Snacks, drinks, breakfast and tea are provided and included. Also run a holiday scheme. Also runs a scheme in Rotherham, please see website for more details.
Just for Kidz Out of School Club
Who to contact
- Contact Name
- Mitra Ashab
- Contact Position
0114 248 0875
0114 248 0875
Where to go
- The Moorlands
165 High Street
- S20 5AG
Contact Traveline 01709 515151 or www.travelsouthyorkshire.com
When is it on?
- Time / Date Details
- Open Monday to Fiday 7:30 - 6
- Time of day
- Wheelchair Access
- Wheelchair access details
- accessible toilets
- Cater for special dietary requirements
- Additional dietary information
- Special dietary requirements can be catered for
- Supports special needs and disabilities
- Additional special needs information
- Makaton trained staff
- Able to accommodate other cultures/ethnicities
- Additional culture/ethnicity information
- Inclusion Policy
- Table of costs
Table of costs Amount Cost Type £12 Per afternoon session
- £5.00 per am session £12.00 per pm session £12.00 for both £15 when attending both Employer Supported Childcare Vouchers accepted
- Age Range
- 4 years 6 months to 11 years
- Disabled Facilities
- Quiet Area
- Secure setting
- Days out/visits
- Catering facilities
- Outdoor play/equipment
- ICT Facilities
- Place Ranges
- Immediate vacancies
- Vacancy Ranges
4 - 11 Years: 24 places
- Has about 6 vacancies both before and after school each day (as at October 2014)
- Date updated
Funded Early Learning
Opening Times & Facilities
- Opening Times
Opening Times Day Opening Time Closing Time Monday 7.30am 9.00am Monday 3.30pm 6.00pm Tuesday 7.30am 9.00am Tuesday 3.30pm 6.00pm Wednesday 7.30am 9.00am Wednesday 3.30pm 6.00pm Thursday 7.30am 9.00am Thursday 3.30pm 6.00pm Friday 7.30am 9.00am Friday 3.30pm 6.00pm
- Offers pickups
- Mosborough Primary School
- available from
- Ofsted URN
- Link to latest ofsted inspection report
- Inspection history
Inspection History Inspection Date Inspection type Inspection Outcome 19/03/2008 Integrated Good 28/09/2009 Inspection (Early Years Register) Satisfactory 06/02/2014 Inspection (Early Years Register) Good 24/01/2018 Inspection (Early Years Register) Good
Special Educational Needs
This policy represents the agreed principles for Special Educational Needs throughout the Nursery. All Nursery staff, representing Just for Kidz Nursery have agreed this policy.
Definition of Special Educational Needs (SEN)
“Children have a Special Educational Need if they have a learning difficulty which calls for Special Educational provision to be made for them”.
This policy is in line with the revised Code of Practice.
The Special Needs Coordinators (SENCO) is Susan Teather. We have other staff members with SENCO training who can assist Susan Teather in her post.
The building is accessible for wheelchair users.
At Just for Kidz Nursery we strive to provide a broad and balanced curriculum for all children. The Early Years Foundation Stage is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, staff set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean they have special needs and require particular action by the nursery.
These requirements are likely to arise as a consequence of a child having Special Educational Needs. Staff take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need ‘additional’ or ‘different’ help from that given to other children of the same age.
Children may have Special Educational Needs either throughout or at any time during their nursery development. This policy ensures that curriculum planning and assessment for children with Special Educational Needs takes account of the type and extent of the difficulty experienced by the child.
Aims and objectives
The aims of this policy are:
- to create an environment that meets the Special Educational Needs of each child;
- to ensure that the Special Educational Needs of children are identified, assessed and provided for;
- to make clear the expectations of all partners in the process;
- to identify the roles and responsibilities of staff in providing for children’s Special Educational Needs;
- to enable all children to have full access to all elements of the nursery’s curriculum;
- to ensure that parents are able to play their part in supporting their child’s education;
- to ensure that our children have a voice in this process.
At Just for Kidz Nursery we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our nursery community. Through appropriate curricular provision, we respect the fact that children:
- have different educational and behavioural needs and aspirations;
require different strategies for learning;
- acquire, assimilate and communicate information at different rates;
- need a range of different teaching approaches and experiences.
Staff respond to children’s needs by:
- providing support for children who need help with communication, language and literacy;
planning to develop children’s understanding through the use of all available senses and experiences;
- planning for children’s full participation in learning, and in physical and practical activities;
- helping children to manage their behaviour and to take part in learning effectively and safely;
- helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.
Special Educational Needs
Children with Special Educational Needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives. Children have a learning difficulty if:
- they have significantly greater difficulty in learning than the majority of children of the same age;
- they have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age;
All our children are assessed when they join our nursery, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.
If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available resources. In liaison with the Special Educational Needs Co-ordinator (SENCO), the child’s Key Person will offer interventions that are ‘different from’ or ‘additional to’ those provided as part of the nursery’s usual working practices. The Key Person will keep parents informed and draw upon them for additional information. If the SENCO, Key Person and parents feel that the child would benefit from further support, the SENCO will then take the lead in further assessments of the child’s needs.
We will record the strategies used to support the child within an Individual Education Plan (IEP). The IEP will show the short-term targets set for the child and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place once a term. Parents will be involved in the writing and review of each IEP.
If the IEP review identifies that support is needed from outside services, we will consult parents prior to any support being actioned. In most cases, children will be seen in the nursery by external support services. This may lead to ‘additional’ or ‘different’ strategies and external support outside of the nursery. External support services will provide information for the child’s new IEP. The new strategies within the IEP will, wherever possible, be implemented in the child’s nursery setting.
If the child continues to demonstrate significant cause for concern, a request for statutory assessment (i.e. a ‘statement’) will be made to the LEA. The SENCO will start the procedures. A range of written evidence about the child will support the request.
Some children at Just for Kidz Nursery may have significant behaviour problems. Staff use a range of strategies for dealing with difficult behaviour, but some children may require further support. In these cases the SENCO, Key Person and parents will create a Pastoral Support Plan (PSP), clearly outlining key targets for the child to work towards achieving, as well as the strategies and support being offered to the child. At this point advice would also be sought from external support services (e.g. Behaviour Support Team (BST). PSPs are reviewed half-termly, with a new PSP being written each term.
At Just for Kidz the SENCO and Assistant SENCO:
- manage the day-to-day operation of the policy;
- co-ordinate the provision for and manages the responses to children’s special needs;
support and advise colleagues;
- oversee the records of all children with Special Educational Needs;
act as the link with parents;
- act as link with external agencies and other support agencies;
- monitor and evaluate the Special Educational Needs provision.
- manage a range of resources, human and material, to enable appropriate provision for children with Special Educational Needs;
- contribute to the professional development of all staff.
Allocation of resources
The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the nursery, including the provision for children with statements of Special Educational Needs.
Early identification is vital. Nursery staff inform the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.
The staff and the SENCO assess and monitor the children’s progress in line with existing nursery practices. This is an ongoing process.
The SENCO works closely with parents and Key Persons to plan an appropriate programme of support.
The assessment of children reflects as far as possible their participation in the whole curriculum of the Nursery. The Key Person and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators.
The LEA seeks a range of advice before making a formal statement. The needs of the child are considered to be paramount in this.
Access to the curriculum
All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to:
understand the relevance and purpose of learning activities;
experience levels of understanding and rates of progress that bring feelings of success and achievement.
Staff use a range of strategies to meet children’s Special Educational Needs. Learning and activities have clear learning objectives, we differentiate work appropriately, and we use assessment to inform the next stage of learning.
Individual Education Plans (IEPs), which employ a small-steps approach, feature significantly in the provision that we make in the nursery. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success.
We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible we do not withdraw children from the nursery situation. There are times, though, when to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the main learning environment.
Partnership with parents
At Just for Kidz we work closely with parents in the support of those children with Special Educational Needs. We encourage an active partnership through an ongoing dialogue with parents. Parents have much to contribute to our support for children with Special Educational Needs.
We have termly meetings with parents to review the progress of their children against the targets set in the IEP and to set new targets for the next term. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with Special Educational Needs.
In our nursery we encourage children to take responsibility and to make decisions. This is part of the culture of the nursery and relates to children of all ages and all abilities. The work in the nursery recognises the importance of children developing social as well as educational skills.
Monitoring and Evaluation
The SENCO monitors the movement of children within the Special Educational Needs system in the nursery. The SENCO provides staff with regular summaries of the impact of the policy on the practice of the nursery.
The SENCO draws up Individual Education Plans for children. The SENCO and the managers hold regular meetings to review the work of the nursery in this area.
The SENCO monitors the progress of children with Special Educational Needs termly and discusses findings with all staff and parents.
If you would like to discuss your child’s special needs and support please talk to Susan Teather.
- Contact Name
- Susan Teather
- Contact Telephone
- 0114 2480875
- Contact Email
- Local Offer Age Bands
- Primary (4-10 years)
- SEN Provision Type
- Do you operate a waiting list?
- Staff training to support children/young people with SEND
- SENCO training
- AUTISM training
- MAKATON training
- How do you communicate with your service users?
Progress updates provided
- Last Updated