Our Mission Statement is 

"From fun to success, meeting the needs of our community from birth through life"

Our Ethos 

At Norcot Early Years we believe that all children have the right to be treated with equal respect and dignity, regardless or needs that they might have. We recognise the need to make the centre accessible to all families who would make use of its facilities, and we strive to be a setting that engenders a keen desire to learn within all of our children

Waterside is situated in Tilehurst at the end of Lyndhurst Road we are a purpose built Day Care unit and is fully resourced with age appropriate equipment.

We can take up to 50 children at any one time across two rooms: 3 months to 3years Bumblebees 3 to 5 year olds Dragonflies

Updated October 2023 

We have rigorous monitoring in place that tracks the progress our learners make in all 7 areas of the curriculum and identifies individual children who are underachieving. We support these children individually or in a group with a specific focus. Our staff are vigilant at raising any concerns they may have.  As well as the data,  we use other forms of assessments such as observations and parental input. All these information enables us to identify additional needs and celebrate achievement.  Parents/carers are encouraged to speak to their key worker about any concerns they have. We have in-house specialist expertise in a number of areas of special educational needs and this is recorded on our provision map.

ü  Children's Performance Data is meticulously recorded, correlated and examined; findings are promptly and robustly implemented

ü  Each Child’s Learning Journal folder is kept rigorously up-to-date and shared with parents.

ü  Staff are well trained on how to assess the progress in all 7 areas of curriculum.

ü  Good access to a variety of specialists

ü  Staff are very approachable, and parents are encouraged to speak to their child's Key Worker or the SENDCo if  they have any concerns about their child's learning

Our Governors play an active role in monitoring the quality of our special educational needs provision.  As does the Head teacher, Senior Management team and Early Years SENDCo.  We have high expectations of all our practitioners in meeting a range of needs. All interventions we put in place are research informed and evidence based and are measured to monitor impact and attendance against expected rate of progress. Where we feel something isn’t working, we are quick to respond and find alternatives through dialogue with the children, their families and other professionals.  All our additional support programmes are overseen by the Early Years SENDCO.All our staff are regularly trained to provide a high standard of pastoral support.  Relevant staff are trained to support medical needs and some cases all staff receive training.  We have number of polices in place which are updated regularly.  Our Behaviour Policy; which includes guidance on expectations is fully understood and in place by all staff, we focus on positive behaviour.  We regularly monitor attendance and take the necessary actions to prevent prolonged unauthorised absence. Child’s voice is central to our ethos and we encourage them to express their views and opinions in a variety of ways

   Provision is tailored to meet the needs of each individual child

ü  Each child's progress is monitored, and appropriate changes are made to provision as and when required

ü  Governors, Head, SENDCo and all staff all very aware of SEND issues and their respective responsibilities

ü  Governors regularly monitor and discuss SEND provision

ü  Parents are sent newsletter via email

ü  SMT regularly oversees provision & budgets

In our Weekly newsletter and on our website we regularly share information about the curriculum and we encourage parents to support their child’s learning through additional activities outside the school.Differentiation is embedded in our curriculum and practice.  We have a tailored personalised curriculum.  We identify the areas in which a child needs support and provide relevant support.

Our Inclusion Policy promotes involvement of all our children in all aspects of the curriculum including activities outside the nursery.  Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. We provide 1:1 support if necessary. If needed, parents/carers are consulted and involved in planning of the activity.

Our Accessibility Plan is robust and we continually remind staff about the Equality Act 2010.  We value and respect diversity in our setting and do our very best to meet the needs of all our learners. We have easy access to the disabled toilets

ü  Each child's performance and behaviour is constantly monitored and any needs/concerns addressed

ü  Targets are written for each child, taking into account factors such as the child's background and personality

ü  Parents/carers are kept informed of their child's progress via regular  review meetings.

ü  Parents/ Carers are encouraged to speak with Staff whenever they wish, as reflected in our Centre Development Plan and policy.

We have regular PEP review meetings as well as progress meetings with parents/ carers which helps us to monitor the progress and reflect on the next best steps.  Any professionals who are involved with the child/family are welcome to attend these meetings e.g. family worker, portage.  All our practitioners are clear on the expectations of provision. This is monitored regularly by the leadership team.

ü  Regular parent/carer discussions

ü  Reports are sent home, keeping parents/carers informed about their child's progress at the Centre

ü  We keep in constant touch with parents/carers through newsletters, text messages, our website and a personable approach at drop-off/pickup

ü  Curriculum activities encourage parents/carers to see their child at play and get involved themselves

ü  Various courses are available to help parents/carers develop their skills

All our staff are regularly trained to provide a high standard of pastoral support.  Relevant staff are trained to support medical needs and some cases all staff receive training.  We have polices in place which are updated regularly.  

Adaptations are made as and when necessary.  Adaptions may be made to the planning, for example by having differentiated learning outcomes, or to the environment for example by ensuring resources are appropriate and the physical environment is accessible, or the level of support your child receives for example they may have an additional adult to support them.Our Accessibility Plan is robust and we continually remind staff about the Equality Act 2010We value and respect diversity in our setting and do our very best to meet the needs of all out learners.We have easy access to the setting disabled toilets.We ensure, where ever possible, that equipment used is accessible to all children regardless of their needs.Should additional support be required, this is undertaken after consultation with the relevant staff and their families.  All interventions are monitored for impact and outcomes are defined at the start of any intervention.  During IEP meetings, additional and/or outside support may be discussed if appropriate e.g. additional funding, Educational Psychologist, Speech and Language etc.

ü  Safeguarding is paramount and taken very seriously by all Staff, Governors and volunteers

ü  Safeguarding incidents are recorded.

ü  Staff receive regular training

ü  Several staff have additional duties/areas of responsibility, e.g. assessment, behavioural support, etc.

ü  We have a series of robust policies in place to safeguard the children's learning and welfare.  These are monitored and reviewed by the Governing Body

ü  Attendance is rigorously monitored

ü  Independence is encouraged by the key workers

ü  Children are encouraged to respect each other's needs and act proactively in various situations, e.g. offering one another support

Our staff receive regular training.  We have our own Family worker who works very closely with the families and Speech and Language therapists who visits us regularly. We have a number of established relationships with professionals in health and social care and these are recorded on our provision map. All external partners we work with are vetted in terms of safe guarding and when buying in additional services we monitor the impact of any intervention against cost, to ensure a value for money service.

ü  Staff regularly undertake training to keep their skills up-to-date and applicable

ü  Full and easy access to specialists as and when required

ü  SENDCo is well respected among local specialists, and the Centre enjoys a good working relationship with other children's services

ü  We have a thorough Safeguarding Policy in place

ü  Finances are regularly and heavily scrutinised

Our Inclusion Policy promotes involvement of all our children in all aspects of the curriculum including activities outside the nursery.  Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. We provide 1:1 support if necessary. If needed, parents/carers are consulted and involved in planning of the activity. We provide small group sessions in a quiet space to support listening and attention skills.Our finances are monitored regularly and we utilise resources to support the strategic aims of our setting as well as individual child’s needs.  . We seek to ensure value for money service, so all interventions are costed and evaluated effectively. Our budget is allocated according to our Provision Management system and internal RAS approach.

ü  Governors and Senior Management regularly review financial data and ensure sufficient finances are designated for SEND needs

ü  Our Centre Development Plan highlights SEND as an important issue, and resources are allocated accordingly

ü  Multiple quotes are always sought for high-cost investments to ensure value for money

ü  We buy specific resources if we run a specific Intervention programme e.g. Sensory circuit.

Quality First inclusive Practice is clearly defined in our setting and we expect all staff to deliver this.  Should additional support be required, this is undertaken after consultation with the relevant staff and their families.  All interventions are monitored for impact and outcomes are defined at the start of any intervention.  The SENDCo oversees all additional support and regularly shares updates with the SEN Governor.

ü  All staff are expected to deliver outstanding quality care and education across the Centre

ü  Performance Data scrutiny and ongoing in-class monitoring of children inform targets and thus the amount of support each child needs/receives

ü  SENDCo works closely with key workers to implement intervention programme.

ü  Parents are consulted throughout the child's time at the Centre, and their thoughts/concerns are taken into account when implementing support

ü  SEN Governor ensures that SEND issues are brought before the Governing Body

ü  Governors ensure that the Centre's Inclusion Policy is adhered to at all times, and review it on a regular basis

ü  Centre benefits from a highly efficient SENDCo

ü  Training opportunities--including SEND-specific courses--are regularly sought and offered to staff

ü  Some staff received training in Makaton, Sign Language, Sensory Issues, Behaviour Management, Social Skills, Massage Therapy

ü  Inventive/original opportunities are seized upon, e.g. staff members going to Norway for Learning Through Nature training

ü  All staff are aware of SEND concerns and what to look for in children

Our Inclusion Policy promotes involvement of all our children in all aspects of the curriculum including activities outside the nursery.  Where there are concerns of safety and access, further thought and consideration is put in place to ensure needs are met. We provide 1:1 support if necessary. If needed, parents/carers are consulted and involved in planning of the activity.Our Accessibility Plan is robust and we continually remind staff about the Equality Act 2010.  We value and respect diversity in our setting and do our very best to meet the needs of all out learners. We have easy access to the setting disabled toilets.

ü  Our Accessibility Policy is continuously implemented and regularly reviewed by the Governing Body

ü  Equality and diversity is highly valued throughout the Centre

ü  The Centre's Learning Through Nature programme has had a wonderful effect upon children's education and emotional development.  Children with English as an Additional Language in particular have benefited from these activities.  Various third parties have both praised and sought to emulate Norcot's Learning Through Nature approach

ü  Parents are encouraged to come along on these trips

ü  The outside play areas are well designed and full of activities to stimulate children's learning

ü  Norcot works very closely with Children's Centre, helping to hold regular events for children and families of all backgrounds and abilities

ü  Our Inclusion Policy--and our ethos and entire approach to children is very clear in that all children are equal and should have access to a full educational experience.

ü  Risk Assessments are carried out for all activities/events

We have a robust Induction programme in place for welcoming new learners to our setting. Our Provision Management system records what aspects of our environment help children and this information is passed on in transition.  We have very good established relationships with a feeder settings  where children move onto.

When moving onto school:

 > The SENDCo will discuss the specific needs of your child with the SENDCo/ class teacher of the school

 >The meeting between nursery SENDCo and the school’s SENDCo/class teacher will be organized which you will also be invited to.

 > Your child will have a photo book of their new school to help them familiarized with the new school.

 > Your child will have additional dates to visit their new school.

 >Staff from the new school will visit your child in nursery.

 >SENDCo will transfer your child’s sensitive information to their next school

ü  New starters are very gently eased into the Centre, started by induction -parent-accompanied sessions and gradually-lengthening non-parented sessions.  We have found that this approach benefits the children greatly in their early days at the Centre

ü  We take part Transition Project where the children get familiar with the nursery routine Induction Days give parents/carers information and ideas about how to help their child settle into their classes

ü  We organise a number of visits to primary schools where we support both children as well the parents. 

ü  A designated Transitions Co-ordinator specialises in compiling and transferring children's sensitive information to their next setting.  Any SEND issues are highlighted and managed personally by the SENDCo

We whole-heartedly believe in partnering parents in a two-way dialogue to support child’s, needs and aspirations.   We operate an open door policy.  We take every opportunity to strengthen this dialogue.  Parents are invited to contribute through a number of means.  We host regular progress meetings in order to listen to any parental concerns.  Our Governing Body includes Parent Governors/ representatives. If your child is identified as not making progress, we will

• Discuss it with you in more detail
• Listen to any concerns you may have
• Plan any additional support your child may need
• Provide additional support
• Signpost to other professionals as appropriate 

If your child is identified as having a Special Educational Need/Disability than you will invited to regular Review meetings where your child’s progress will be discussed with you, SENDCO, key worker and other professionals involved with your child. Personalized targets will be reviewed and set and action plans written.

ü  Regular communications via text, emails, newsletters

ü  Parents/carers are encouraged to accompany children on Learning Through Nature walks

ü  Parents/carers are encouraged to attend meetings of the local Children's Centre Advisory Board

ü  Parent Governors ensure that the Governing Body never loses sight of parents' issues

Lisa Mccoy and Faye Turner 

We have parent comment forms and hold an open door policy where Parent/Carers can come a speak to a member of staff at any time.

If you are unhappy with the provision for your child, you should contact your child’s key worker, Team Leader, SENDCo, Deputy Head or Head of Centre in the first instance.

If they remain unhappy, you can contact the Chair of Governors

Our complaints policy can be found on our website.