Penilee Nursery School

Additional Support                                                        

At Penilee Nursery we are committed to supporting all children. If we have any concerns about your child's progress we will bring it to your attention. At times, it is helpful to have a specialist assessment done to clarify exactly where a child's difficulties lie. We would also make a specific support programme to give a child individual support for learning that is linked to thir current development needs. No child would be referred to a specialist without their parent/carers consent beforehand. Likewise, should you have any concerns about your child's development please speak to us in order that we can support you in accessing any additional support.

Some of the agencies and people we work closely with are:

Our Link Educational Psychologist - Marianne Holland

Our Speech and Language Therapist - Irene Brownlee

Health Visitors - Your own child's Health Visitor

Southbank Child Development Centre

Inclusion Policy of the Nursery - We respect and welcome children and parents of all backgrounds. Inclusion is at the heart of our practice.

Our Equal Opportunities Policy - All early years services should reflect the council’s Equal Opportunities Policies and be anti-racist, multi-cultural and recognise the rights of both men and women to work or to care for children. Provision should take account of the needs of children, with additional learning needs or chronic illnesses. These principles are reflected in the criteria used to admit children to nursery and in the curriculum of all the establishment.

Open Access - The nursery operates an open door policy, where parents may discuss issues at any time. An appointment may also be made for a convenient time for a meeting if you prefer.

Accessibility Strategy - Our nursery school has a duty to ensure that all children have equal access to the curriculum, supported as appropriate to their needs. This covers not only the content of lessons and teaching strategies but also minor adaptations to the physical environment of our building to address the needs of children with physical or sensory impairments. We also need to ensure that parents who have a disability have equal access to information about their children. This could involve, for example, relocating the venue for parents meetings to facilitate physical access at parents’ evenings or individual interviews.