Brunel nursery School is federated with St Matthew's Primary School. We have up to 52 places at Brunel Nursery. 26 pupils in the morning session and 26 in the afternoon session. Morning sessions run from 8.30am- 11.30am.  The afternoon session runs from 12pm- 3pm.

We aim to provide a positive learning experience in a safe and respectful environment.  We strive to teach an inspiring and inclusive curriculum that promotes a love of learning.  As Brunel is part of St Matthew's Church of England Primary School we endeavour to develop the spiritual and moral values of members of the St Matthew’s and Brunel family, and develop a meaningful and loving relationship with God. We hope to develop confident, caring citizens who are well prepared to enjoy happy and rewarding lives.

 At St Matthew’s CE Primary with Brunel Nursery School we provide an environment where creativity is encouraged, curiosity is welcomed and excitement in learning is fostered. Our children develop confidence in their own abilities, are motivated to achieve their best and learn to be resilient and adaptable to change.

We have a governor supporting SEN who regularly visits the school and is in close contact with the Inclusion Coordinator (INCO). There is an SEN report to governors termly. 

All staff have regular training matched to the individual needs of the children.  We have support from all all the services below who will offer us advice on the best strategies to use for each individual/ type of need.

What specialist services and expertise are available at, or accessed by, the setting?

Early Years Advisory Service

Early Years Advisory Teachers

Educational Psychologists

Health Visitors

Early Years DLD Team

Speech and Language Therapy Service

Child and Family Service Early Help Team

What training and experience have staff supporting children with Special Educational Needs and/or Disabilities had, or are having?

Staff are very experienced in catering for children with a variety of SEND, including communication and interactive needs, social and emotional difficulties, physical needs and/or disabilities, cognition and learning difficulties.

How do you know if my child needs extra help?

Brunel Nursery School strives to always work in a close and mutually supportive partnership with parents. In the first instance the class teacher will closely monitor and assess children.  If there is a cause for concern then the class teacher will consult the Inclusion Coordinator after consent is given from parents.  Further assessments and screening may be done to pin point the nature of the difficulty. If progress is not made within 6 weeks then the Inclusion Coordinator will ask parental consent for outside specialists for further advice and expertise.

 What do I do if I think my child may have Special Educational Needs and how will staff support my child? How will EYFS be matched to my child’s needs?

If you think you child has special education needs please see the Foundation Stage Leader, Mrs Rowe and/ or Mrs Fenton the Inclusion Coordinator. If your child has special educational needs they can be supported in a variety of ways.  They may need additional adult support or specialist equipment or intervention. If this is the case then staff will work with a variety of agencies to ensure the needs of your child are met.  Teaching may be differentiated by activity, group size or even on a one to one basis.

There is daily communication between parent and staff.  There is a written report sent out to parents three times per year.

How will you help me support my child’s learning/ development?

Mrs Rowe is the Foundation Stage Leader and is always happy to help parents to support their child’s learning. Health visitors are also a useful source of support and information.

What support will there be for my child’s overall wellbeing?

• Nurture Groups
• A named person pupil’s can confide in
• Health Visitor
•  Staff  trained in Paediatric First Aid 

How will you prepare and support my child during transitions- preparing for school?

Brunel staff will meet with you and we will gather as much information as possible that we can use to help us prepare for your child starting our nursery or school. There are a number of additional ways we can also help your child's entry. These include

•  Welcome Booklets
• Liaison with your child's prior school or early years setting.
• Relevant staff visits to early years settings. 
• Liaison with preschool, the SEND Support Service or INCO at a previous setting. When a child moves settings there is a high level of communication between both settings making sure the new setting is fully aware of the needs of your child and the support we successfully used with your child here.
• We have close links with a number of local schools. The Inclusion Coordinator (INCO), teachers and teaching and learning assistants (TLA’s) liaise closely in the build up to transition.
• All children have transition visits where they spend time in their new classrooms with their new class teacher.

How are decisions made about what type and how much support my child will receive?

As all children's needs are different we have to be flexible in the way in which we assess and meet their needs. There is no one set way because the children we support are all different. We have regular meetings with senior teachers, class teachers and parents to review the needs of each child. We are flexible and will change the support needed for your child according to his or her changing needs. It is very much a three way process between parent, school and outside agencies and we all work together to make sure your child is being supported in the best way possible. It is very important you tell us if you think things are changing so we can bear this in mind. Support is reviewed regularly in order to try and ensure that your child is making progress and that future plans and the setting of specific, measurable, achievable and time-related targets are appropriate and relevant.