St Andrew's Nursery, Nesscliffe

Little Sparkles brings nursery and Reception together under one class name at St Andrew's Church of England Primary School and Nursery in Nesscliffe. That shared identity places the nursery within the school's early years provision, while the decision about a Reception place remains separate.

The Ofsted early years judgement is Good. The school has no single overall Ofsted grade. These are distinct judgements: the early years grade should be read within the school setting, rather than as a separate nursery inspection.

The Early Years Foundation Stage (EYFS) provides the framework for early education, covering learning and development alongside children's welfare. For parents, its scope is broader than preparation for reading and number work: language, movement and emotional development belong alongside early literacy and mathematics.

Its learning areas also include expressive arts and design and understanding the world. This means that communication, relationships and physical development matter as well as the beginnings of academic learning. The framework gives parents a useful way to think about their child's development across several connected areas.

Assessment is part of that framework. Between ages two and three, practitioners must give parents a brief written account of development, including strengths and areas progressing more slowly. The focus includes language and communication, physical development and personal, social and emotional development. This creates a specific opportunity to discuss emerging concerns and the support a child may need.

SEND support sits within the school's team structure. Coordination involves the SENDCo, classroom teachers and the ELSA/intervention and mental health lead. The team works with parents, colleagues and outside agencies around individual children's needs, giving families several roles involved in planning support.

Communication difficulties, learning needs, emotional or mental health needs, and sensory or physical needs all fall within the school's description of SEND. These categories are a starting point for discussing an individual child, rather than a substitute for understanding their particular difficulties.

For early years SEN support, the expected approach is a cycle of assessment, planning, action and review, with parents involved. The practitioner, usually the child's key person, should retain responsibility for daily work with the child, supported by the SENCO. Reviewing the effect of support helps determine what should happen next.

Attending the nursery does not guarantee a Reception place. Families must apply separately through the normal Reception admissions process and meet the relevant deadline. Treat choosing nursery and applying for school as two decisions.

For children receiving SEN support, transition planning should include agreement with parents about the information passed to the receiving setting. That is about continuity of support, separate from the allocation of a place.

Parents can arrange a family visit by contacting the school. A senior staff member conducts the tour, providing an opportunity to discuss how the setting would suit the child.

For enquiries, telephone 01743 741331. St Andrew's follows the Westcliffe Federation term dates, which align with its local cluster schools. This is useful context when coordinating family calendars.