Netherfield Infant and Nursery School
At Netherfield Infant and Nursery School we aim to enable children to develop independence through strong leadership and excellent teaching whilst working in partnership with families, the community and other partner services.
We want to enable children to develop independence and confidence so that they are able to rise to challenges and aspire to achieve their full potential.
Last Updated
Record Last Updated On:
Contact Details
- Contact Name
- Rebecca Butler or Joanne Turner
- Contact Position
- SENCo Netherfield Infant and Nursery School The Welbeck Federation
- Telephone
- 01623 842683 01623 842683
- office@netherfield-inf.notts.sch.uk
- Website
- The Welbeck Federation
- Scan to visit this website
Where to go
- Name
- Netherfield Infant and Nursery School
- Address
-
Netherfield Lane
Netherfield Lane
Meden Vale
Mansfield
Notts - Postcode
- NG20 9PA
- View on a map
- Notes
Morning places are 9.00 - 12.00, afternoon places 12.00 - 3.00 pm.
Parents who have a paid job may be entitled to have 30 hours of nursery provision each week.
A breakfast club is available from 8.00 each day please make enquires at the school office.
Time, Costs and Availability
Time / Date Details
- When is it on
- Monday to Friday 8.00-8.50
- Time of day
- Morning
- Session Information
-
Breakfast club
Availability
- Age Ranges
- Nursery and Infant Foundation Stage 1 to Year2
- Has wheelchair access
- Yes
Additional Local Offer Information
Local Offer
- Description
School supports parent/cares and pupils in their EHCP journey
- Contact Name
- Rebecca Butler or Joanne Turner
- Contact Telephone
- 01623 842683
- Contact Email
- OFF189@netherfield-inf.notts.sch.uk
- Links
-
Schools Extended Local Offer Response
1. What kinds of special educational needs does the school/setting make provision for?
Netherfield is an inclusive school. We have an open door policy and work with parents and carers to ensure that reasonable adjustments are made to remove barriers to learning.
2. (For mainstream schools & maintained nurseries only) How does the school/setting know if pupils need extra help and what should I do if I think that my child may have special educational needs?
Assessments from previous settings or educational phases are used to inform transition and plan for provision. Pupils are assessed through ongoing observations and assessments. Where additional needs are identified the class teacher will liaise with the school SENCo to discuss strategies and interventions. The SENco will meet with the parent/ carer and plan targets, signposting to additional support and external agencies where appropriate.
3.a) How does the school/setting evaluate the effectiveness of its provision for pupils with special educational needs?
Individual SEN assessments are made using bespoke tracking. These are used to inform SEN support plans. SEN support plans have achievable and relevant targets which are monitored and regularly reviewed with all stake holders, to evaluate provision, monitor progress and attainment.
3.b) How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning?
The SENCo and class teacher meet with parent/carers to review SEN support plans three times a year, and through annual EHC plan review where applicable. However parent /carers are welcomed into school at all times to discuss their child’s progress.
3.c) What is the school's approach to teaching pupils with special educational needs?
We provide reasonable adjustments to enable every child access to a broad and balanced education. We aim to create an environment that meets the needs of each child and to ensure that the special educational needs of children are identified, assessed with appropriate provision made. We liaise closely with outside agencies where relevant for advice.
3.d) How will the curriculum and learning be matched to my child/young person's needs?
Assessments will be used to inform planning and intervention, which will be differentiated to meet individual needs and best support progress.
3.e) How are decisions made about the type and amount of support my child/young person will receive?
Assessments and observations made by the class teacher, SENCo, and outside agencies, where relevant, will be used to plan a graduated response of provision. Pupil needs may be met through school funded provision, The Meden family funding, or county high level need funding where appropriate.
3.f) How will my child/young person be included in activities outside the classroom, including school trips?
School will make reasonable adjustments to include pupils with SEND alongside their peers outside the classroom setting. Where this is not possible, the SENDCo will consult with the child’s parents for other flexible arrangements to be made.
3.g) What support will there be for my child/young person's overall well-being?
Pupil views are valued and put into action through the school council. We have a nurture lead, who delivers Lego therapy and draw and talk. There is also on site Forest School provision. Where additional advice is required, school may, in consultation with parent/carers, refer pupils to Sherwood area partnership, Mental Health Support Team and Child and Adolescent Mental Health Team.
4. (For mainstream schools and maintained nurseries) Who is the school/setting's special educational needs co-ordinator (SENCO) and what are their contact details.
Rebecca Butler
Joanne Turner
OFF189@netherfield-inf.notts.sch.uk
01623 842683
5.a) What training have staff supporting special educational needs had and what is planned?
We recognise the need to train all our staff on SEND issues. The SENCo, with the senior leadership team, ensures that training opportunities are matched to the school development priorities and those identified through individual pupil provision maps. Training has taken place in, lego therapy, Zones of Regulation, Forest Schools, ASD Champions, and Quality first teaching .
5.b) What specialist services and expertise are available or accessed by the setting/school?
School work closely alongside The Educational Psychology Service, Speech and Language Therapy Team, School and Families Specialist Services, Physical disability support services, Warsop Children's Centre.
6. How will equipment and facilities to support pupils with special educational needs secured? How accessible is the school/setting?
We make reasonable adjustments to remove barriers to learning and ensure that disabled staff, pupils, parents and visitors are not at any disadvantage. Risk assessments are carried out and specialist equipment is in place. A disabled toilet is available, the building has wheelchair access and lifts.
7. What are the arrangements for consulting parents of pupils with special educational needs? How will be I involved in the education of my child/young person?
We operate an open door policy and encourage liaison and contact with parents/carers. Opportunities are provided to discuss academic progress as well as opportunities to attend more informal occasions such as concerts, fayres and displays of work. Individual concerns are discussed at SEN support review meetings and EHC plan review where relevant.
8. What are the arrangements for consulting young people with SEN and involving them in their education?
All stakeholders are involved in target setting, assessment and review at SEN support plan meetings. We have a school council which gives opportunities for pupil voice.
9. What do I do if I have a concern or complaint about the SEN provision made by the school/setting?
If a parent/ carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made to speak to the SENDCo, who will be able to give advice on formal procedures for complaint.
10. How does the governing body involve other organisations and services (e.g. health, social care, local authority support services and voluntary organisations) in meeting the needs of pupils with special educational needs and supporting the families of such pupils?
The governing body has an SEN link governor who regularly monitors SEN provision. The SENDCo provides an SEN report which is shared termly at the full governing body meeting.
There is a Safeguarding link who conducts an annual audit on safeguarding procedures.
11. How does the school/setting seek to signpost organisations, services etc who can provide additional support to parents/carers/young people?
The Welbeck Federation website has a link to the Local offer. Flyers and leaflets are displayed in the main entrances and on the parents’ notice boards to signpost parents to relevant information.
12. How will the school/setting prepare my child/young person to: i) Join the school/setting?
Most children attend The Federation Nursery. In some cases pupils join with their needs already assessed and agency involvement. Home visits and getting ready for Nursery sessions are provided. The SENCo liaises with the feeder school where pupils are not home grown and pupils entering mid phase. Where appropriate a staggered entry to school may be considered.
ii) Transfer between phases of education (e.g. early years to primary, primary to secondary etc)?
The Federation between Netherfield Infant School and Eastlands Junior School ensures that transition is seamless. Records and information are passed on to each new phase by the SENCo.
iii) Prepare for adulthood and independent living?
Pupils are encouraged to develop characteristics for learning, resilience and independence throughout their journey at The Welbeck federation in order to prepare them for citizenship.