Ham Drive Nursery School and Daycare
Ham Drive Nursery School and Day Care is a maintained school with qualified teachers providing high quality education and care for children from 2-5. We can admit children from across Plymouth and they can move onto any Primary School for their reception year.
We are one of only two maintained Nursery Schools in Plymouth with the other being our Federated sister school at Plym Bridge in Estover.
Ham Drive Nursery School and Day Care is part of the Plymouth Nursery School Federation. Qualified Teachers work alongside experienced early years professionals to ensure the highest quality of education and care for the under 5's.
Each child at the setting is assigned a Key Person who is responsible for liaising with parents and ensuring that everything that we do is focused on ensuring that our pupil's have the opportunity to reach their full potential.
We always work from the child's interests and plan learning opportunities based on these. In the Nursery School the child's Key Person will lead a planned teaching input for their group at the start of each session. The children then have opportunity to explore a range of carefully selected resources and activities during a free-play session, before ending the day with a shared story or music making experience.
In the Day Care children are engaged in free play and will spend some time in small groups to develop their attention, communication and social skills. There are also lots of opportunities to share stories and engage in music making and open-ended creative activities.
We are able to accommodate children with Me2 funding and 15/30 hour funding for 3 and 4 year olds and families are able to purchase additional sessions beyond these if required.
The Nursery School and Day Care has a large attractive garden area, housing plants and trees. Recent work has further improved the area, providing an outside extension to the classroom.
The school also benefits from a dedicated sensory room for the use of all children in the nursery including those with additional needs, which has been relocated as a result of the internal refurbishment.
- Ofsted rating: Good See the report for the school
We have trained and experienced Special Educational Needs Co-ordinator who supports the staff across both Ham Drive and Plym Bridge Nursery Schools.
We have a lot of experience of working with children who have Speech and Language delay and work hard to support them to make progress, referring if necessary to the Speech and Language Service.
We have experience of working very closely with Mill Ford and Cann Bridge Special Schools, having recently had children on dual placement.
We have expertise and interest in supporting children with a wide range of SEND and also of preparing and implementing Education and Health Care Plans.
We work closely with the Local Authority SEND support services and regularly obtain additional support for our children.
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How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Due to the age of the children attending our school sometimes we are the first contact that they may have had with professionals even prior to their two year old developmental checks and therefore children attend who have additional needs that have yet to be identified professionally. We assess all children after their first half term based on observational evidence from their Key Person. If this information or indeed general concerns we have for the child indicate that the child has additional needs we will discuss these with the parents and decide jointly on the best way forward.
The first step is usually to draw up an Individual Education Plan setting out the child's needs and what we aim to do, we try to involve parents in this process because we know that if children have consistent support they make better progress. If we decide we need further support and advice we will make a referral to the Plymouth Gateway who will then decide which SEND professional is best suited to help us with our interventions for the child. We may then determine that we need to provide additional resources or adult support and we can apply to the Early Years Inclusion Resource Panel for extra funding.
Sometimes children come with an already identified need and may be supported by Portage or another service, we will work with the family and the professionals involved to meet the child's specific needs taking account of the information provided.
If necessary we can start the process of applying for an Education and Health Care Plan for the child and implement the actions of this if one is agreed. We aim to provide a full and supportive transition when children leave us to start Primary or occasionally Special School.
How will early years setting/school/college staff support my child/young person?
How will the curriculum be matched to my child's/young person's needs?
Staff are highly trained and experienced in observing children's play, interests and interactions and we use these observations as the basis for our planning. We plan from children's interests and match our inputs to the individual developmental needs of the children, we call this differentiation. We also use information from families to help us to provide the most effective learning experiences for the children.
How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Your child will have a Key Person and they will be the first port of call for all information about your child, they have responsibility for ensuring that the planned learning supports the children in their group and for assessing their needs. They are given support in this by the Head teacher. The Key Person will talk with you informally about your child's progress and there are also opportunities fro more formal discussion if needed. If your child has additional needs and an Individual Education Plan this will be discussed with you and you can contribute to supporting them at home with the targets we are working on at school and vice versa.
Families are always welcome to come and talk about their child and to talk about concerns they may have.
What support will there be for my child's/young person's overall well being?
Again this is the responsibility of the Key Person and all the staff contribute to this. We want all our children to feel safe and secure and work hard to promote a positive happy climate that recognises each child as an individual and as unique. We know that young children need to form secure attachments and our staff all enjoy their work with children and help to ensure that the children feel cared for and appreciated. Because we plan for children's needs and interests this ensures that they are engaged and happy during their time at school.
What specialist services and expertise are available at or accessed by the setting/school/college?
We liaise with all the professional services available across Plymouth and work closely with Portage, Advisory Teachers for Additional Needs, Educational Psychologists, Health Visitors, Speech Therapists and staff at the Child Development Centre when appropriate.
What training have the staff supporting children and young people with SEND had? Are any being trained currently?
Our SENCO has the national SENCO qualification and provides support and advice for the staff in assessing and planning for children's individual needs. The SENCO also assists staff in writing Individual Education Plans and preparing reports for other professionals. The SENCO and Head Teacher, who has considerable experience of children with SEND and in previous Advisory roles supported settings and schools across Devon with SEN, work together to support all the children in the school and Day Care.
The staff all have a great deal of experience in working with children with SEND and this experience was enhanced through the recent co-placement of children from Cann Bridge and Mill Ford Special Schools which enabled them to learn from working alongside the staff from these schools.
How will my child/young person be included in activities outside this classroom including school trips?
Because we believe that every child is unique we ensure that they are included in all activities off site, either through extra staffing if available or by inviting the family to come with us. When we do our annual trip we encourage all families to come with us and this helps to ensure that all children are included.
How accessible is the setting/school/college environment?
Our school is on a level site with easy access for all abilities. All our teaching spaces are on the ground floor and are thus fully accessible.
How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
When children are nearing the time for their transition to Primary school we arrange for the staff from the receiving school to visit the children here. During these visits we will discuss each child's needs and any additional support they may have. Schools arrange visits for their new children and their families and we support this process. If a child has particular additional needs an Enhanced Transition takes place which will be unique to them. We also encourage parents to discuss their child's needs with Plymouth Inclusion Advice Service for additional specialist support.
How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
We aim to maximise the use of all our resources to support the needs of every child. We do this through our process of observing the children's interests and needs and using these to determine how we will deploy staff and material resources. Where a child has additional needs that cannot be met from our existing resources we apply to the Early Years Inclusion Resource Panel (EYIRP) for additional funding in consultation with the family.
How is the decision made about what type and how much support my child/young person will receive?
We follow the processes outlined above to determine whether children need support and then decide what type of support and how much is needed in conjunction with SEND professionals and make a request to the EYIRP for the funding to provide this. If the outcome of this request is successful we then allocate the funding to the child.
How are parents involved in the setting/school/college? How can I be involved?
We aim to fully involve families with the education of their children whilst they are at Ham Drive. Parents and families are always welcome to visit the school and spend time with their children to learn about the activities they are doing and to discuss their progress with the staff. In addition we are always happy to make mutually convenient appointments to discuss the needs of individual children with their families. We have a Parent Governor who represents parents on the Full Board of Governors and is able to raise any concerns or compliments with them.
We have a strong level of interest and expertise in educating children with additional needs and work closely with families and all other agencies to ensure we do our best to meet the needs of all our children.
We are open term-time only from 8am to 4pm, Monday to Friday.
Children can attend for either morning or afternoon sessions or longer depending on the type of funding. We aim for children to come everyday so that they can access the full educational planned learning; build relationships with a consistent Key Person and with the same group of children. Other patterns of attendance are possible, please discuss these with us.
- Day nursery
- Pre school
- School nurseries
- Nursery - under 5
- Pre-school - 3 to 4 years
- Three / four year old funded
- Two year old funded
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