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Everton Centre for Nurture
Enhanced Resource Provision

Nurture dog Henry
  • Nurture Twitter

Welcome to Everton Centre for Nurture – a Local Authority Resourced Maintained Nursery School


The Centre for Nurture offers an individualised curriculum following the Early Years Foundation Stage adhering to the needs of all the children in this class. Children have daily one to one interventions led by their teacher and/or family worker, sensory based play within our indoor and outdoor provision and sessions in our on-site sensory room. Our nurture dog, Henry, visits the Centre for Nurture promoting social, physical and emotional well-being for the children in the class. The bond he creates with all the children offers unconditional acceptance and affection.

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Children have access to daily sensory circuits which include proprioceptive and vestibular movements that are designed to alert, organise and calm; helping to regulate.From April 2022, our Centre for Nurture became a Local Authority resourced provision for children with special educational needs and disability (SEND) for children 2.5 years to 5 years of age.

The Objectives of the Resourced Maintained Nursery School Provision

 

  • The objectives are to provide specialist provision and strategies that are suitable for the age, ability and aptitude or SEND of each child so that:

  • they are happy at nursery, feel included and fully participate in the life of the nursery school

  • they have a successful transition to the next setting

  • their parents have confidence in the SEND provision offer in Liverpool’s maintained nursery schools 

Eligibility Criteria for the Provision at Everton Maintained Nursery School Age

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  • Children will be aged 2.5-5 years

  • In exceptional circumstances, the local authority may place children outside this age criteria

SEND

  • SEND eligibility will be assessed by a LCC SEND Early Years Officer

  • In exceptional circumstances, the local authority may place children outside this SEND criteria

  • Children will have speech, language and communication needs or be on the neurodevelopment pathway or have a diagnosis of autism

  • Communicative abilities will be significantly delayed in both expressive and receptive skills and children are highly likely to have had these needs identified very early by a trained professional such as a speech and language therapist

  • The severity of the impact of autism, or potential autism, upon the child will be profound and multi-faceted and will have a significant detrimental impact upon the child’s ability to:

  • Engage in any level of formal learning or purposeful play

  • Demonstrate or develop the fundamentals of communication, https://www.intensiveinteraction.org/find-out-more/fundamentals-of-communication/

  • Self-manage behaviours that challenge such as aggressive behaviour, self-harm, or alternative high risk behaviours

  • Self-regulate potential sensory processing disorders resulting in the need for seeking/avoidance mechanisms to cope with environments even when adapted

  • Naturally interpret, and learn from social situations at an age appropriate level despite targeted and specific learning attempts

  • Naturally develop the ability to apply flexible thinking techniques as part of typical development, e.g. making choices, anticipating sequences/outcomes, managing micro and macro transitions

  • Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with autism or potential autism

  • Children identified for maintained nursery school resourced places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model

  • The above needs impact upon the child simultaneously resulting in significant challenges to delivering provision without significant adaptations, namely:

  • 1:1 teacher led specialist programmes,

  • highly adapted environments

  • individual, specific and personalised assess, plan, do and review cycles requiring highly specialist skills and knowledge

  • Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with CASC

Children identified for resourced maintained nursery school places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model

Outdoor play

Placement of Children in Resourced Maintained Nursery Schools

  • Whilst the placement process is embedded, individual children will be identified by the local authority in partnership with key staff in the maintained nursery schools (please see Maintained Nursery School Resourced Placement Pathway).

  • In order to quickly place and meet need, children will not require an EHCP to be eligible for a resourced maintained nursery school place, as it is expected that, as criteria for resourced provision has been met, children being placed will be assessed using the statutory frameworks, to ensure pathways into reception are considered at the earliest opportunity

  • For children with an EHCP, maintained nursery schools will be consulted by LCC's SEND Team

  • Upon placement, the current high needs funding agreement for the child will cease and the High Needs Support Team will be alerted by the maintained nursery school

  • The placement process will be reviewed on an ongoing basis to ensure an equitable citywide offer


Criteria for Children 

  • The Headteacher or SENDCo at Everton Nursery School and Family Centre will support transition to the next setting and bring to the attention of the local authority at the earliest opportunity any potentially deferred children


The Accommodation for the Provision

  • The accommodation will consist of an appropriate early years teaching and learning space for children with SEND, aged 2.5-5 years

    
Staffing

  • The provision will be overseen by the Senior Leadership Team of Everton Nursery School

  • Individual children’s SEND support planning will be overseen by staff holding qualified teacher status

  • Staff will have annual performance management reviews resulting in the writing of a development plan outlining their continuing professional development, to ensure that they are kept updated in the field of SEND, and early years provision.
     

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