be considered equally for a placement based on needs.
The panel will consider admissions requests based on the child’s needs and circumstances; the current cohort of children attending the centre and whether the admission of a new child will still ensure that all children attending the setting are supported to meet their educational needs.
- 3e.3: How will I know if my child is getting extra support?
Parents who have identified their child as needing specialist early years provision will complete an Expression of interest form and submit to the nursery school via e-mail to: inclusionmanager@reysfederation.org
Children identified for application to the specialist setting will usually be known to support services e.g. Portage & Educational Psychologist Service, Early Years SEND Advisory Service & Speech and Language therapists and their views will be sought in considering the admission request.
Before an admission request is brought to panel, the family will be invited into the setting for a show-round and initial assessment visit where staff from the setting will meet with parents/carers and observe the child to gather information to assist in the panel in their consideration of whether the specialist centre is an appropriate placement. A professionals panel is held and will determine whether the child's needs can be met by the resource before a space is allocated. Admissions to Snowflakes is considered three times a year for placements in September, January and April.
- 3e.4: How is the decision made about how much/what support my child will receive?
All children in Snowflakes resource will have a key worker and be supported within a 1:1 or 1:2 ratio depending on level of need.
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?
Children in the Snowflakes resource receive a highly specialised and individualised curriculum. Children will be supported within a simple daily routine where the child's interests are at the heart of everything we do. Specific strategies are used to aid communication, attention and listening and social communication following a therapeutic, low demand curriculum which focusses on children's well-being and involvement.
We have regular external organisations come into visit the nursery such as U-Sports 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 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. Snowflakes resource focusses on getting it right for each individual child by tailoring the curriculum and daily routine to ensure children are regulated, happy and feel loved and supported by everyone involved in their care.
All children across the nursery school 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.
We encourage families to share and inform us of anything different at home that may affect their child's well-being and we offer advice and support where it's needed. Children are carefully supported through challenging times whilst they are in Nursery and staff are professional and trained in supporting families.
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?
inclusionmanager@reysfederation.org
Hello, I work across all three settings within our federation and am happy to answer any questions you may have about a specialist setting for your child.
Kate Wiggins
- 4.2: What should I do if I think my child may have a special educational need or disability?
Children identified for application to Snowflakes will usually be known to support services e.g., Portage & Educational Psychologist Service, Early Years SEND Advisory Service & Speech and Language therapists, and their views will be sought in considering the admission request. Many children we offer spaces to in Snowflakes are already in a mainstream setting and usually being supported by the SENCO and staff there. This is a good place to start if you think your child is struggling and may need specialist provision and the SENCO will be able to advise as well as any other specialist agencies your child may be seeing.
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 Snowflakes co-ordinator and resource lead ensure that parents are involved in staying up to date with their child’s progress and helping to make decisions on next steps. Parents views and wishes ae sought for any referrals or applications for assessment such as with an EHCP. The Snowflakes co-ordinator 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. www.reysfederation.org
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 Snowflakes co-ordinator 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?
The Snowflakes co-ordinator can signpost parents to specific agencies through the Local Offer.
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 any member of staff if you are looking for any support and advice and you will be signposted to the Snowflakes co-ordinator for more help.
You can also find out more about local services by following the links below:
Reading services guide:
https://servicesguide.reading.gov.uk/kb5/reading/directory/home.page
Reading local offer: http://www.reading.gov.uk/localoffer
Early years providers: http://www.reading.gov.uk/article/10747/EarlyYears
Support for families: www.parentingspecialchildren.co.uk
Autism advisor for reading: jenna.redmond@reading.gov.uk
Support for parents and carers of children with Autism: www.autismberkshire.org.uk
General information about the Child and adolescent mental health service. https://www.berkshirehealthcare.nhs.uk/camhs/default.asp
CYPIT https://www.berkshirehealthcare.nhs.uk/displaymenulisting/?areaId=2518
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: http://www.reading.gov.uk/localoffer
Reading services guide:
https://servicesguide.reading.gov.uk/kb5/reading/directory/home.page
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 resource lead and parents.
EHCP 6 monthly reviews are organised and held by the Inclusion Manager and Snowflakes co-ordinator with the family and any other available agencies involved such as health and social care. 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. www.reysfederation.org
16: What is the complaints procedure?
For our complaints procedure please see the link below. www.reysfederation.org the complaints policy is located in the Policies area.
18: Is there any additional provision you have developed during the year?
Snowflakes 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.
https://www.reysfederation.org/new-bridge-nursery-school/key-information/send
Description
Reading Early Years Schools (REYS) Federation unites three out of the five maintained Nursery Schools in Reading: Caversham Nursery School, New Bridge Nursery School and Blagdon 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.
New Bridge Nursery School is located in Caversham in a Victorian building and offers places for up to 90 children. We also have a 10-place specialist provision for children with a diagnosis of autism, or who are on the pathway for an Autism diagnosis. 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 children's individual 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 and family bring 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?
New Bridge 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.
The Snowflakes Resource attached to the nursery, caters for children who require specialist provision to meet their special educational needs. This is for children who will require a high level of support involving 1:1 or 1:2 adult support. Children will be considered for a placement where they will benefit from a combination of speech and language therapy; a low arousal environment; a personalised sensory diet and supported access to a differentiated curriculum requiring specialist provision.
- 1.2: What kinds of SEND do those children have?
Children considered for admission to Snowflakes will:
- Have Social Communication Difficulties/Autism, Sensory Processing or learning needs as their primary need.
- Not have Profound and Multiple Learning Difficulties (PMLD) as their primary need.
- Not have physical disabilities as their primary need.
- Not have Hearing Impairment/Visual Impairment/Multi-Sensory Impairment as their primary need.
The panel will consider admissions requests based on the child’s needs and circumstances; the current cohort of children attending the centre and whether the admission of a new child will still ensure that all children attending the setting are supported to meet their educational needs.
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 identified for application to the specialist setting Snowflakes will have a referral in place to CAMHS (Children and Adolescent Health Services) for an assessment of Autism and usually be known to other support services e.g., Portage & Educational Psychologist Service, Early Years SEND Advisory Service & Speech and Language therapists. Their views will be sought in considering the admission request. Children may already be in a mainstream setting where their needs have already been identified and they are being supported by the SENCO.
- 2.2: How will I know if my child is receiving SEN support?
Children identified for application to the specialist setting- Snowflakes will usually be known to support services e.g., Portage & Educational Psychologist Service, Early Years SEND Advisory Service & Speech and Language therapists and be accessing an individualised curriculum in their current Early years setting which meets their individual needs.
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. http://reysfederation.org
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?
The progress of children in the specialist resource- Snowflakes will be reviewed regularly. The review will consider whether the Early Years Specialist Centre is effective in meeting the child’s needs or whether any of the exit criteria have been met. The Snowflakes resource is funded by the Local Authorities independent body Brighter Futures for Children and as such engages regularly with partnership meetings, audits and is regulated at least three times a year at professional panels where admissions are considered and places in the resource allocated.
- 3a.2: How do you check other outcomes for children with SEND, such as independence and well-being?
The Snowflakes resource has a high ratio of adults to children; 1:1 or 1:2 and operates a key person system. Snowflakes can accommodate up to 10 children on a part time (15 hour) basis which 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. 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. A child in Snowflakes Resource 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 resource co-ordinator. Termly ISP review meetings are held with parents of SEND children which allow an additional opportunity to look at progress against specific targets and adjusted 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?
The Snowflakes co-ordinator or resource lead will meet with parents every 3 months to review outcomes as part of the graduated approach and formally every 6 months for an EHCP review. Parents 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. 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?
Children in the Snowflakes resource require specialist teaching and may need:
- support from familiar keyperson to engage in the fundamentals of communication e.g.
giving and sharing attention with another person
taking turns in exchange of behaviours
understanding and using eye contact, facial expressions, nonverbal gestures and use of physical contacts.
Learning how to use vocalisations and understanding variations and meaning.
- Support with anxiety about what is expected of them; requiring visual cues and adult support to follow the routine and follow simple step instructions.
- Support to understand social cues when interacting for social purposes with peers/adults.
- Sensory support to manage the day-to-day routines and may demonstrate sensory seeking or sensory avoidance behaviours.
- Support to engage in joint attention on an individual or small group basis.
- Support child’s play to participate, and child needs support to move to another activity.
We have staff trained and skilled in using the Intensive Interaction approach (Dave Hewitt) to support our children to learn the fundamentals of communication. https://youtu.be/rjKxu6QKjAo
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 of children attending the Snowflakes resource will be involved in all aspects of their child's education. The team are specialist in working with children with additional needs and are able to meet children's individual needs through careful planning and assessment. Parents will meet with the team at the earliest stages for a visit and settling session where they are able to share information regarding all aspects of their child's development. Once their child has settled, an ISP will be developed alongside the parents with agreed outcomes and assessed against these on a daily basis which informs daily provision and support. Tapestry is an online journal where photos and observations can be viewed by parents and added to sharing progress and wow moments celebrating all that children are 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?
New Bridge 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. Each child’s needs are matched by following the child’s interests and using a key person system allows practitioners to know the children exceptionally well and their next steps.
Snowflakes resource consists of a large hall space and smaller base room within the main nursery with outside access for dropping off and collecting. Children have access to developmentally appropriate play and interventions carried out by trained practitioners and are supported to access the mainstream curriculum throughout the session playing alongside other children.
Outside agency advice is sought in the event of more specific needs such as visits from physiotherapists, Occupational therapists and educational psychologists and referrals made where more specialist support is needed either for the child or family.
- 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. A speech and language therapist is allocated to the Snowflakes and is onsite for three days every third week. She supports staff in delivering a specialised curriculum which meets children's individual needs.
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?
Within the Snowflakes resource children have access to an environment which provides extra support for children with Speech, Language and Communication Delays; Sensory Needs & Cognition & Learning needs focussing on Speech & Language Activities; Sensory Massage Techniques; Sensory Circuits; Intensive Interaction; Attention Autism & other additional interventions a child may require.
- 3e.2: How are the school's resources allocated and matched to children's special educational needs?
The Snowflakes resource is funded by the Local Authority to support children with a high level of need within Reading Borough.
Children who are based at New Bridge Maintained Nursery School will not automatically be prioritised for a placement in the specialist resource. Children from across Reading Borough Council will be considered equally for a placement based on needs.
The panel will consider admissions requests based on the child’s needs and circumstances; the current cohort of children attending the centre and whether the admission of a new child will still ensure that all children attending the setting are supported to meet their educational needs.
- 3e.3: How will I know if my child is getting extra support?
Parents who have identified their child as needing specialist early years provision will complete an Expression of interest form and submit to the nursery school via e-mail to: inclusionmanager@reysfederation.org
Children identified for application to the specialist setting will usually be known to support services e.g. Portage & Educational Psychologist Service, Early Years SEND Advisory Service & Speech and Language therapists and their views will be sought in considering the admission request.
Before an admission request is brought to panel, the family will be invited into the setting for a show-round and initial assessment visit where staff from the setting will meet with parents/carers and observe the child to gather information to assist in the panel in their consideration of whether the specialist centre is an appropriate placement. A professionals panel is held and will determine whether the child's needs can be met by the resource before a space is allocated. Admissions to Snowflakes is considered three times a year for placements in September, January and April.
- 3e.4: How is the decision made about how much/what support my child will receive?
All children in Snowflakes resource will have a key worker and be supported within a 1:1 or 1:2 ratio depending on level of need.
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?
Children in the Snowflakes resource receive a highly specialised and individualised curriculum. Children will be supported within a simple daily routine where the child's interests are at the heart of everything we do. Specific strategies are used to aid communication, attention and listening and social communication following a therapeutic, low demand curriculum which focusses on children's well-being and involvement.
We have regular external organisations come into visit the nursery such as U-Sports 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 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. Snowflakes resource focusses on getting it right for each individual child by tailoring the curriculum and daily routine to ensure children are regulated, happy and feel loved and supported by everyone involved in their care.
All children across the nursery school 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.
We encourage families to share and inform us of anything different at home that may affect their child's well-being and we offer advice and support where it's needed. Children are carefully supported through challenging times whilst they are in Nursery and staff are professional and trained in supporting families.
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?
inclusionmanager@reysfederation.org
Hello, I work across all three settings within our federation and am happy to answer any questions you may have about a specialist setting for your child.
Kate Wiggins
- 4.2: What should I do if I think my child may have a special educational need or disability?
Children identified for application to Snowflakes will usually be known to support services e.g., Portage & Educational Psychologist Service, Early Years SEND Advisory Service & Speech and Language therapists, and their views will be sought in considering the admission request. Many children we offer spaces to in Snowflakes are already in a mainstream setting and usually being supported by the SENCO and staff there. This is a good place to start if you think your child is struggling and may need specialist provision and the SENCO will be able to advise as well as any other specialist agencies your child may be seeing.
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 Snowflakes co-ordinator and resource lead ensure that parents are involved in staying up to date with their child’s progress and helping to make decisions on next steps. Parents views and wishes ae sought for any referrals or applications for assessment such as with an EHCP. The Snowflakes co-ordinator 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. www.reysfederation.org
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 Snowflakes co-ordinator 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?
The Snowflakes co-ordinator can signpost parents to specific agencies through the Local Offer.
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 any member of staff if you are looking for any support and advice and you will be signposted to the Snowflakes co-ordinator for more help.
You can also find out more about local services by following the links below:
Reading services guide:
https://servicesguide.reading.gov.uk/kb5/reading/directory/home.page
Reading local offer: http://www.reading.gov.uk/localoffer
Early years providers: http://www.reading.gov.uk/article/10747/EarlyYears
Support for families: www.parentingspecialchildren.co.uk
Autism advisor for reading: jenna.redmond@reading.gov.uk
Support for parents and carers of children with Autism: www.autismberkshire.org.uk
General information about the Child and adolescent mental health service. https://www.berkshirehealthcare.nhs.uk/camhs/default.asp
CYPIT https://www.berkshirehealthcare.nhs.uk/displaymenulisting/?areaId=2518
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: http://www.reading.gov.uk/localoffer
Reading services guide:
https://servicesguide.reading.gov.uk/kb5/reading/directory/home.page
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 resource lead and parents.
EHCP 6 monthly reviews are organised and held by the Inclusion Manager and Snowflakes co-ordinator with the family and any other available agencies involved such as health and social care. 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. www.reysfederation.org
16: What is the complaints procedure?
For our complaints procedure please see the link below. www.reysfederation.org the complaints policy is located in the Policies area.
18: Is there any additional provision you have developed during the year?
Snowflakes 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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Disclaimer
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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