Ashworth Nursery School
Ashworth Nursery School is a friendly and inviting LA Maintained Nursery School situated in the Bank Top area of Blackburn.
We provide 50 full-time equivalent places for 3-4 year olds who are in receipt of the 15 hours government funding.
We work closely as a team, alongside children and parents to create a sense of trust; in a dynamic and exciting environment.
We take pride in listening to and respecting all children as unique individuals.
All children are enabled to achieve their full potential.
We want children to be happy and confident in our school. We work hard as a team to enable children to become active and independent learners; fostering positive relationships that will be everlasting.
Ashworth Nursery is committed to an inclusive education for all pupils.
Resources are carefully sourced and appropriate for the age and stage of development of children within the age group.
There are regular enhancements to the areas reflecting children’s interests and learning needs.
Information is available about the setting in the prospectus, the website and through informal visits to the nursery; where staff are available to discuss and answer any questions.
Who to contact
Where to go
- Ashworth Nursery School
- BB2 1QU
- Disabled changing and toilet facilities
- The nursery building is wheelchair accessible although some outdoor grassed areas are not accessible by wheelchair.
- Most furniture is free standing and so can be moved in order to accommodate the needs of children as required.
- The play areas both indoors and outdoors are safe and secure with level and sloping areas.
All staff are aware of how to use observation to adjust the environment for individuals or groups of children to ensure access.
If you have concerns relating to the school provision, please speak to the Headteacher/SENCO.
Our Governing Body has a designated SEN Governor, Isma Sajid, responsible for reviewing practice and supporting the SENCo.
Blackburn with Darwen’s local offer sets out a range of support and services available to you and your child. This can be accessed at www.bwd-localoffer.org.uk
- Contact Name
- Mrs Victoria Burnside
- Contact Telephone
- 01254 263312
- Contact Email
- Local Offer Age Bands
- 0-5 years
- Needs Level
- SEN Provision Type
Schools' Extended Local Offer Response
- What specialist services and expertise are available at, or accessed by, the school/setting?
- Educational Psychologist
- LA Inclusion Support Team Advisory Teachers, including HI and VI Advisory Service
- Speech and Language Therapy
- LA Early Years Speech and Language Advisory Service
- Health Services
- Social Services
- What training and experience have the staff supporting children and young people with special educational needs and/or disabilities had, or are having?
The staff at Ashworth Nursery School are experienced in working with children who have a range of Special Educational Needs.
All staff undertake annual training in relation to safeguarding and child protection.
Staff are experienced in working with children who have hearing and visual impairments, and with a range of communication difficulties; such as delayed speech and language development and children who have an Autistic Spectrum disorder.
All Staff have completed the ROSCO training and ‘Everyday Makaton’
Daily Language Groups and speech therapy programmes are delivered for identified children; the link speech and language therapist supports this and reviews all identified needs.
All staff has experience of working with children with complex health needs, consulting with relevant professionals on a regular basis.
- How do you know if my child/young person needs extra help?
All families are welcome to visit the nursery. We may be given information about a child who has SEN by parents/carers or outside agencies prior to admission.
Identifying children who may require some additional support can be through the Early Support Panel, or during the ‘home visit’ as well as through our initial /ongoing assessments and monitoring procedures; all of which may highlight areas for concern if a child is not making expected progress or achievement is significantly below expectations for their age.
We provide opportunities for parents/carers to discuss the individual needs of their child at all times through the induction procedures, including the initial home visit. We believe parent/carers know their child best and we ask them to contribute to assessment by sharing information about their child.
Sometimes, it is only once a child has started in nursery that their needs are recognised and identified. At these times, staff are sensitive to the needs of the family in broaching and sharing concerns that they might have.
We always seek parental permission before we involve any professionals.
- What should I do if I think my child/young person may have special educational needs?
Should a parent/carer have any concerns regarding their child’s educational development, in the first instance they should speak to their child’s keyworker informally and discuss their concerns. The Keyworker will then speak to Mrs Burnside or Mrs Tattersall who will arrange to speak with the parent/carer to discuss the concern further.
- How will staff support my child/young person?
Many children will need some extra support during their time in school. For many, this will be for a short time, but others may, require more long-term provision. Throughout The Nursery session, the child’s needs and effectiveness of the provision will be reviewed, and the next steps planned for.
• The first wave of support will be through our differentiated provision, keyperson groups, bilingual support and the whole school staff. This includes a balance of adult directed and child initiated play, as well as learning which is based on a ‘multi-sensory approach’.
• The second wave involves more focused intervention and regular input by staff in partnership with the family; this includes e.g. focused language groups and where appropriates an individual programme of intervention.
• If concerns continue and following parental consent, the third wave could involve either a referral to the Early Support Panel, Speech Therapy or Educational Psychology service. Following any intervention, parents/carers will be informed of the outcome and planned next steps.
• Should the child have persistent difficulties such as their needs cannot be met through the above levels of support, then the child will be referred to the LA for a statutory assessment; with the aim of achieving an Education Health Care Plan.
At each stage of support, the school, parents and outside agencies have specific, important and complimentary roles. The school and outside agencies will support parents/carers by being clear about how we can work in partnership. All documentation should be accessible to parents, to ensure their active and instrumental involvement.
We have a range of roles to support all children in their educational development. Teachers and Teaching Assistants all work alongside each other to enhance the outcomes for all our children.
The school has a designated Special Needs Co-ordinator (Mrs Burnside), who oversees the provision and effectiveness of strategies for all our children with SEN. Mrs Tattersall (Teacher) works closely with the Headteacher who reviews the interventions and outcomes.
- How will the curriculum be matched to my child's/young person's needs?
There are weekly planning and review meetings between key practitioners to maintain the momentum of learning. The school has a structure for discussing children, which enables it to further reflect and modify any strategies in place with the aim of enhancing outcomes.
There are regular evaluations of children’s learning with both the parent/carer and practitioner concerned, such as reviewing individual learning priorities. Ultimately, parents/carers can arrange to speak to a member of staff if they have any concern.
- How will teaching approaches be modified to support my child/young person?
We adapt our teaching in the following ways:
• Use of observations, parent knowledge and where appropriate outside professionals to identify possible strategies to be utilised
• Modify the learning environment to meet the needs of the child
• Adult led activities in Keyperson Group time are clearly differentiated and sensitively planned to include all children
• A significant focus on ‘active learning’
• A recognition of using a ‘multi-sensory approach’
• Makaton (a form of sign language) is used to support learning and make the learning more visible
• Visual support is also given to individual children through the use of picture symbols and photographs e.g. picture timetables to help children move smoothly between activities or to support children’s communication skills.
The school’s approach to differentiation is seeing every child as an individual.
Both the above and personalised educational plan helps all children by providing the means to assess as to whether children are making substantive progress and therefore continue to learn rapidly.
- How will both you and I know how my child/young person is doing?
• Continual observation allows Keyworkers to assess how well each child is achieving against the EYFS Curriculum. These observations are shared with parents in the child’s Learning Journey on a regular basis.
• Termly Key person Group Meetings for all children provide an opportunity to discuss progress, share any concern and offer support and strategies if required to be used at home.
• Our open door policy provides parents with the opportunity for discussion face to face or on the telephone with staff.
• Each child with SEN has their own Individual Education Plan which includes targets that they are working towards; these are discussed at termly review meetings with parents and professionals. Learning priorities are jointly agreed between the parent and the practitioner; often there are also agreed strategies and action points for the parent/carer to do at home in addition to what the school is doing.
• Progress data for all learners is collated by the whole school and monitored by staff, the Headteacher and Governors.
- How will you help me to support my child/young person's learning?
From your first visit to our School we want to work in partnership with you and your child. We always make time for parents and do whatever we can to ensure the needs of your child are met appropriately.
• Parents of children with identified concerns or specific Special educational needs are fully involved in all the decisions that the staff make regarding their child’s provision, progress, and development in the Nursery.
- What support will there be for my child's/young person's overall wellbeing?
• Each child has a Keyperson who helps your child to develop holistically across all 7 areas of the EYFS.
• Each staff member contributes to the weekly staff and planning meetings where any identified child or anyone causing a concern will be discussed. Next steps will then be agreed and carried out by the relevant persons.
• Each child is part of a weekly PHSE group delivered by a designated member of staff. Mrs Tattersall has oversight of the planning, delivery and review process, ensuring quality outcomes are achieved by all children.
• There is a clear system of observation to listen to and use the voice of the child.
• Clear guidelines on the administration of medication (see Supporting Pupils with Medical Conditions policy).
• Review meetings with parents/carers on a termly basis.
• Work with outside agencies.
• Educational Visits and enrichment experiences.
• Clear guidelines on personal care (see Behaviour Policy)
• Children’s health and well-being contributes substantially to their Individual Education Plan.
- What activities will be available for my child/young person?
Activities and school trips are available to all children in our school and full details are available on our website. When a trip is planned a risk assessment will be carried out and procedures put in place to ensure that your child can participate. Where a child has an Assisted Foundation Stage Place, the Specialist Support Assistant will accompany the child on the trip.
• Daily Music and Movement is accessible for all.
• Children are encouraged to access the play areas daily both indoors and outdoors which are accessible, safe and secure.
• In weekly planning meetings, staff plan opportunities to develop fine and gross motor skills in both indoor and outdoor provision.
• All provision follows the Statutory Guidance of the EYFS.
- How will you prepare and support my child/young person during transitions?
Transition information is shared with a child’s Primary School and all the appropriate records are forwarded to the new school.
Reception teachers and SENCo’s are invited to visit the children in Nursery, this provides an opportunity to spend some time observing and playing; as well as discuss brief details about the child.
We have developed excellent relationships with other schools in our area. Children will have the opportunity to visit their new school and meet their new teacher on various occasions.
We actively promote and support children and their families with the transition to school, talking positively about moving on and providing opportunities for children to engage in talking and thinking about the change. We recognise that it can be unsettling for the children and offer support as required.
In addition to the above, transition for children with an Assisted Foundation Stage Place is carefully planned. Feeder schools are invited to review meetings during the Spring and Summer Term. Where appropriate, additional visits to the feeder school are planned; in order for the child to become familiar with their new school environment; where possible the Specialist Support Assistant will accompany the child.
- How are resources and equipment allocated and matched to my child's/young person's needs?
Resources are allocated to individual children according to their level of need. The individual educated plan outlines the interventions needed and the level of support, any specialist equipment that is required would be sourced through the LA.
Staff training is planned to meet children’s specific needs
- How are decisions made about what type and how much support my child/young person will receive?
Decisions about the level of need are made with consultation with parents, SENCo/Headteacher. Certain levels of support may require an additional specialist support assistant to be appointed and this is done through a graduated response with the LA through the Early Support Panel.