Statement linking early years to the Wandsworth local offer:
At Apples and Honey Nursery we provide an environment in which all children, including those with special educational needs and disabilities, are supported to reach their full potential. We value each child’s unique contribution and gifts. We endeavour to make each child feel safe, stimulated and happy during their time with us. We work closely with parents/carers to make sure each child’s needs are met.
Name of setting and introductory inclusion statement
At Apples and Honey Nursery we believe that equal opportunities for all are an integral part of education and we aim to build on the skills and experiences of each member of our nursery community, irrespective of their race, gender, home background, or impairment provided that there are good prospects of meeting their needs without unduly prejudicing the education and welfare of other children. We know that parents and carers want the best for their child and by working in partnership with them and consulting with them when needed; we hope that each child will thrive and achieve their full potential with us. The staff team work closely together and with parents to support each child’s individual learning journey and by doing this we can identify early if a child may have a specific need and therefore get them any additional support they may require.
Due to restrictions on space, facilities and personnel trained to deal with profound disabilities, the nursery may be unable to admit children with severe physical disabilities. We shall, however, assess each child on a case-by-case basis and, if we feel we can cater for the specific needs of a child, we shall endeavour to do so.
Who is our Special Educational Needs and Disability Co-ordinator?
At Apples and Honey Nursery, our Special Educational Needs and Disability Co-ordinator is Nicky Bannerman and parents are welcome to speak to her or their child’s key worker at any time if they have concerns about their child. They are also welcome to speak with Gila Godsi, Head Teacher or Anne de Foiard Brown, Deputy Head Teacher.
What should I do if I am concerned about my child’s progress or special educational needs?
The nursery operates an open-door policy. If a parent has any concerns about their child’s progress they can speak to their child’s key worker. Their key worker is the teacher who is responsible for them during their time in the nursery and is responsible for observing, evaluating and planning for the individual needs of their children. They are also there to encourage the families to participate in their child’s learning, and to help each child form positive relationships with the other staff and children in the nursery. A parent can also speak with Gila Godsi, Head Teacher or Anne de Foiard Brown, Deputy Head Teacher about any concerns they may have about their child and to Nicky Bannerman, our SENDCo.
Under Covid-19 government guidelines, all meetings with staff will be held over Zoom at a mutually agreed time.
How does the setting decide whether a child has special educational needs and what extra help they need?
If a child arrives at the nursery and has already had a SEND (Special Educational Need or Disability) identified we will work with the team who have already been put in place to support the child and we will use the information available to us to implement their EHC plan (Education, Health and Care plan) for that child so we can support and manage them to the best of our ability.
If a parent expresses concerns that their child has a SEND or our staff feels a child has a SEND we will discuss it with the parents and determine whether the child’s understanding and behaviour is the same at home and nursery. We will then work with the parents, involving them at every stage following the process set out in our ‘Supporting children with special educational needs and disabilities’ policy. This follows the graduated approach of Assess; Plan; Do; Review.
If we feel it is appropriate, we will have a meeting with the parents to discuss bringing in an outside agency to help support the child.
How will I know how my child is doing and how will you help me to support my child’s learning?
Apples and Honey Nursery operates an open-door policy and parents can come and chat to the Head Teacher, their child’s key person or the SENDCo either before nursery or at the end of the morning. They can also have access to their child’s on-line learning journal which tracks their progress and celebrates their achievements during their time at the nursery.
The nursery holds a parents’ evening in the spring term and an end of year report is given to all parents at the end of the summer term.
Parents also have the email address of their child’s key worker as a further method of contact.
If your child has a SEND, as a parent you will be involved in every decision that is made regarding your child’s support and we will put in place a plan which will be used in the nursery and that can also be used to support the child’s learning at home.
Under Covid-19 government guidelines, all meetings with staff will be held over Zoom at a mutually agreed time.
How do you assess and review my child’s progress?
Each child’s Key person is responsible for assessing their child’s progress. Your child’s key person will observe their children, evaluate their observations and plan for their individual needs and is constantly monitoring their progress in all 7 areas of learning set out in the EYFS (Early Years Foundation Stage). The nursery also has regular staff meeting where each child’s progress can be discussed in confidence amongst all teaching staff and this can also help inform the planning for each child.
When a child is able to do a task or achieves something wonderful this is recorded in online learning journal.
When a child is between 2-3 years old, parents will receive a short, written summary of their child’s development (The Two-Year Check) in the three prime areas which are:
Communication and Language, Physical Development and Personal, Social and Emotional Development.
These prime areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. This progress check will help to identify each child’s strengths and highlight any areas where a child may need additional help.
If a child has a SEND, as mentioned above a plan is implemented with the agreement of the parents and targets and dates to review the child’s progress and achievements are set together.
We will organise TAC/TAF meetings where appropriate in order to liaise effectively with parents and all professionals involved in the child’s care.
How is teaching and the curriculum adapted to my child’s needs?
At Apples and Honey Nursery staff are trained to plan their activities so that they can be easier or more challenging so that each child is able to learn at their own pace and in their own way. The staff are there to adapt the resources, provide age and stage appropriate challenges for each child and to give support when needed.
The nursery will also provide training for staff if needed to support a child and additional resources or materials will be purchased if it can enhance a child’s learning.
The nursery follows the EYFS; we have areas dedicated to each of the 7 areas of learning and we understand that they are all important and interlinked. Children can start at the nursery from two and a half years old so we make sure that the curriculum is flexibly structured so that as each child approaches the end of their time with us, at four plus, they are best prepared for their next school in line with the prevailing education policy.
What support is there for my child’s emotional well-being?
Each child has a key worker who is responsible for making them feel secure, safe and happy in the nursery environment. They are also there to encourage their children to make positive relationships with the other staff and their peers. Before a child starts at the nursery, we ask parents to fill out the “All about me” form so that before they start, we know who is important to them, what they like doing, if they have attended a setting previously and other important information that we can use to help them settle more quickly with us.
All the staff are there to help the children build good relationships within the setting and they can help with this by role modelling behaviour and language.
How do you promote positive behaviour?
At Apples and Honey Nursery we know that a successful behavioural management policy depends on good communication and positive relationships between children, staff and parents. We are always fair, consistent and clear in our response to behaviour and positive reinforcement is used as much as possible.
What training and specialist skills do the staff supporting children with SEND have or are having?
Gila Godsi, the Head Teacher and Anne de Foiard Brown have attended Designated Safeguarding Lead Training,
Nicky Bannerman has also had training on the Role of the SENDCo with Wandsworth LEA and regularly attends SENDCo Network meetings to keep her knowledge updated.
All our staff have many years of experience working within the childcare sector and have a real passion for what they do.
Judith Ish-Horowicz MBE – Principal
MA. PGCE. WPPA. Certificate in Advanced Jewish Kindergarten Education. EYPS.
Gila Godsi – Head Teacher
B Ed in Early Years. QTS. Return to teaching.
Anne de Foiard Brown – Deputy Head Teacher
BA Hons. EYPS.
Lisa Woolf – Teacher
BA Hons. EYPS.
Michal Ish Horowicz- Teacher
BA Hons Special Needs Teacher
Sally Lewis – Teaching Assistant
If, by undertaking extra training, we feel that we would be able to support a child with SEND appropriately and meet their needs, we shall endeavour do that training. If we are unable to fulfil this requirement, we would regretfully not be able to accept the child as this would not be in their best interest.
Staff have attended a variety of SEND specific courses in supporting children with Social Communication difficulties; supporting children with Downs Syndrome; English as an additional language; and Makaton.
What do you do to make the setting environment and curriculum accessible for all children?
Apples and Honey Nursery aims to provide equal opportunities to all its children, including those with disabilities or a SEND. Where possible we will adapt the environment to make it accessible for each child but on occasion due to restrictions on space and facilities this may not always be possible. Our premises are wheelchair accessible.
We make the curriculum accessible for all children by making the activities age appropriate and by adapting them to meet the needs of each child, making them easier or more challenging where necessary. Also, when purchasing resources consideration is given to the suitability of the items from an equal opportunities point of view, ensuring that they help promote equality in the nursery.
How will the setting prepare my child to join the setting and transition to the next school?
When a child is joining the nursery, they are invited for a settling in morning prior to them starting with us. We also gather information on each child regarding their home life, likes/dislikes, if they have attended a nursery before, if they speak any other languages, if they have a SEND etc. This information is used to help each child settle quickly into nursery life with a key worker who will help to make them feel secure and comfortable in the nursery. Before a child starts with us, parents are sent a letter outlining our settling in procedure so that they can talk to their child about it prior to them starting.
When a child is leaving our nursery, we always talk to them about their new school and make sure that they understand what is happening and how exciting this next step is for them. Our aim is to make sure, where possible that each child is independent and ready for the transition. We welcome visits by the teachers at the child’s new school if requested.
We will arrange meetings with the child’s new teacher and with all relevant professionals in order to share information that will make the transition as smooth as possible.
Under Covid-19 government guidelines, we have adapted our settling in sessions to ensure the safety of all at the nursery, but we will try and ensure each child’s transition into nursery life is handled sensitively and smoothly.
What specialist services from outside does the school use to help meet children’s needs and how do you work together?
When a child has a SEND the nursery will work in partnership with the child’s parents/carers and will often bring in an outside agency to support the child, e.g., a specific therapist. We will then all work together to implement strategies, setting targets and review dates.
What will you do if my child has medical needs?
If your child has medical needs the school can administer prescription medicines but prior to this the parents must complete a medicine consent form. The medicine will be administered by a senior staff member, witnessed by a second senior staff member, and will be recorded in our medicine book, which is signed by the teacher, dated and then signed and approved by the parent on collection. All medicines are stored safely in the locked first aid box in the staff cupboard and all medicines must be clearly labelled prescription medicines, in the original packaging, with printed instructions given.
What should I do if I am unhappy with my child’s support or progress?
If a parent wishes to make a complaint or raise any concerns that they might have, they should approach Gila Godsi, Head Teacher or Anne de Foiard Brown, Deputy Headteacher. Either will endeavour to deal with the complaint or concerns efficiently and without delay. At this point all relevant parties will be informed. If the above procedure is insufficient to resolve the issue, a more formal approach should be made in writing to the Principal or Head Teacher expressing the complaint or concerns.
After a consultation between the Head Teacher, parents/carers and the nursery staff where appropriate, a concerned plan of action will be prepared, put forward and agreed by all parties.
Minutes will be taken at any meetings which may take place and these, along with any other relevant paperwork must be attached to the files of the child concerned.
Should parents still remain dissatisfied, they should contact OFSTED directly.
The name and address of Ofsted, is as follows: –
Ofsted Early Years
Telephone – 0300 123 1231
E-mail – firstname.lastname@example.org
Web Site – www.ofsted.gov.uk/parents
Where can I go for further advice and support?
- The Wandsworth Parent Partnership Service provides an impartial and confidential service to all parents of children with SEND. Visit their website at https://www.wandsworth.gov.uk/pps or telephone 020 8871 8061
- The Wandsworth Parents’ Forum “Positive Parent Action” works with the Council to improve all provision for children and young people with SEN and Disabilities aged 0 to 25. If you want to get involved in influencing services visit their website at: www.positiveparentaction.org.uk or telephone 020 8947 5260
- More information about the Local Offer of services and support for children and young people with special needs and disabilities in Wandsworth can be found on The Family Information Service website at http://wandsworth.childrensservicedirectory.org.uk. Their helpline is open from 9am to 5pm, Monday to Friday 020 8871 7899.
- The information in this report is accurate now, but we regularly review and make changes to what we offer and keep this information as up to date as possible.
This offer is intended to give you clear, accurate and accessible information. If you would like to comment on the content of the offer or make suggestions to improve the information, please email email@example.com.