Cambridge Road, Bootle, L20 9LQ

At Cambridge Nursery school and Children's Centre we aim to provide the opportunities for every child to reach their full potential.

The Local offer

From September 2014, new SEN legislation comes into place in schools. The Government’s new approach to SEN provision is published in The New Code of Practice 2014.
The governing bodies of schools have a legal duty to publish information on their websites about how the Government’s new approach to SEN provision will be implemented in school. This information forms the school’s local SEN offer of all services available to support disabled children and children with SEN and their families.
A fundamental part of the new approach to special educational needs and disabilities is parental choice and pupils rights. Cambridge  welcomes this person-centred approach  working alongside parents and enabling children to participate fully in the life of our setting and reach their full potential.


All children at Cambridge have access to a broad and balanced curriculum where all Staff have high expectations for all pupils, working from their prior learning and personalising their targets accordingly. Learning opportunities take account of possible areas of difficulty so that any barriers to achievement can be overcome,  through inclusive learning and teaching opportunities.

Definition of SEN

‘A pupil has SEN where their learning difficulty calls for special educational provision,  that is provision that is different from or additional to that normally is available to pupils of the same age.’ The New Code of Practice 2014

Useful Terminology

SEN – Special Educational Needs
SENCO – Special Educational Needs Co-ordinator
SLT – School Leadership Team
TA – Teaching Assistant
HLTA – Higher Level Teaching Assistant
LA – Local Education Authority

Roles and Responsibilities

The Headteacher, SENCO, teachers and Governing body work together to determine how additional support is provided for children with SEN and how SEN is developed within school.

All teachers are responsible for the progress of pupils in the nursery class. However  we operate a Key worker system. Therefore the Key worker is the first point of contact for parents should they have any concerns about their child’s progress or well-being.

If parents need further information and advice they should contact the SENCO via the  office - Mrs Lin Lomax , Mrs.Viv Marriot or Miss.Laura Edwards.

The SENCO is responsible for:

Headteacher – Mrs.Debbie Clark

The Headteacher is responsible for the day to day management of all aspects of the school, including the provision made for pupils with SEN.

SEN Governor – Mrs.Lynn James -Jenkinson.

The SEN Governor is responsible for supporting the school to evaluate and develop the provision made for pupils with SEN across the school.

Types of Need

The New Code of Practice identifies four broad areas of special need, under which SEN can be classified.

These categories help us to plan provision. Pupils can have needs across categories and this is recognised in our provision mapping. Identification of a specific type of need does not necessarily mean a plan of support is put into place. We put support in place only when we feel it would be beneficial to a child’s development. Our school priority is to provide early intervention in order to achieve targeted outcomes. This may be done through observations, Play Plans, SEN interventions, catch-up interventions or through advice from external agencies.

Quality Teaching

All children at Cambridge have access  to at least good quality inclusive teaching and opportunities within the Nursery environment. Teachers and practitioners  make reasonable adjustments to accommodate differences in learning styles and vary opportunities depending on the needs of their pupils to promote progress. Teaching is monitored through  lesson observations. Planning and work is monitored on at least a termly basis to ensure there are high expectations and standards across the Nursery setting. Progress is carefully tracked on a termly basis by Keyworkers ,the assistant Headteacher and the childcare manager.  Individual interventions are carried out by Keyworkers to reinforce a range of skills for pupils who would benefit from this support. As a specially resourced nursery school the children if in one of 4 resourced places will also receive onsite support from speech and Language therapy.

Identification of SEN

Teachers / keyworkers are continually assessing and monitoring pupils in their groups and this is reviewed termly with senior leaders within the school. Through this, the needs of children are seen to either be being met or not. If a pupil is not making the expected progress, staff consider if they have a full understanding of the pupil’s learning profile to identify whether any SEN is impacting on their learning. At this point,  the setting may wish to consult with outside professionals to help gain a better understanding of a child’s profile, e.g. the school’s Inclusion Consultant or Educational Psychologist. All factors that may impact on learning, such as emotional issues, motivation, appropriateness of teaching and learning environment are considered to decide if the lack of progress is caused by SEN.

Parents are part of the whole identification process and if the setting decides that additional and different provision is necessary for the pupil to make progress, the child will be placed on the SEN register and SEN support will be put into place.

The Graduated Approach

The process for implementing SEN support is described in The New Code of Practice as the Graduated Approach and has four stages.


The setting will gather all information available concerning the identified child to gain an accurate picture of the child’s needs. This could include teacher, key carer, pupil, parents, SENCO and outside agencies and will provide information such as attainment, learning styles and projected targets.


A support plan will be put into place to outline strategies that will be used in order to achieve specific outcomes. The plan will include:


Once pupils have a support plan, this becomes a working document which can be annotated on a regular basis to show progress towards outcomes and new targets set. Adjustments can be made as necessary. The teacher/ or key carer manages the plan and actions and is accountable for the outcomes. Any concerns the practitioner has over the plan will be discussed with the SENCO.


Termly reviews with teacher /Keyworker and / or SENCO will take place with parents to review outcomes of support. Interventions will be evaluated along with views of the pupil and parents. The plan may be adapted or a new one devised to enable the pupil to achieve their next steps in learning.

At the review, further options may be put into place if a pupil is not making the expected progress or achieving outcomes on their support plan.

Tracking Progress

We track progress of all pupils and record the level they are working at, at the end of each term. Parents are informed of their child’s progress. In the autumn and summer terms this is through meetings with the teacher /keyworker. Any child not making progress is highlighted and immediate catch up interventions are put into place.

Children with SEN are tracked in the same way. Individual support plans are reviewed termly and interventions are evaluated. Parents are given the opportunity to discuss their child’s progress termly with the SENCO.


At Cambridge there are clear procedures for supporting children in moving into Reception.

The SENCO arranges meetings with the receiving school to have enhanced transition arrangements and actions are drawn up within a timescale. Parents, teacher/keyworker, SENCO, staff from the new school and any outside professionals working with the child are invited to this meeting.

Enhanced transition arrangements within school may include additional visits to the child’s new class; transition books with photos of new teacher, TA, classroom etc.; opportunities to work with their new TA and additional meetings between staff in school and outside professionals to pass on information, support plans etc.

Transition between school and childcare would involve the current keyworker and new keyworker meeting to pass over information. The child would then have some supported visits.

Equal Opportunities

We ensure that children with SEN engage in school activities alongside pupils without SEN. We ensure that direct or indirect discrimination does not take place by following our Single Equality Policy and SEN Policy in school.

Social and Emotional Development

Children many experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour.

Social and emotional development is part of the school curriculum and children are given opportunities to discuss and explore their feelings and the feelings of others within a safe secure environment. There may be a need to include external professionals to offer the children more support.

If you require any additional information please do not hesitate to contact us, either by telephone 01512825467, email  [email protected]  or simply the best way is to call in. We will always have a member of staff available to help you.


SEN Information report.

What is meant by SEN Information Report?

All Sefton maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs/and or disabilities (SEND) being met in a mainstream setting wherever possible, where families want this to happen. This means that it is vital that those caring for children and young people with SEND know what provision they can reasonably expect from their school and Local Authority. Local authorities and other services including schools will set out a local offer of all services available to support children with SEND and their families. In accordance with the recent changes implemented by the 2014 SEN Code of Practice, children and young people with SEND and their families should be central to the identification, assessment and planning for provision. The offer will include provision from birth to 25 across education, health and social care.

This will mean that:

Who is the best person to talk to about my child's difficulties and how can I contact them?

Your child's class teacher or key carer – they are responsible for:

The SENCO- Mrs.Clark – is  responsible for:

Coordinating all the support for children with SEND and developing the school's
SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
In addition to this we have assistant SENCO -Miss Conway and a SENCO for our childcare provision Miss Dawn Darling.

Ensuring that you are:

Mrs Clark can be contacted by: Telephoning or visiting the school to make an appointment. – Responsible for:

Learning Support Assistant (LSA)

An LSA may be allocated to a pupil with exceptional Special Educational Needs and/or Disabilities (SEND). Whilst they take a very valuable role in supporting your child's education it is preferred that any questions you may have regarding your child's learning and progress be directed to either your child's teacher or the SENCO. We do of course encourage daily dialogue between parents and LSAs on how your child's day has
been and actively encourage this communication.

Head Teacher - Mrs. Clark – is responsible for:

She must make sure that the Governing Body is kept up to date with any issues in the school related to SEND Mrs Clark can be contacted by: Telephoning or visiting the school

SEND Governor – Mrs. Lynn James Jenkinson – responsible for:

How could my child receive help at Cambridge Nursery School and Children's Centre?

Class Teacher/Practitioner input through Quality First Teaching

This will mean that:

Specific small group work

It may be that a pupil may benefit from working in a small group to access specific learning. This group, often called an intervention group, may be run in the room or outside the room and led by a teacher or Teaching Assistant/practitioner under the guidance of the teacher. This will mean that:

This level of support is available for any child who has specific gaps in their understanding of a subject/area of learning. An example of this maybe 'Leaping through Language'.

Specified individual support for your child

This was usually provided through  High needs funding HNF or a Statement of Educational Need- now an Educational, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher/SENCO as needing a particularly high level of individual and small group teaching or other support  which cannot be provided from the resources already delegated to the school.

Usually, if your child requires this high level of support they may also need specialist support from a professional outside the school. This may include:

For your child this would mean:

This level of support is available for pupils whose learning needs are:

How will the school/centre support your child with identified special needs starting at school/childcare?

How do I let the school know if I have concerns about the progress my child is making?

How will the school let me know if it has concerns about my child's learning?

Cambridge is a resourced Nursery School- What does this mean?

As one of Sefton's resourced nursery schools we have 4 'resourced' places in our school. What this means is that e have a higher ratio for these children to allow them to access intervention groups and individual support on occasion . This does not mean 1-1 support. If it is decided that a child will need 1-1 support a HNF (High needs funding application would be made, the decision to grant this funding is made by a panel of professionals made up of SEN personnel and head teachers from within the local authority. As a resourced nursery we have access to a wide range of professional support who visit the nursery.

What training or help is given to staff to help them support children with SEND?

The SENCO's  job is to support the class teacher in planning for children with SEN.

 How will the teaching be adapted for my child with learning needs SEN/and or disabilities?

How will the school measure the progress of your child in school? How will I know about this?

 What support do we have for you as a parent of a child with an SEN/and or Disabilities?

How has the school been made physically accessible to pupils with SEND?

How will the school support your child when they leave or move on to another class?

If your child is moving to another school:

When moving rooms within the school/centre: