Oxhill Nursery School, Stanley

Happiness, adventure, excitement, rich learning, creative thinking, caring staff, active outdoor play, making friends, building confidence, gaining independence... If these things are important to your child, then Oxhill Nursery is the place to come!

We offer 30 hours childcare for working parents onsite and in partnership with local childminders.

Welcome to our School. Our large, well-resourced nursery provides high quality early learning for children aged 2-4 years, between 7.30am and 5.30pm. The Victorian building is very spacious, and we benefit from having a range of areas and spaces which are used for a variety of purposes.  

Our highly experienced and qualified staff stimulate children’s interest and natural curiosity through a range of well planned, interesting, imaginative activities for the children in a stimulating environment both indoors and out.

Our large outdoor area is accessed in all weathers, to enhance the children’s learning in all areas of their development. Here children are encouraged to access a wide range of good quality play equipment, including:

  • static climbing frame
  • large sunken sand pit
  • wildlife area
  • garden
  • wheeled toys

We have recently added a gardening area to grow vegetables and a mud kitchen.    

We are an inclusive school where children with special educational needs are fully integrated in all aspects of nursery life.

Our building is accessible to both adults and children with a range of disabilities and children with special educational needs are encouraged to access all activities provided.     

We offer a range of extended services to meet the needs of busy families. You are most welcome to visit the nursery at any time and see for yourself how we provide the best possible start in education for the children entrusted to our care.

To find out more about help with childcare costs please visit www.durham.gov.uk/childcarecosts

When is it on?

Session information
School is open 7.30am - 5.30pm
Free 15 hours: Morning 8.30am - 11.30am. Afternoon 12.30pm - 3.30pm
Free 30 hours: 8.45am - 2.45pm

Who to contact

Telephone
01207 232 266
E-mail
oxhillnursery@durhamlearning.net
Website
www.oxhill.durham.sch.uk

Where to go

Address
Oxhill
Stanley
County Durham
Postcode
DH9 7LR

Other details

Cost description
Please ring for details of our very reasonable rates. We are a school and every penny we charge goes into funding for children.
Age range
From 2 years 0 months to 5 years 0 months
Related links
Ofsted reports

Availability

Childcare availability
Before school
Term time
After school
Free 3/4 yr places
Yes
Free 2 yr places
Yes
Will be providing 30 hours
Yes
30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)
We provide 30 hour places for working parents, please ask for further details, apply for your code from the Childcare choices website

Vacancy details

Immediate vacancies?
Yes
Other information
Please ring the office on 01207 232 266 for current spaces.

Local Offer

Local Offer description

We are a fully inclusive school, with highly qualified and experienced staff to cater for the needs of all children. Level access to the building all classrooms and garden areas.

Contact name
Miss J Watson
Contact telephone
01207232266
Contact email
oxhillnursery@durhamlearning.net
Links
SEND at Oxhill

How do you identify Special Educational Needs and Disabilities (SEND)?

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?

Most children and young people in mainstream schools will have their special educational needs met through good classroom practice. This is called Quality First Teaching.

Early Identification of Need

In deciding whether to make special education provision to support educational, social, physical or emotional needs, we:

  • Work in partnership with parents/carers. Detailed information about a child is taken from parents when their child begins nursery.
  • We have regular parent meetings and take into account any concerns raised by parents. We pride ourselves on having an ‘open door policy’ where at any point parents can talk to staff.
  • Consult and liaise with external agencies. We work closely with Speech and Language, Occupational Therapy, Physiotherapy, Educational Psychology, Health Visitors and One Point Staff.
  • Use assessment tools & materials. The Nursery uses Target Tracker and Early Years developmental framework where appropriate. The nursery uses the Durham “Flying from the Start” assessment scheme and the Developmental Journal where appropriate.
  • Use observations from key people and other members of the staff team.
  • Use Short Notes which are shared and discussed with parents.

How will you support my child with their special educational needs and disability?

How will early years setting/school/college staff support my child/young person?

Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum / National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils.

The Curriculum also included the social aspects that are essential for lifelong learning, personal growth and development of independence.

At Oxhill Nursery School, we pride ourselves in being very inclusive and will endeavour to support every child regardless of their level of need.

We follow the requirements of the Early Years Foundation Stage at a level and pace that is appropriate to children’s abilities and level of need. By encouraging independence at all age and ability levels we endeavour to develop confidence, improve self-esteem and promote enthusiasm in all our pupils through a rich, stimulating environment and a variety of additional opportunities.

  • Ensure that all pupils have access to the school curriculum and all school activities.
  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
  • Pupils to gain in confidence and improve their self-esteem.
  • To work in partnership with parents/carers, pupils and relevant external agencies in order to provide for children’s Special Educational Needs and Disabilities (SEND).
  • To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional).
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum.
  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
  • To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
  • To give every child the entitlement to a sense of achievement.
  • To regularly review the policy and practice in order to achieve best practice.

How will you make sure my child's education meet their needs?

How will the curriculum be matched to my child's young person's needs?

We believe that inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. We follow the Early Years Foundation Stage which includes a range of additional opportunities to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning, personal growth and development of independence.

At times and when it is felt appropriate, modifications to the curriculum may be implemented. To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:

  • Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
  • Modify language presented to children by using visual prompts so instructions can be easily understood.
  • Provide visual timetables to children so daily routines can be understood.
  • Modify the curriculum/provision to meet individual needs, for example using additional resources to support joining in with group activities or quiet spaces to support listening and attention.
  • Ensure that teaching staff are aware of and sensitive to the needs of all pupils, through sharing good practice in staff meeting times and regular recall and review meetings.
  • Offer additional resources/facilities to develop children’s interests and aptitudes and gain maximum access to the curriculum at an appropriate level.
  • To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and gain maximum access to the curriculum. Children with high needs can be provided with their own box of resources for example a sensory box to support sensory or emotional needs.

We understand that children learn and develop in different ways. Teachers and nursery practitioners recognise this and use different teaching styles, resources and plan different levels of work in the nursery to cater for the various ways children learn.

How will we know my child is progressing?

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?

Consultation with Children and Young People with SEND

Teachers/SENCO and Support Staff will work with children and young people to identify the support needed to meet agreed outcomes.  The provision is planned, and interventions are allocated to individual needs. The children take an active role with setting their outcomes and discussing them with the class teacher/SENCO.  The children have regular meetings with staff to discuss their progress and support.

Consultation with parents and carers of children and young people with SEND

We are committed to working with parents and carers to identify their child’s needs and support.  Parents and carers will be involved throughout the process.

There is a range of ways this can be done, for example:

  • Termly parents information sharing sessions.
  • Ongoing discussions with a class teacher and/or SENCO.
  • An ‘open-door’ policy, where parents and carers are welcome to come into school to discuss any concerns they may have.
  • Through regular reviews of their child’s SEN Support Plan/ EHC Plan.

How will you support my child's overall wellbeing?

What support will there be for my child's/young person's overall wellbeing?

Oxhill Nursery School provides a high level of support for any children with social and emotional needs. We work closely with parents to ensure a smooth transition into nursery and due to this, needs are identified very early. We are able to support children and families through individualised and supportive transition arrangements. This can include visits with parents and shorter sessions until the child is more comfortable in the nursery environment.

Children have a key person who works with them across the nursery day, this ensures that they are supported and feel secure. Nursery practitioners are caring and open and ensure that children are listened to. They are highly attuned to any changes in behaviour which may indicate any changing needs in this area.

We have small group times where social and emotional needs can be addressed, for example helping identified children to build friendships and develop social skills.

What specialist services and expertise is available at or accessed by the staff?

What specialist services and expertise are available at or accessed by the setting/school/college?

Our SENCO is Julia Watson, and she holds the National Award for SENCO’s qualification.

More details of the SENCO’s role can be found in the SEN Policy which you can find in the School Policies section of our website.

Our team includes staff trained in Makaton, TEACH Approaches, PECS, BLAST and Supporting Children on the Autistic Spectrum.

External Specialists and Other Bodies

The school enjoys good working relationships with a wide range of people who provide services to children with SEND and their families.

The external specialists may:

  • Act in an advisory capacity.
  • Extend expertise of school staff.
  • Provide additional assessment.
  • Support a child directly.
  • Suggest statutory assessment is advisable.
  • Consult with all parties involved with the child.

These include:

How We Secure Specialist Expertise

We allocate funds from our school budget or through our Community of Learning to secure specialist advice.

Sometimes this funding is used to provide additional support, train staff or provide additional specialist resources. Each year we purchase an SLA with the Educational Psychology service in order that children with difficulties in this area are quickly identified and supported.

If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes. Or the Local Authority could provide us with Learning Support Officers (LSO’s) who work 1:1 with a child. Our nursery has been a base school for such staff for many years and as a result we have been able to observe effective practice and access advice and training

If a child has complex special educational needs, we could also receive additional funding from the Local Authority to meet the agreed outcomes.

How are staff trained regarding SEND?

What training are the staff supporting children and young people with SEND have had or are having?

Our team includes staff trained in Makaton, TEACH Approaches, PECS, BLAST and Supporting Children on the Autistic Spectrum. Sensory processing difficulties support is used widely throughout the school.

What activities outside the classroom will there be?

How will my child/young person be included in activities outside this classroom including school trips?

We enable all children to engage fully in all aspects of school life. To do this, we:

  • Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement. This could include adjusting the way activities are planned, differentiated and delivered.
  • Ensure that all pupils have access to the school curriculum and all school activities, for example adapting learning materials such as equipment and activities to suit each child’s needs.
  • Ensure every child has the entitlement to a sense of achievement through celebrating progress with children and parents through learning stories.
  • When planning activities such as visits and trips SEN children are considered to ensure they can fully participate.

We have systems in place for each child to have their own key person who will know them best and be proactive in planning for their needs and interests, working closely with parents when doing so. SEND children are observed closely and their achievements are celebrated in their Learning Journey and planning documents. This information is then used to tailor the curriculum to meet the interests and motivations of each child using methods of delivery that are appropriate to their needs.

How will you support my child's needs?

How accessible is the setting/school/college environment?

Level access to the building, all classrooms and gardens.

My child is going to be starting or leaving soon, how will you help them?

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?

Transition into nursery for children with SEN is planned in advance through consultation with parents and where appropriate the LA and previous providers. If applicable, visits are made by the SENCO to the previous provider. Transition arrangements are tailored to the individual needs of the child and family. At times shorter sessions are planned initially to enable the child (and the family) to gain confidence in the nursery. Visits to nursery can also be organised out of school hours in order that the environment is quiet.

Each child will have a key person who will support their transition. This member of staff will liaise with parents, ensuring that they are given information on how their child is settling. Key groups are planned in advance, and where possible, children with SEN are taught in smaller groups

How we support children/young people with SEN leaving our school  

We arrange extra support and visits for pupils with SEN, in liaison with their chosen primary school. The Headteacher / SENDCO or key person can accompany parents and children during these visits. Staff from feeder schools are invited to spend time in our nursery to ensure that relationships are built within an environment in which the child feels comfortable. Meetings with the primary school staff, families and nursery staff will be arranged to ensure that transition is as smooth as possible and that important information about the child is discussed and understood.

Disclaimer

Durham County Council's Families Information Service does not promote nor endorse the services advertised on this website. Anyone seeking to use/access such services does so at their own risk and may make all appropriate enquiries about fitness for purpose and suitability to meet their needs.
  • Rich learning at Oxhill

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Address: Oxhill  Stanley  County Durham

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