Early Years (0 to 4)

This part of the Local Offer outlines the education, health and care services available for children from when they are born to just before they start school and the support and advice available.

If your child's special educational needs were discovered at a young age, you may be considering appropriate pre-school instruction as well as possibilities for play, stimulation, and engagement for your child. Other children's challenges or concerns may become apparent when they begin attending a playgroup or nursery.

Chapter five of the SEND Code of Practice provides guidance to Early Years providers about how they should identify and support children with special needs. 

All nurseries, playgroups, Children's Centres and childcare providers should welcome young children with special needs, but some services aim to offer something extra. And if your child's special needs are complex or severe, you may be looking for something more specialised. Within the Local Offer we have asked providers to highlight the types of support and provision that they may make for specific types of special needs and disabilities.

 

The City of London requires schools and settings to comply with all statutory expectations set out in the SEND Code of Practice. This means that nurseries, schools and colleges (settings) should make available the information below using clear and straightforward language that is easy for parents and young people to access.

Settings should describe:

  • how they identify children and young people with SEND and assess their needs
  • how they assess and review children and young people’s progress towards outcomes, including the opportunities available to work with parents, children and young people as part of this assessment and review
  • how they support children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood, outcomes should reflect their ambitions which could include higher education, employment, independent living and participation in society
  • what adaptations to curriculum, teaching and the learning environment they make and how they access ancillary aids and assistive technology
  • how they secure expertise among practitioners, teachers, lecturers or other professionals to support children and young people with SEND
  • how they assess and evaluate the effectiveness of the provision they make for children and young people with SEND
  • how they enable children and young people with SEND to have access to facilities and extra-curricular activities available to all children in their setting
  • how they support and improve emotional and social development, including extra pastoral support arrangements for listening to the views of children and young people with SEND and measures to prevent bullying
  • the SEN Information report
  • information on the school’s SEND policy, including named contacts within the school
  • who parents should contact if they have concerns about details of the school’s contribution to the local offer
  • how the curriculum is adapted or made accessible for children or young people with SEND.

The City of London expects that the above should include arrangements for supporting children who are looked after by the local authority and have SEND.

The City of London also expects and encourages schools to make data on the levels and type of need within the setting available to the local authority. This data is necessary to inform strategic SEND planning at authority and local level. This kind of data, usually collected through the school census, is also required to produce the national SEND Information Report.

SureStart Children’s Centres provide a range of support services and activities for families with children under five. These are available from pregnancy until the child starts reception class at primary school.

Along with early learning and day care, children’s centres offer access to parenting classes, midwives and health visitors, ESOL courses, and advice on mental health, housing, money, training and employment.

Most of the City of London's children's centre services take place at the City Child and Family Centre although some are available at other locations around the City.

SEND provision at Children's Centres
Children's Centres are all-inclusive environments. This implies that all activities are open to children with special needs, and reasonable accommodations will be provided if necessary.

Sensory play areas are available in all of the borough's Children's Centres for children with special educational needs and/or disabilities (SEND).

Our City Child and Family Centre has a dedicated SEND Early Years Practitioner. They can assist in identifying children who may have special needs and working with them in up to six one-on-one sessions to help them develop. For further information, contact the City Child and Family Centre.

Are you a resident of the City of London? Do you have a child under five attending a childcare setting? You might qualify for financial support with childcare cost under the Childcare Accessibility Scheme.

The Scheme aims to support resident families to access early education and childcare. The purpose of the early education place is to support the child’s early development and empower parents to make positive changes to their lives through work, training or family support.

Criteria 1 - Children with Additional Needs but not qualifying for Education Health and Care Plan (EHCP)
This section of the funding is aimed at a child who is already attending or are about to attend an early years setting or a child who has been identified by the children’s centre or other professional as potentially benefitting from an early education place.

The scheme will support the child by providing funding for an education place or additional childcare hours to ensure that they have the best start in life.

Criteria 2 - Families who have a combined income of less than £55K
This funding is aimed at parents who have a joint combined income of less than £55K per annum. This fund is also open to:

  • students, trainees and apprentices
  • parents on maternity/paternity leave
  • parents returning to work
  • parent/s with more than two children needing childcare

This section of funding will provide top up funding to ensure that families receive help with paying up to a maximum of 70% of their childcare costs.

The Early Help service provides a central contact point for families wanting to access early help services in the City of London. They can provide information and advice and will signpost to non-City of London services, as well as accepting referrals on behalf of City of London early help services.

You can contact the Children and Families team by calling 020 7332 3621 or emailing children.duty@cityoflondon.co.uk.

Our SENDCo and SEND team aim to identify any special needs as early as possible in order to plan cumulative interventions for identified children.

All teachers are responsible for children with SEND and we apply a whole school policy of reasonable adjustments in the classroom to ensure that all children can have full access to the curriculum.

Where needs are beyond these adjustments we may offer booster group support for numeracy, literacy as well as emotional/social talking groups. We work closely with outside agencies, such as speech therapists, occupational therapists, educational psychologists and dyslexia specialists to deliver the best outcomes for our SEND children.

The setting offers a universal service from birth to preschool and for primary school (0 - 11 years of age).

Contact:

Local Offer contact name: SEND Team

Local Offer contact tel.: 020 7600 3805

Local Offer contact email: life@charterhousesquareschool.co.uk

How does the setting know if children need extra help? What should I do if I think my child may have special educational needs?
All teachers are responsible for identifying pupils with SEN. Should a child require additional and different provision, the SEND team and SENDCo will collaborate with class teachers, parents and pupils to provide a cumulative intervention schedule for that child.

Parents should raise any concerns whether developmental, academic or physical to the class teacher in the first instance. This may progress onto the SEND team at a later date, if necessary.

How will staff at the setting support my child?
With support from the SENDCo and SEND team, class teachers will decide what measures and interventions would best suit a child with SEND. This may result in creating an IPM (Individual Provision Map) for that child. These steps would be clearly explained in a parent/teacher meeting which would then be formally reviewed each term.

The SEND team ensure these responsibilities are carried out in a timely and effective manner. The SEND team provide an effective monitoring and assessment system to measure the outcomes for our SEND pupils.

How will the curriculum be matched to my child’s needs?
Our commitment to high quality teaching, effective differentiation and a plan/monitor/review system ensure that all our SEND pupils have access to the curriculum. Our aim is for inclusive teaching which can be adapted to suit all learner types. This plays a part in our whole school approach (wave 1) to meeting the needs of all of our pupils.

How will I know how my child is doing and how will you help me to support my child’s learning?
Pupil progress meetings review SEND pupils termly. Targets will be set for those pupils in collaboration with parents and pupils. An IPM highlighting these targets will be signed at parent/teacher/pupil meetings.

Parents are encouraged to communicate any concerns and, indeed, celebrations in their child’s reading record book. We also have an 'open door' policy for brief discussions between parents and teachers.

What support will there be for my child’s overall well being?
Our level of pastoral care is often praised by our parents.  We are committed to knowing the needs of all of our pupils on all levels. PSHE is taught by class teachers and those children needing more social, emotional support may receive group or 1:1 support with our trained counsellor. Our class TAs are also available to support pastoral, medical and social needs.

The administration of medicine is closely monitored by our first aid trained school secretary and details can be found on our school website. Behavioural needs are managed through a close working relationship between pupil/parent/school and will ensure reward systems are utilised and, if necessary, extra support through the SEND team may be given.

What specialist services and expertise are available at or accessed by the setting?
Our joint SENDCos have had ten years experience in post and implemented the 2014 Code of Practice, rolling out many whole school policies to ensure inclusive teaching with reasonable adjustments.  

Laura has a Level 4 Diploma in Child and Adolescent Counselling and Allison has studies with the Blackford Centre to support children with dyslexia. Allison also has an MA in Primary Education.

Our SENDCo team are trained in many areas of SEND such as: emotional/behavioural support and identification, how to plan and provide for dyslexic pupils, how to support reluctant writers, creating frameworks for pupils with short term memory problems, effective learning of the phonic code and how to best support pupils on the autistic spectrum. We also have a specialist Speech and Language Therapist, who is on site one day a week. 

What training have the staff who support children with SEND had?
Our SEND team have continued professional development in many areas of SEND, such as diplomas in SEND support (Blackford Centre), regular SENCo forum meetings to ensure we are compliant with the SEND Code of Practice, and training particular to the needs of our pupils (dyslexia, dyspraxia, autism, transition practice, phonics, supporting literacy, sensory regulation, social stories and visualisation techniques, self-esteem and resilience, and supporting children with emotional and social needs).

We have established a SEND cluster group with other schools to share best practice, and meet termly.

How will my child be included in activities outside the setting including trips?
Whatever the nature of the needs of our SEND children, they will always be included in activities and trips. Depending on the need, a risk assessment plan will consider any potential issues and these will be dealt with beforehand.

We work closely with parents to ensure they are clear about the activity/trip to create a “team around the child” approach to accessing the outdoor setting. For example, for those children who may find change and new environments stressful a “social story” can be created with the child/parent/teacher to alleviate any worries. When outside the school setting children will be placed into small groups with an accountable and trained adult specific to that group. Any SEND child and their needs will be made known to all adults on that activity.

How accessible is the setting environment?
Wherever possible we aim to include all children with all needs. As the school is spread over five floors, and it currently has limited accessibility for wheelchairs. However, building renovations are underway, which, when completed, will allow for wheelchair access.

Reasonable adjustments have been made in classrooms to support SEND children in accessing the curriculum, such as specialist resources to support academic progress. Children who have English as an additional language (EAL) are fully supported to ensure that any language difficulties do not hinder academic and social progress. A speech therapist is on site weekly and can screen for any potential issues. 

How will the setting prepare and support my child to join the setting, transfer to a new setting / school or the next stage of education and life?
Before starting at our school, children are invited for a taster session/day and parents are encouraged to pass on as much information as possible from the previous setting. Any concerns as to why a child may not settle can be raised at anytime to our teachers.

When pupils transfer to other schools we support according to their needs. This may be a letter to another SENCo outlining interventions given and outcomes achieved or SEND team support on such things as self-organisation, managing homework and learning to cope in larger school environments. SEND pupils moving onto senior/secondary school attend Transition sessions. 

How are the setting’s resources allocated and matched to children’s special educational needs?
Our SENDCo team provides frequent feedback to the Senior Leadership Team. Any funding that may be needed for classrooms or physical developmental resources and staff specialist training is discussed and allocated when necessary. Teachers of SEND children are able to ask for resources specific to a child’s needs at any point in the academic year. 

How is the decision made about what type and how much support my child will receive?
(A comprehensive guide to the steps we take to decide on who receives specific support can be found in our school SEND Policy available on our website.)

In collaboration between the SENDCo, SEND team and class teachers, an assessment will be undertaken when a child is not making age appropriate progress. This may be academic, social or developmental. Where reasonable adjustments in the classroom have proved insufficient, a parent/pupil/teacher meeting may be called. A SEND programme of intervention may be drawn up if necessary.

Where a child has a diagnosis of SEND, the SEND team and class teacher will draw up an IPM to best support that child and this will be reviewed with the parent and child termly. The targets on the intervention provision will be closely monitored by the teacher, parent, pupil and SEND team. Termly, review meetings will discuss outcomes and next steps with the parents and pupil of the IPM. 

How are parents involved in the setting? How can I be involved?
We ensure that there is a “team around the child” approach to meeting the specific needs of the SEND child. Parents are involved at each stage and encouraged to give feedback from their own viewpoints. Parents can request a meeting with class teachers and the SEND team at anytime to discuss any concerns they may have.

Who can I contact for further information?
When considering our school, the first point of contact would be the Head, Mrs Caroline Lloyd. After that initial discussion a meeting with the class teacher, SENDCo or SEND team may be called if necessary.

Our SENDCos are Laura Annon and Allison Cleverly and they can be contacted via the main office.

Please also refer to our school policies on website: Accessibility Plan, More Able and Talented Policy, Inclusion Policy, SEND Policy, The School Local Offer.

 

A Mandarin/English bilingual nursery providing childcare services from the age of 6 months to 8 years.

We run a weekend school, as well as holiday camps.

The nursery opens from 8:00am - 6:30pm, 51 weeks/year

The setting offers a universal and targeted service from birth to preschool. (0 - 4 years old)

Contact:

Local Offer contact name: Kristina Preidyte

Local Offer contact tel.: 020 3912 2900

Local Offer contact email: city@hatching-dragons.com

How does the setting know if children need extra help? What should I do if I think my child may have special educational needs?
All parents are asked to fill in a “parent's baseline report”, which details their child’s learning and development and support requirements, before the child starts their session.

The children’s needs and development are at the centre of our planning and the curriculum proposed to them. The parents are highly involved in decision-making in relation to their children’s development; such as assessments, and partnership working with external professionals and agencies.

Children with special educational needs are identified through their developmental profiles and assessments/observations which allow us to build a greater understanding of whether the child needs extra support from specialised professionals or if we can meet the child’s learning needs within our setting without external support.

All information is shared with the parents throughout the child’s journey with us; therefore, the parents can make informed decisions and choices about what support is integrated for their child whilst at our nursery.

Parents are always welcome to express their thoughts, ideas and suggestions about their children. We promote an ‘open door’ approach, which encourages parents to address and express their immediate concerns without needing to delay, by arranging the specific time to talk about their children.

How will staff at the setting support my child?
At Hatching Dragons, we pride ourselves upon our Key Person system, in which each child develops bonds and relationships with their primary and secondary Key Person within the group.

A Key Person is the initial point of contact to the parents, alongside the nursery manager, as well as the settings SENDCo (Special Educational Needs and Disability Coordinator). We also provide an internal support network to families on an advisory level which is led by Head of Educational Operations (HEO).

At Hatching Dragons, we act in accordance with the Early Years Foundation Stage (EYFS) statutory framework, the Equality Act 2010, the Children and Families Act, the SEND Code of Practice 2015, and effectively implement national and local non-statutory curriculum documents into our practice. These include, but are not limited to, ‘Birth to Five Matters’.

Hatching Dragons promotes a child centric approach to curriculum and activity planning, with which parents are involved. Our internal quality assurers continuously work with individual teams at our setting, providing constructive feedback on the effectiveness of our provision, especially for those with SEND.

How will the curriculum be matched to my child’s needs?
Our curriculum fosters child centric planning and enabling environments to meet the needs of the children. We work with local multi-agency support networks where needed (again, with the involvement of the parents) to gather a greater understanding of the individual needs of the children, especially those with SEN, disabilities and learning difficulties.

For us, differentiation means recognising that each child and each family have different circumstances, and we work to allocate resources, provision and opportunities to reach an equal outcome within reasonable adjustments

How will I know how my child is doing and how will you help me to support my child’s learning?
At Hatching Dragons, we have great systems in place to assist the effectiveness of our communications with parents, and which allow them to see their child’s development journey through photos, videos, summative reports (every 3 months); 2 year developmental check reports, daily observations and more.

The systems allow us to clearly and efficiently provide the parents with the most up to date and relevant information, with identification of individual needs, interests and even talents of the children.

This virtual communication does not replace the face-to-face communication with the parents and carers! Hatching Dragons also offers home learning packs which can enable the expansion of continuous learning experiences within their home environment. We approach parents and carers as our mentors and equal partners in decision making in regard to their children’s learning journeys. 

What support will there be for my child’s overall well being?
Hatching Dragons nursery has many policies and procedures that have proved to be both effective and supportive in leading parents, children and teachers through difficult situations.

Supporting behaviours, first of all, brings our attention to identification of where the behaviour is ‘rooted’. This, again, will take place with the involvement of the parents, key workers and other professionals, if needed.

The teachers at our setting model, promote and encourage positive behaviour of the children by giving praise, and by teaching them right from wrong through continuous provision and everyday practice.

Our setting has robust policies and procedures on medication administration and storage which are reviewed annually, as well as when needed; whichever comes first. The personal care policy is also strongly established and members of staff understand how to provide a dignified approach whilst taking part in personal care routines of the children. 

What specialist services and expertise are available at or accessed by the setting?
Our team is formed of many brilliant early years professionals who are working towards their early years qualifications, and of those that have already achieved different levels of knowledge through National Vocational Qualifications as well as higher education and postgraduate degrees.

The expertise varies from level 2 to level 6 in: Early Childhood studies, Psychology, Leadership and Management, Early Years Education, SENDCo, Supporting Behaviour that Challenges, Identified Speech, Language and Communication Needs and Understanding Autism.

Our organisation also offers internal advisory support from professionals with impressive educational, expertise and experiential backgrounds through the field of early years and education quality assurance. 

What training have the staff who support children with SEND had?
We currently have several members of staff training to become SENDCo and working towards SENDCo Level 3 nationally recognised qualification.

The nursery manager has extensive experience of working with different local authorities and leading cases through mediation and court, whilst applying for Education, Health, Care Needs Plans.

The manager also holds a Level 2 qualification in Understanding Autism, Level 2 in Equality and Diversity, Certification in Identifying Speech, Language and Communication Needs, as well as SENDCo.

Our future goal is to ensure that at least one member of staff per group attends Makaton training and at least one member of staff per group holds a Level 2 qualification in Understanding Autism.

How will my child be included in activities outside the setting including trips?
If trained staff are available, the child will always be included in activities outside of the setting with the support from the staff with relevant training.

We work with local support networks and, if needed, we will ensure that 1:1 support is allocated through inclusion funds, if applicable, to ensure that inclusive provision for the child with SEN is secured. We also involve parents in activity planning and preparation and, where possible, we will invite parents to attend outings and off-site visits with their child.

How accessible is the setting environment?
The setting is based on two floors. There is no wheelchair access, but there is a lift. There are currently no disabled toilet facilities in the building. 

We are a bilingual nursery, most of our staff speak at least two languages. 

How will the setting prepare and support my child to join the setting, transfer to a new setting/ school or the next stage of education and life?
The nursery provides a free settling in period for all the children who join the setting. We provide a summative report for all children who are going to be transferred to a new school, and we work in partnership with the parents to ensure that children are school ready.  

How are the setting’s resources allocated and matched to children’s special educational needs?We do our best to support all children in their learning and development. We allocate necessary funding to support children with special educational needs. We work with the local authority to secure the funds for individualised provision to support children with their development and learning, and to identify equipment, resources and the level of support needed.

How is the decision made about what type and how much support my child will receive?
Parents and the Key Person will be included in any changes that involve the child. There will always be a discussion between the setting and parents before making such decision. 

How are parents involved in the setting? How can I be involved?
The setting has a daily communication book which records the child’s activities. The setting has also set up a consultation survey to promote the involvement of parents. Additionally, we operate an 'open door' policy, which encourages our parents to feel welcome to contribute feedback.

Who can I contact for further information?
Please contact the manager using the details above for more information 

 

Smithfield House Nursery is a purpose built, owner-managed nursery in the heart of the City of London, offering early education and childcare to children aged 8 weeks to 5 years.

The nursery is open Monday to Friday 7.30am to 6pm, 51 weeks of the year. We close for one week over the Christmas holidays and all Bank Holidays. Our nursery has been specially designed to incorporate the needs of all children, whilst ensuring compliance with current regulatory requirements, such as Health & Safety, Disability Discrimination Act and Ofsted.

We provide a loving, safe and secure environment for all children regardless of ability or needs.

Contact:

Local Offer contact name: Janet MacGregor

Local Offer contact tel.: 0207 236 1000

Local Offer contact email: office@smithfieldnursery.co.uk

Smithfield House Nursery's Local Offer:
Smithfield House provides a universal level of service for families and children with SEND

How does the setting know if children need extra help? What should I do if I think my child may have special educational needs?
Most children spend at least 10 hours a day in the nursery, and so the staff get to know them well. Through careful planning and evaluation, our staff can identify early signs of a potential need. Our first port of call would be the child’s parent/carer, and the staff would sensitively enquire if the parent has any concerns themselves.

Strategies would be put in place to support the child and this would be carefully documented to show us if the child is moving forward in their learning.

The setting can seek further support from our local authority, who will also signpost us to other agencies who posses expertise in the need identified. Our staff are approachable and work hard to build good relationships with our parents/carers. If any parent has a concern, the child’s Key-Person (more info below) would be the person best placed to have an initial conversation

How will staff at the setting support my child?
Your child will be allocated a Key-Person, who will be responsible for planning activities and opportunities to support their learning, development and well-being during their time at Smithfield House Nursery.

As a whole, the team regularly observe all children and use these observations to track individual learning and development against the Early Years Foundation Stage – the national framework that all settings must adhere to.

During you and your child’s time with us, you will have access to the software system that we use. This is called ‘family.’ All observations that we carry out on your child are uploaded, and via a secure log-in you are able to view these. We encourage parents/carers to upload their own observations, to help build an informative picture of each child’s abilities and achievements. If, at any time, we observe and find that your child’s development is not quite where we would expect them to be in any area, your child’s Key-Person will discuss this with you.

Often, we find that some focused activities in the specific area of development means that in a few weeks everything is back on track. We use Short Term Education Plans, so that staff and parents can work together in supporting a particular area of development.

If, however, you or we feel that your child would benefit from some additional support, or there are further concerns, with your permission we are able to access the Area SENCO (Special Educational Needs Coordinator) within the Family Information Service at the City of London.

How will the curriculum be matched to my child’s needs?
The ethos of Smithfield House is: ‘No child has a problem, we do!’

To explain this further: All children in our care are seen to have the ability to achieve everything. All we need to do is make reasonable adjustments and model our environment to meet the needs of the children who access our services

How will I know how my child is doing and how will you help me to support my child’s learning?Here at Smithfield House, our staff plan activities that are meaningful to each child’s age and stage of development. This is documented allowing the staff to support each child’s learning and move them forward through the Early Years Foundation Stage (EYFS).

Documentation is in electronic format, and parents/carers are registered to receive regular updates on their child’s progress. Additionally, our parents can upload their own observations to the system, enabling staff to utilise this information for planning next steps for the child. Staff also take time to talk with our parents/carers each time they come in. 

We endeavour to hold Parents Evenings bi-annually. These are opportunities for parents to discuss their child’s development. At this time, staff will explain how the child is progressing. If at any time during a child’s stay with us we feel that additional support is needed, we will always discuss this with you first.

We can also draw from the expertise of the relevant agencies, which allow us to put in place methods to ensure that your child’s developmental needs in all areas are being met. Smithfield House has an open-door policy and actively encourages its parents to chat to our staff about any concerns they may have, at any time

What support will there be for my child’s overall well-being?
We pride ourselves on our ability to build strong relationships with the families who access our services; thereby providing a sound support system. We have appropriate, but strict policies and procedures in place for the safe administration of medicines, and all staff hold a relevant paediatric first aid certificate. Staff regularly update their knowledge in this field in accordance with Ofsted legislation. All staff are aware of, and implement our policies and procedures surrounding each child’s personal care and care needs.

Staff promote good role modelling for the children to encourage good behaviour. Gentle and appropriate reminders are provided so that the children can understand what is expected of them. This, in turn, inspires the children to become positive role models for their peers.

Senior staff will make contact with families if their child has missed days at the setting where no prior notification has been given. This is to ensure that the child is safe and to provide support where appropriate

What specialist services and expertise are available at or accessed by the setting?
All staff can undertake specialist training if required (e.g. Epi-Pen training, etc.) Additionally, we endeavour to invite specialists into the setting to allow staff the opportunity to further develop their knowledge and understanding of these professionals and be guided by their expertise.

What training have the staff who support children with SEND had?
All staff have undertaken training in supporting children with Special Educational Needs and Disabilities. We regularly attend SENCO forums to exchange ideas, experiences and expertise. We have a named SENCO, Shaney Selwyn, who holds a level three qualification in Special Educational Needs and Disabilities (SEND.) Additionally, she has completed Attention Autism training.

All our staff are qualified in Early Years Care and Education and will regularly update their knowledge through Ofsted recognised courses offered by Smithfield House, and by attending training courses offered by the City of London

How will my child be included in activities outside the setting including trips?
All activities are accessible to all children. Staff arrange the environment to allow all children free movement. In some areas, we have steps with child level hand rails. These help with gross motor skills. Any child with restricted mobility will be supported by staff to access these areas, ensuring that the child is never made to feel different or that they cannot engage. With careful planning and the assessing of risk, no area if off limits to any child.

Although we do not have outdoor space, we have the whole of London on our doorstep and your child will venture into the local community daily. The saying we have here at Smithfield House is: we don’t have bad weather, we have bad clothes! If your child is dressed in suitable clothing for the season, they will be out exploring our city every day. If trips are planned further afield, a visit is made by a senior staff member first. This allows us to identify any restrictions, plan how to overcome and minimise these. Parents are encouraged to join us on such occasions and to share in their child’s learning experiences

How accessible is the setting environment?
Smithfield House is fully accessible to wheelchair users and has disabled toilet facilities. The environment is bright and spacious.

We also have a sensory room that is accessible to all children. We have staff who speak a number of languages; and, if there is a need, we will endeavour to have all information available in any language.

How will the setting prepare and support my child to join the setting, and transfer to a new setting/ school or the next stage of education and life?
Before your child starts with us, we will ask you to share some information. This will tell us all about your child; what they like, dislike, what is important to them and how we can best support them. This will be the first step in our on-going partnership with you and will help us to meet your child’s specific needs from day one. We will then work with you and your child to ensure they settle securely into the nursery at their own pace.

We will capture your child’s learning and development in their ‘Learning Journey’ document – which we hope you will also contribute to. With your input, this will create a holistic overview of your child’s achievements and abilities. When it is time for your child to move on, this will help to form a ‘Transition Report’ for your child’s next setting.

Our ‘open door’ policy also extends to your child’s new setting: we often have children’s new Key-Person come and visit them during their time with us before they move on. Of course, this will only be with the parent/carer's consent. We are also happy to have 1-1 meetings with your child’s new setting, to ensure a smooth transition both for yourself and your child

How are the setting’s resources allocated and matched to children’s special educational needs?
Smithfield House Children’s Nursery allows for a budget to be set aside to invest in appropriate resources that will best support a child’s needs. This can be something as simple as books printed in different languages to more specialist play equipment that would support a child with SEND. 

How is the decision made about what type and how much support my child will receive?
We will not seek any outside support without your permission, unless of course we are concerned that your child is at risk by not doing so. In most cases, we can agree this between us with the support of our setting’s SENCO. However, we also have access to the City of London Area SENCO, and SEND Project Manager, if required. Additionally, we have access to a Senior Educational Psychologist, who we can draw support from if your child has, or would benefit from, an Education, Health and Care Plan

How are parents involved in the setting? How can I be involved?
We encourage all our parents to be pro-active in their child’s learning.

Through ‘famly’, parents/carers can become directly involved with their child’s learning journey. Parents/carers can upload their own observations, comments or celebrations of their child’s achievements.

Staff take time to speak with each and every parent on a daily basis to ensure that we are meeting their expectations as their childcare provider. Additionally, we periodically distribute a questionnaire to all parents/carers. This enables us to consider the views of our families, and we welcome their feedback. This information assists us in reviewing our own practice and facilitates us in moving the setting forward

Who can I contact for further information?
All children are allocated a Key-Person. Whilst all the staff in your child’s room will care for your child throughout the day, it is the responsibility of the Key-Person to document your child’s development. Therefore, they are best placed for an initial discussion about anything relating to your child.

If you are considering joining the setting, please get in touch using the above contact.

Please also find Smithfield House Nursery's Ofsted report here.

Newpark Childcare Centre opened in 2004 and is a small private provision run by the Clutterbuck family. It operates from converted Church Hall in the Grade 1 listed Barbican Estate.

There are two entrances to the nursery, and the building is fully wheelchair assessable. The setting consists of the main room with a separate smaller room for Montessori Preschool activities. There is a small kitchen and a children’s bathroom with nappy changing facilities, and a separate adult bathroom with a cloakroom which is also suitable for disabled use.

The children are aged between 6 months and 4 years old. There are currently some children who speak a second or third language. 

Newpark setting follows the Montessori Method in wihch children are allowed to make good choices within an environment prepared to meet their growing needs.

The setting offers a universal service from birth to preschool (0 - 4 years old).

Contact details:

Local Offer contact name: Natalia Bohun 

Local Offer Contact Tel.: 0207 638 5552

Local Offer contact email: Barbican.nursery@newparkchildcare.co.uk

How does the setting know if children need extra help? What should I do if I think my child may have special educational needs?
Each child has weekly observations, completed and reviewed by a key person, which helps to identify the scale of the child's abilities in each area of learning.

We are committed working alongside parents and sharing information about a child's development; and to observing and monitoring. Parents can discuss any concerns with the setting's SENCo.

How will staff at the setting support my child?
If the child has special educational needs, we find out as much as possible about those needs; any way that this may affect their learning or care needs, and any additional help they may require. 

We do this by liaising with the child’s parents, liaising with any professional agencies after discussion with the parent; by reading any reports that have been prepared, and by attending review meetings with the local authority/professionals. 

How will the curriculum be matched to my child’s needs?
We enable every child to make full use of the nursery’s facilities, and we make reasonable adjustments in relation to the needs of the child. We want them to develop to their full potential and we treat everyone as an equal. Each child is included in planned or spontaneous activities. 

How will I know how my child is doing and how will you help me to support my child’s learning?
Daily handovers help parents to find out about child’s day. We inform parents of the child’s week and provide observations for their development, including next steps.

The next steps are used as a focus for individual planning, and activities are planned in relation to the child’s interests. We also discuss what can be done at home and share information’s as often as needed. 

What support will there be for my child’s overall well being?
Each child is supported according to their needs.

We administrate medicines only when they are prescribed by a doctor and this is recorded with parental contest. The carers act as good role models, having faith and trust in children, and responding to their needs through positive interaction and guidance. Our ethos is to encourage the child to be independent and self-confident, whilst developing social skills and respect. 

What specialist services and expertise are available at or accessed by the setting?
Children enjoy gardening lessons, drama classes, cooking lessons and yoga classes every week. These are delivered by professionals. 

What training have the staff who support children with SEND had?
Each staff attends relevant SEND training. Extra training can be taken by staff members to further support any child who might need it.

Newpark also contract a private consultancy to conduct regular mock inspections to maintain ongoing improvements and to allow the setting to reflect upon their practice.

How will my child be included in activities outside the setting including trips?
Each child is able to access all of the setting's activities, and all material is at the child’s level allowing them to choose independently. Activities are initially introduced to the child, to encourage their understanding of how they may use them.

Children enjoy outings every day and parents often suggest interesting activities in the City of London for us to join. Parents also often deliver short lessons to the children about their cultural tradition or celebrations. 

How accessible is the setting environment?
The nursery is fully wheelchair accessible, and we also have disabled toilet facilities. We have lots of the families with English as a second Language and work closely together, updating the list of new words for the child, in order to support them through their day. 

How will the setting prepare and support my child to join the setting, transfer to a new setting/school or the next stage of education and life?
Socialising with one another helps children develop their confidence. Children are encouraged to be curious and to ask questions about the world around them.

We work closely with schools that the children attend after leaving the setting, and arrange regular visits to meet new teachers and make sure that the child is ready and comfortable for their next step. 

How are the setting’s resources allocated and matched to children’s special educational needs?
We conduct regular audits in which we look at the resources and the way in which they help the child to develop further. If there are any resources that are needed to support the child’s development, directors, management and staff work together to ensure each child’s needs are met.

Children also have a say on what they would like to see in the nursery through children’s wish list. 

How is the decision made about what type and how much support my child will receive?
The nursery continually ensures that we offer good quality provision to the children and their families.

Key people/staff can discuss any observation with the SENCo and plan next steps to make sure that children are developing and achieving their full potential. This will allow them to recognise any extra help the nursery might need from outside parties for children with special educational needs.

Parents are always informed about their child's development and next steps first, and we do not contact any outside parties without parent consent. 

How are parents involved in the setting? How can I be involved?
Parents evenings are held every 6 months, and parents have the opportunity to meet with carers and the chance to discuss their development.

A bi-monthly newsletter is sent to each parent, and this includes any details about the setting, new activities and upcoming events. Parents also see pictures and news of any activities every fortnight through a blog, where they can leave comments, or pass on any ideas.

We also host parents' training, in which they can develop their knowledge about child development in a Montessori setting or attend fist aid courses. 

Who can I contact for further information?
Good practice of working together with parents, observations and monitoring a child’s individual progress will help us identify any child with special educational needs.

Our nursery has identified a member of staff as SENCo who will work alongside parents to assess the child's strength and plan for future support. The SENCo will ensure that appropriate records are kept according to the Code of Practice.

Contact details are available at the top of the page for further information.