Ashworth Nursery School

Ashworth Nursery School Local Offer

Our Mission Statement

“Everything that we do at Ashworth Nursery School has the children and their individual needs at its roots. The school actively encourages a warm, caring atmosphere and we aim to make your child’s first school days as pleasant as possible and encourage the feeling that it is fun to learn.”

 

Ashworth Nursery School is a community nursery school for pupils aged 3-4 years old. We are committed to an inclusive education for all pupils and aim to provide a learning environment which is flexible enough to meet the needs of all members of our community. We aim to cater for and fulfil the needs of pupils throughout the ability range who experience learning difficulty in any form regardless of disability, gender, race, religion or belief, sex, sexual orientation and to work within the guidance provided in the SEND Code of Practice 2014 www.gov.uk/government/publications/send-code-of-practice-0-to-25.

 

Where a pupil is identified as having a Special Educational Need or Disability, their needs will be categorised as per the SEND Code of Practice 0 – 25 (2014) into the following four headings: 

  • Communication and Interaction
  • Cognition and Learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory and/or Physical Needs

 

These will be used to identify the appropriate action to be taken by the nursery school, rather than to label the pupil. The needs of the whole child will be used to determine additional provision. We recognise that some pupils’ progress and attainment is affected by factors other than a Special Educational Need. For example: 

  • their attendance and punctuality
  • their health and welfare
  • having English as an Additional Language (EAL)
  • being in receipt of the Pupil Premium Grant

being a Child In Our Care (CIOC)  .

  • being a child of a serviceman/woman

The Special Educational Needs Co-ordinators (SENCo) are Miss Kirsten Riding and Miss Amii Bateson who liaise with relevant professional agencies that may be involved in a child’s development. Miss Amii Bateson, the Teacher, makes observations of children, attending meetings, making referrals and liaising with parents. Independent support is received one day each week from Mrs Deborah Clucas, who is also a qualified SENCo.

 

Further information is available through the local offer which can be accessed through Blackburn with Darwen’s website: https://www.bwd-localoffer.org.uk/kb5/blackburn/directory/service.page?id=XHDNXMB4tCU and the SEND

 

Policy available on Ashworth Nursery School’s website www.ashworthnursery.co.uk

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

Contact Name
Miss Amii Bateson
Contact Position
Class Teacher and SENCO
Telephone
01254 263312 01254 263312
E-mail
office@ashworth.blackburn.sch.uk
Website
www.ashworthnursery.co.uk
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Where to go

Name
Ashworth Nursery School
Address
Addison Close
Blackburn
Postcode

BB2 1QU

View BB2 1QU on a map

Local Offer

Description
  • 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 or SENCO.

Our Governing Body has a designated SEND Governor 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 Suzanne Jackson
Contact Telephone
01254 263312
Contact Email
office@ashworth.blackburn.sch.uk
Links
Ashworth Nursery
Local Offer Age Bands
0-5 years
Needs Level
Low
Medium
High
SEN Provision Type
Universal
Targeted
Specialist

Schools Extended Local Offer Response

How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
  • At Ashworth Nursery School we have an experienced staff that have accessed relevant training such as Speech and Language support.  We access services such as;

    • Speech therapy
    • SEND Support Service and Advisory Teachers
    • Educational Psychologist
    • Health Professionals
    • Occupational Therapy
    • Social Services
    • Mental Health Team
    • Wish Centre
    • Health Visitors
    • Physiotherapy Team

     

    Contact details are available in our school for these partnership agencies.

How will early years setting/school/college staff support my child/young person?

Ashworth Nursery School staff are committed to supporting young people with SEND needs. We ensure that all our teachers, and teaching assistants have qualifications that are relevant to their role. Miss Chopdat is a qualified teacher. Mrs Jackson, the Headteacher, has a wealth of experience in the role of SENCO. In addition to this we make sure that our training and Continued Professional Development is linked to the special needs of all our pupils and we are aware that what we do may need to be modified to meet their specific needs. A detailed INSET programme is implemented with the school annually and addresses all current educational issues. We access the local authority programme of training and development for all staff, including statutory safeguarding training. We access support and advice from the Local Authority SEND Support Service and ensure training is appropriate to the needs of our intake of children each year.  

 

Examples of  training we have accessed includes- :

           

  • Red Rose Phase 1 Phonological Awareness and Communication and Language Development
  • Ready, Steady, Listen
  • Kick Start to Language
  • Books for Language
  • Wellcomm (language assesment)
  • RoSCo (language assessment)
  • Physical Disabilities
  • Attachment in the Early Years
  • Behaviour Management
  • Makaton
  • Visual Impairment
  • Manual Handling

First Aid and training for specific medical conditions such as diabetes, epilepsy and allergies.

How will the curriculum be matched to my child's/young person's needs?

We believe in working closely with families. We visit parents and children in their home prior to starting which helps us to determine any possible support which may be needed or strategies we may implement. 

First and foremost, we like to familiarise ourselves with each individual child and find out what their needs and interests are in a play-based environment. Our induction process gives the opportunity to highlight any possible additional needs. Observations, assessments and meetings with parents are used to inform us regarding children’s achievements and progress. We use the EYFS development matters to judge where and how children are achieving. We use additional assessment tools such as the Wellcomm language screening, RoSCo language screening to assess children’s understanding. We talk regularly with our link SEND Advisory Teacher, via drop in surgeries and nursery visits.

The types of support available may include; programmes of work, teaching assistant support, specialist input from professionals such as; Educational Psychologist, Speech Therapist, Occupational Therapist, Health Visitor and Paediatrician. Sometimes specialist equipment is required to meet children’s needs and this can be sourced through the Early Help and Early Years’ Service.

 We refer children to the borough’s Early Help & Early Years’ Service, who advise us in determining whether children need additional support (assisted nursery place). Otherwise, children are supported by the school SENCo, Key Person and staff delivering interventions 1:1 and/or in small groups.

If, through discussion with yourself, the SENCO and other staff in our school, it is agreed that your child will need specific support in the short or long term, an application may be made to the local authority for an ‘Education, Health and Care Plan’. This process is detailed on the borough’s ‘Local Offer’ website. Meetings are held to determine the level of support required with parents and professionals in partnership. Information is then passed to the Education and Health Care Panel who will decide the level of support for entering primary school.

How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?

If you have concerns about your child, you can come and discuss them at any time.  You can talk to any of the following people:-

  • Your child’s Key Person
  • Our Special Educational Needs Co-ordinator (SENCO) – Mrs S Jackson
  • Nursery Teacher - Miss Chopdat
  • Special Support Assistant or Early Years Advisory Teacher (if your child has been identified as needing more support)
  • Headteacher- Mrs Suzanne Jackson

You may prefer to talk to your child’s Health Visitor or GP

What support will there be for my child's/young person's overall well being?

We are committed to giving every child the opportunity to achieve.  We do this by offering a wide ranging curriculum that is differentiated by the Key Person to support the specific needs of your child.  

We are a fully inclusive school that takes reasonable action to ensure that your child can access all learning opportunities.  For further details of how we do this, please take a look at our inclusion policy which is also published on our school website.  

The following points are important in terms of how we work together: 

  • We will seek your consent in order to make any necessary referrals for assessment and support
  • We will discuss any concerns on a regular basis
  • We may adapt or personalise resources or staffing to meet your child’s individual needs
  • We will set appropriate targets and review these with you at least termly
  • We will endeavour to ascertain pupil views (pupil voice)

We will refer your child with your consent to the Early Help and Early Years’ Service and attend any relevant meetings

What specialist services and expertise are avaliable at or accessed by the setting/school/college?

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 concerns.

What training have the staff supporting children and young people with SEND had? Are any being trained currently?

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 Key Person Group time are scaffolded 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 and providing scaffolds to support each child according to their needs.

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 my child/young person be included in activities outside this classroom including school trips?

• 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.

Monitoring progress is an integral part of what we do here at Ashworth Nursery School. Through the data collected in school we are able to look at the progress made by all of our children and within this those children with additional needs and make judgements about their rate of progress. This is monitored by the teacher, the Headteacher and Governors

Reviews of pupil ‘Learning Journeys’ will also indicate the level of progress being made and any further targets which may be needed. These are discussed as appropriate with parents and professionals, as we follow the ‘assess, plan, do, review’ model.  

 

Our designated governor for SEND attends termly meetings with the SENCO to receive updates and attend training on a range of subjects provided by Governor Services. Our open door policy provides parents and families with the opportunity for open discussion although sometimes an appointment is needed on occasions

How accessible is the setting/school/college enviroment?

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. 

We actively encourage you as a parent to be involved in your child’s learning. Here are some of the followings ways that we may support you-

  • Through sharing information via meetings
  • Through events held during the year where parents can attend our school alongside their child
  • Practical strategies to support you and your child at home
  • Signposting to training e.g. Makaton
  • Access to our website which has information and useful links
  • Signposting to groups who can also support the well-being of the family
  • Facilitating meetings with other professionals where necessary
  • By sharing your child’s learning achievements online through Tapestry
  • Attending regular ‘Open Story and Phonics Time’
  • Progress reports for parents
How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?

 The well-being of your child is central to the ethos of our school. Our open door policy and proactive approach to dealing with any concerns or issues that your child is facing enables Ashworth Nursery School to provide a happy, safe and caring environment.  

Types of support may include the following;

  • If your child has a medical need then a care plan will be prepared in consultation with you and the appropriate medical practitioners.  
  • Our teachers and teaching assistants are paediatric first aid trained
  • Assessments using Leuven Wellbeing and Involvement scales
  • Boxall Profile assessments where appropriate
  • Staff develop warm relationships with children and model positive relationships through their interactions with others in school
  • We have a key worker system and provide interventions through a smaller group support for children
  • Pupil voice 
  • We monitor attendance carefully, giving support to families who may find attendance or punctuality challenging
  • Where necessary a Child and Family plan (CAF) may be written and meetings with parents and professionals

Observation helps us collectively to form a picture regarding children’s individual interests and preferences to maximise their enthusiasm for learning. Your contributions here are vital to us so that we can provide the best possible learning enhancements.

How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?

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.

Our nursery school is fully accessible. 

  • There is physical access to the main entrance through double doors and there is an entrance push pad located at suitable height for a wheelchair user.
  • There are disabled toilet facilities available and accessible.
  • The interior of the building is fully accessible due to the building being on one level with no steps and with good access to outdoor play through ‘patio’ doors; a ramp is available for wheelchair access to the outdoor play area.
  • Pathways of travel around the school site and parking arrangements are safe. Whilst we have no parking on site, there is parking, plus additional disabled parking available on the community area adjacent to the school. The main play area is fenced off from the car park by a locked gate and is situated to the side of the building.
  • Emergency and evacuation procedures are accessible to all at present. These are clearly signposted and termly fire evacuation tests are made. Alarms are auditory and the assembly point is determined depending on where the fire is, either on the playground or Bank Top. We will review the provision of a visual alarm should the need arise.
  • All rooms are acoustically sound with carpeting providing good acoustics. We also have soft furnishings which positively support the acoustics in school.
  • Tape is available to draw attention to, for example, the edge of matting or furniture for visually impaired children should it be needed. 
  • We have some space for quiet work and small group work, including Key Person Group time and Language intervention; the Rainbow room and Bee Hive are available at times throughout the day for 1-1 activities.

Furniture and equipment are selected as standard; age related as appropriate and which are sourced from a quality provider

We are committed to ensuring that all children access the breadth of activities available in school and beyond. 

Annual consent is requested by parents when trips are made off the school site. A full risk assessment will be carried out with you and procedures put in place to ensure that your child can participate.  We are always staffed to at least the minimum requirements for adult: child ratios. Where a child has an assisted nursery place, their support assistant would accompany them on such trips. 

We have an outdoor play area and varied equipment which caters for a wide range of abilities and interests.

How is the decision made about what type and how much support my child/young person will receive?
  • We have home visits prior to your child starting with us. The Headteacher and another member of staff visit you at home to discuss starting school. This can be an extended visit as we are aware there may be a great deal of information to share.

Parents may stay with their child on the first day if their child needs that support and we have a staggered intake, which is determined by the child’s age and needs

  • We have specific primary school transition meetings which involve handing over information to staff from feeder schools
  • We have visits from staff from feeder Primary schools where we talk about each child’s specific needs
  • We take some children on transitional visits to their Primary school with support staff where this is felt to be beneficial

We make resources such as a photograph book so that children become familiar with their new school and staff

How are parents involved in the setting/school/college? How can I be involved?

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.

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