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Hilden Grange School - Nursery Unit


Hilden Grange School is an independent preparatory school which educates boys and girls aged from rising 3s to 13. It was founded in 1929 and is now part of the Alpha Plus Group, the Gold Standard in educational provision. 

At Hilden Grange we instil a passion for learning in a caring and happy environment. Our academic results are among the best in Kent while a wealth of extracurricular opportunities give every child a chance to shine. The school has access to more than twenty acres of attractive grounds, on the northern fringe of Tonbridge, Kent.

Who to contact

Contact Name
Sarah Grigor
Contact Position
Admissions Secretary
Telephone
01732 352706
E-mail
admissions@hildengrange.co.uk
Website
https://www.hildengrange.co.uk

Where to go

Name
Hilden Grange School
Address
Hilden Grange School, 62
Dry Hill Park Road
Tonbridge
Kent
Postcode
TN10 3BX

When is it on?

Date & Time Information
Open Monday to Friday, term time only, with wrap around care from 7.30am until 6.00pm
When is childcare available
Term Time Only
Carescheme Age Range:
2 year(s), 6 month(s) to 13 year(s), month(s)
Other Availability
Some holiday clubs are available

Other Details

ECD Type
Nursery Unit of Independent School
Offers pickups
No
Cost details
Please see our website for fee information
Vacancies Details
Please contact the Admissions Secretary for place information
Immediate vacancies?
Yes
Contact Provider for Vacancy Details?
Yes
Vacancy Information Last updated Date
13/01/2022

30 Hours Extended Entitlement

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)

 The maximum Free Entitlement is 15 hours per week over 38 weeks, however please note that our academic year runs for a maximum of 35 weeks.  Our Finance Officer will make the claim on your behalf for all or part of your 15 hours entitlement based on the completion of a KCC Parental declaration which will be sent to you in advance of the start of term.

Support with Childcare Costs

Universal Entitlements
Yes

Service status

Status
Open

Local Offer

Special Needs Support

How does the setting identify children with additional needs or SEND? 

On entry, all children are invited to spend a day at our school. During this day they are observed by our trained staff on how they adapt to our learning environment. We also ask you to complete a questionnaire, which gives us a chance to get to know your children and their particular strengths or areas where they may need some extra support. We also ask about their interests at home so that we can use them to inform our planning. When your child first joins we assess their starting points with a baseline assessment, in line with the Early Years Foundation Stage goals.

 

Progress meetings are conducted throughout the academic year and regular pastoral meetings each week help to identify children who may be showing delays in their development. Early intervention would include your child’s teacher targeting a specific area of development (e.g. social skills) and the plan additional opportunities for your child to gain further experience in this area. We would share this with you through an Individual Learning Plan.

 

Our Head of Learning Support is Rebekah Sievewright. She ensures that families have the best support and resources to help with the development of your child, including managing behaviour.

How will I be informed / consulted about the ways in which my child is being supported? 

Your child’s teacher would be your first point of contact. They will be involved with both you and your child right from the start, developing strong and positive relationships. There are lots of ways that you will be informed about how your child is support.

These include:

  • Daily informal contact – we very much operate with an open door policy in Early Years. If you need to speak to your child’s teacher before or after the school day, they may be available, alternatively appointments can be made via the Office or via email.
  • Parents Evenings throughout the year to discuss your child’s learning and progress (2x a year)
  • Detailed Online Learning Journey (Arc Pathway) – you will be able to access your child’s Learning Journey online where staff will detail where your child is currently and what their next steps are.
  • Detailed end of year report
  • Collaboration with you on any extra support put in place using an Individual Learning Plan

How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs? 

The Early Years Foundation Stage is an educational framework which allows teachers to plan for your ‘unique child.’ We observe, assess and plan for your child in three prime areas (Communication and Language, Personal, Social and Emotional Development and Physical Development) and four specific areas (Literacy, Mathematics, Understanding the World and Expressive Arts and Design.)

 

Communication and Language

  • A “language rich” environment
  • Staff trained to deliver targeted small group activities including but not limited to: Time to Talk and I CAN Early Talk Boost
  • Speech and Language Therapist support (as needed)

Personal, Social and Emotional Development

  • Staff trained to deliver targeted small group activities to promote well-being and resilience

Physical Development

  • Our stunning Early Years outdoor area has been specifically tailored to promote the physical development of our youngest learners
  • Regular PE lessons delivered by our specialist teachers from the Prep school.
  • Staff trained to deliver targeted small group activities including but not limited to: BEAM (a balance movement programme developed by physiotherapists), fine motor and scissor skills
  • We provide for a range of dietary requirements
  • Awareness of environmental factors that have a sensory impact on children such as noise, colour, lighting etc.

What teaching strategies does the setting use for children with additional needs or learning difficulties? 

Environment

Our Early Years environments, in both Nursery and Reception, are set up to foster the Hygge and Curiosity Approach. This means that our environments are set up to promote a sense of calm and belonging. The environment is neutral to promote this sense of calm and this is further enhanced by the use of soft furnishings and rugs to minimise noise and encourage a sense of well-being. We have different zones within the classrooms to facilitate small group activities and quiet areas. Resources are either in open baskets or in boxes which are clearly labelled with text and pictures.

Resources

All our EYFS classrooms have a wide range of resources to support children’s development at all levels; our Head of Learning Support is also able to provide specialist equipment, where necessary.

Teaching strategies

All our staff are trained in Early Years practice and many have received extra training in supporting children with additional needs. Teaching strategies across the Early Years foster all learning styles, ensuring that lessons and learning opportunities involve all five senses.

What additional support does the setting provide for children with additional needs or SEND? 

Our SEND policy is available to view on our website and provides a comprehensive summary on how we provide for children with additional needs both in Early Years and across the school.

How will the setting monitor my child's progress and how will I be involved in this? 

Your child’s teacher is responsible for guiding, monitoring and supporting the physical and emotional development of children in our care and this is especially important for children with SEND.

Your child’s teacher will provide you with access to your child’s online Learning Journey where you will be able to see their progress. If you are concerned at any point, you are welcome to make an appointment to speak to them.

Each term, we make an overall assessment of your child’s progress, before making a statutory assessment at the end of the Early Years Foundation Stage (the end of Reception.)

How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips? 

We are committed to inclusive practice that enables all children to be included. Your child’s teacher will make sure that the planned activities are accessible to all children through effective differentiation. This means that they will adapt activities for each child.

Trips which take place are thoroughly risk assessed, with individual children taken into consideration as needed. Our adult to child ratio on school trips is smaller than that in school so that we can ensure the safety of all children. Research trips are carried out whenever we plan to go somewhere new so that we can ensure the venues are suitable for the cohort of children attending.

How accessible is the building for children with mobility difficulties / wheelchair users? 

Our Early Years Foundation Stage is built on one level and both the Nursery and Reception buildings have wheelchair access. The Dining Hall can be accessed via lift, if needed. There are also accessible toilets available.

How will you support my child's transition to a new setting or school? 

On entry, your child is invited to spend the day with us so that they can meet with their teachers and peers. We also provide printed social stories ahead of key events such as the move from Nursery to Reception. The Early Years team work closely together and the Nursery children know the Reception teachers and classrooms, very well. They share the same outdoor learning environment.

How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation? 

Our SEND policy is reviewed on an annual basis and the Head of Learning Support regularly attends forum meetings with other SEND leaders. Staff within the school have the opportunities to feedback regarding SEND during weekly staff meetings.

Who should I contact if I am considering registering for a place at the setting? 

Please make an appointment to tour the School, via our main Office. 

What arrangements does the setting have for feedback from parents / carers, including compliments and complaints? 

We have an open door policy and parents are welcome to give feedback to their child’s class teacher, in the first instance. Our SEND policy, which is available on our website, highlights the procedures in place for parents / carers to voice their concerns. The Head of Learning Support and the Headmaster are also available, by appointment, if needed.

Our Complaints Procedure is available on our school website.

Many of our parents are very happy with the level of support their child receives.

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