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We provide quality education and care for children aged 3 months to 5 years
Provide childcare for children 6 weeks - 5 years, offering Full Time, morning & afternoon sessions.
We offer lots of enhancements – Babble to Chatter, Talk Time, Busy Babies, Communication Station, Wake and Shake, Shake & Write, Numeracy & Literacy, Tennis.
We liaise with the Local authority & other professionals regarding an individual Child's specific additional needs.
Cheeky Monkeys Two is a full day care nursery and we cater for children aged 3 months to 5 years and are able to take children with special educational needs and disabilities. We work closely with the Early Years Support Team at the Child Development Centre in Kempston and where necessary we can refer a child for assessment and when needed will appoint a 1 to 1 key person who works with the child and their fairly to ensure they get the most out of the setting.
We work with the EYFS framework and all of our learning is through play. All of our activities and resources are accessible to all.
We are an Early Years provider working within the Early Years Foundation Stage curriculum. We ensure that children learn and develop well and are kept healthy and safe.
We promote teaching and learning to ensure children's 'school readiness' and give children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
We take children from the age of 2 years to a term before they are 5 years.
We support families and children with special educational needs and disabilities by working closely with other agencies to give the child a best outcome for their learning and development.
"At Clapham Preschool we strongly believe the rights of inclusion within mainstream schools and that all children have a right to be part of their community and to be welcomed and included in our provision".
To offer good quality early years provision for children aged from 2yrs upto 5yrs of age, we have a named SEND officer who attends regular training and updates other staff member, we are an inclusive practice and all staff members attend inclusive practice training. We provide open ended activities, such as painting, gluing, malleable materials, construction, small world. Outside learning is a large part of our day, our limitations are dependent on the age of the child and support within the setting via close liaison with parents and the child’s key person along with named co-ordinator if appropriate.
We are a nursery school providing a service for babies and children aged 0 - 5 years. Each child is assessed and supported according to their individual needs.
Individual Needs Protocol at Great Ouse Primary Academy (GOPA)
• Monitor and overview progress as well as assessing the ‘whole child.’
• Whole child is assessed under:
• Cognitive and learning – this description applies to children whose learning difficulties mean that they learn at a slower pace than their peers even with appropriate differentiation. Learning difficulties covers a wide range of needs. They can be specific such as dyslexia, dyscalculia and dyspraxia or cover all areas learning.
• Social emotional and mental health difficulties – this will include disorders such as attention deficit disorder as well social and emotional difficulties which can manifest themselves in different ways.
• Communication and interaction– this will include children who have speech, language and communication needs and have difficulty in communicating with others. This also includes children for whom social interaction is difficult.
• Sensory and/or physical needs – this covers children who require special educational provision because they have a disability which prevents or hinders them from making full use of the educational facilities generally provided within a school.
• These are further assessed under the ‘Waves of Learning.’
Harrold Preschool is a preschool offering sessional care for children aged 2 years 6 months to school age, 5 years. With staff members trained in supporting children with special educational needs and disabilities, we can offer support to children, enabling them to build relationships and friendships with their peers, whilst developing in all areas of learning.
Who’s on the SEND Team?
The SEND Team at MVM involves everybody. Every teacher and member of staff is responsible for ensuring pupils with SEND have a positive learning experience and make progress.
The day to day leadership and management of SEND across the school has been charged to the SENDCo, who works closely with parents, pupils, teachers, support staff and external agencies.
Everyone on the team is recognised for being skilled, hardworking and committed to placing pupils’ aspirations at the heart of everything we do.
We value pupils as individuals and want them to feel safe and supported to enable them to be confident and to flourish regardless of their special needs or differences. This is vital for them to grow up to lead happy, healthy and successful lives. Our aim is to prepare them for adulthood.
How we achieve this
Provision for pupils with SEND begins with high quality first teaching. At MVM we have clearly recorded our core offer. Thereafter, we collaboratively decide on appropriate provision that is ‘additional to and different from’.
In collaboration with parents, governors and the community we aim to provide an accessible curriculum by removing barriers to learning and addressing needs.
At Marston Middle School we value individuals, welcome diversity and believe in achievement, ambition and progress for all pupils. In order to do this, many steps are taken to support pupil through their learning journey. Quality first teaching is vital; however for some pupil there are occasions when further additional support may be needed to help them achieve their potential.
There is an emphasis on early identification of needs through supportive and preventative strategies which reduce barriers to learning.
We work in a flexible way to develop effective partnerships with pupil and their parents/carers, staff and external agencies to ensure that the school can meet a broad range of special educational needs and foster a culture of lifelong learning and independent living skills for all pupil.
Putnoe Woods is committed to celebrating all children and their families in a safe and enabling environment. As Early Years Educators we are committed to support all children to build the foundations for success in later life.
Putnoe Woods is a fully inclusive Early Years setting which offers childcare to children aged 12 months - 5 years old (We start offering places for 12 months + from 13th April 2015). We are a very welcoming team in a warm and friendly atmosphere and welcome everybody irrespective of race, religion, belief, educational needs and disability.
We offer 3 play rooms, a sensory room and a newly equipped all weather garden area. All children are given the opportunity and encouragement to learn through play, have fun, discover new experiences and explore. Our enabling environments also inspire curiosity and opportunity for individuals to follow dreams and capture their own interests.
As Early Years Educators we support all the children to develop confidence, independence and the opportunity to reach their full potential. As all children are individuals we at Putnoe Woods observe and assess individual capabilities and development at the child's pace, tracking their development and identifying their needs.
At Putnoe Woods we employ 2 Special Educational Needs and Disabilities Officers who are key persons to our children with Special Educational Needs and Disabilities. Our SEND Officers foster close relationships with both the child and their family as to ensure individual needs are supported and met. As a pre school we also have excellent relationships with the Child Development Centre and our local feeder schools whom welcome well supported transition visits.