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Le Hérisson School

Suitable for an individual with hearing impairment
Outside Play Opportunities
Toilet suitable for wheelchair users
Qualified first-aider on site
Sensory toy library available
Baby changing facilities
Suitable for children and young people with SEND
Dietary needs catered for
Sensory Play Opportunities
Suitable for an individual with vision impairment
Communication aids, such as Makaton, are used

Le Herisson school is a French secular nursery school . It is a “homologuee” (approved by the Ministere Francais de l’ Education Nationale). Founded in 1989, the school welcomes up to 76 children between the ages of 2 to 6 years old. Pupils are split into 4 classes, depending on their date of birth.

TPS: Toute Petite Section (2 to 3 year old)

PS: Petite Section ( 3 to 4 year old)

MS: Moyenne Section ( 4 to 5 year old)

GS: Grande section (5 to 6 year old)

Though most of our pupils are French or British however, all nationalities are welcome and will receive a sound French education at the Herisson.

The school is located in the Methodist Church on Rivercourt road. Our classes are very spacious and the children have access to an onsite playground where they are given the opportunity to play outdoors daily. We also organise numerous sporting activities and walks to the nearby Ravenscourt park.

Who to contact

Contact Name
Le Hérisson School
 0208 563 7664
Le Hérisson School website

Where to go

Le Hérisson School
Rivercourt Methodist Church
King Street
W6 9JT

Other Details


Age Ranges
2 years - 6 years

Inclusion Information

Wheelchair Access

Has Provision

Special Needs

Has Provision
Experience with
Challenging Behaviour
Learning difficulties
Social development impairment
Language impairment
Serious allergy / Anaphilaxis
Autistic Spectrum Disorder ASD
Global Developmental Delay
ADHD Attention Deficit Hyperactivity Disorder
Emotional needs
Access to the curriculum, information and associated services

Pupils with SEN will be given access to the curriculum through the specialist SEN provision provided by the school as is necessary, as far as possible, in line with the wishes of their parents and the needs of the individual.

Every effort will be made to educate pupils with SEN alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCo will consult with the child’s parents for other flexible arrangements to be made.

The school curriculum is regularly reviewed by the Head Teacher together with the SENCo to ensure that it is accessible to pupils of all levels and abilities, and supports the learning and progress of all pupils as individuals. This includes learning outside the classroom.

It is our aim to ensure that all resources and SEN provisions are being used effectively and efficiently within the school setting in order to support the taught curriculum and enable pupils to reach their full potential. The school does this by:

•Keeping staff fully informed of the special educational needs of any pupils in their charge including sharing progress reports, medical reports and teacher feedback
•Providing regular training and learning opportunities for staff on the subject of SEN and SEN teaching. School staff should be up to date with teaching methods which will aid the progress of all pupils including those with SEN
•Making use of all class facilities and space
•Using in-class provisions and support effectively to ensure that the curriculum is differentiated where necessary.
•Making sure that individual or group tuition is available where it is felt that pupils would benefit from this provision.
•Any decision to provide group teaching outside the classroom will involve the SENCO in providing a rationale and focus on flexible teaching. Parents will be made aware of any circumstances in which changes have been made.
•Setting appropriate individual targets that motivate pupils to do their best, and celebrating achievements at all levels.

Inclusion of pupils with SEN

The Head Teacher oversees the school’s policy for inclusion and is responsible for ensuring that it is implemented effectively throughout the school.

The school curriculum is regularly reviewed by the Head Teacher together with the SENCo to ensure that it promotes the inclusion of all pupils. This includes learning outside the classroom.

We aim to optimise opportunities for participation and achievement across all areas of school activity (social, curricular, physical).
•Providing a balanced curriculum for all pupils both in and outside of the classroom, including play and interaction at mealtimes and playtimes, and extending to extracurricular activities and school day trips.
•Practicing teaching methods that suit the needs of individual pupils.
•Promoting an inclusive ethos throughout our school and encouraging social responsibility and understanding amongst all our pupils.

Evaluating the success of provision

In order to make consistent continuous progress in relation to SEND provision the school encourages feedback from staff and parents throughout the year.

There is an annual formal evaluation of the effectiveness of the school SEND provision and policy. The evaluation is carried out by the SENCo, Head Teacher and Principal. Information is gathered from different sources such as child and parent surveys/ teacher and staff surveys/parents evenings/ consultation evening/ feedback forms.

Evidence collected will help inform school development and improvement planning.

Complaints procedure

If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENCO, who will be able to advise on formal procedures for complaint.

11. In service training (CPD)

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEN.

The SENCo attends relevant SEN courses and facilitates/signposts relevant SEN focused external training opportunities for all staff.

We recognise the need to train all our staff on SEN issues. The SENCO, with the senior leadership team, ensures that training opportunities are matched to school development priorities.

Early Identification

A graduated approach to SEN:

Quality First Teaching

a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.
b) Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
c) The Head Teacher will be notified and the SENCo will be consulted as needed, for support and advice and may wish to observe the pupil in class.
d) An appointment will be scheduled with the parents to discuss possible concerns with a further follow up meeting arranged to discuss the child’s progress.
e) Through (b) and (d) it can be determined which level of provision the child will need going forward.
f) If a pupil has recently been removed from the SEN list they may also fall into this category as continued monitoring will be necessary.
g) Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
h) The child is formally recorded by the school as being under observation due to concern by parent or teacher but this does not place the child on the SEN register. Parents are given this information. It is recorded by the school as an aid to further progression and for future reference.
i) Pupil progress meetings are used to monitor and assess the progress being made by the child. The frequency of these meetings is dependent on the individual child’s needs and progress being made.

SEN Support:
Where it is determined that a pupil does have SEN, parents will be formally advised of this before inclusion of the individual on the School SEN Register. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four part process indicated below:

• Assess
• Plan
• Do
• Review

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of an individual grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

Referral for an Education, Health and Care Plan:

If a pupil has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the pupil are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.

The decision to make a referral for an Education, Health and Care Plan will be taken during meetings involving parents, SENCo and child (if appropriate).

The application for an Education, Health and Care Plan will combine information from a variety of sources including:

• Parents
• Teachers
• Social Care
• Health professionals

Information will be gathered relating to the current provision and a summary of any action points taken; the preliminary outcomes of the targets set form the basis of the profile. A decision will be made by a group of people from education, health and social care about whether the pupil is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.

Dietary Needs

Has Provision
Dietary needs procedure in place. All staff are aware of children diatery needs procedure this is explained during the induction process

Cultural Provisions

Has Provision

Childcare Information


Immediate vacancies

Opening Times & Facilities

Opening Times
Opening Times
DayOpening TimeClosing Time
Monday 8.15am 3.15pm
Tuesday 8.15am 3.15pm
Wednesday 8.15am 12 noon
Thursday 8.15am 3.15pm
Friday 8.15am 13.15pm
Wednesday 12 noon (Wednesdays after school clubs option available from 12 to 3.15pm) 3.15pm
Soft Play area
Out-door Play
Sleeping Area
Walks to local park etc
Home Corner
Baby Facilities
Visit & Outings
Arts & Crafts
Sensory Play

School Pickups

Offers pickups

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