Huntingdon Nursery School is registered for 140 children and currently has 85 on roll.
Typically, each year we have a higher proportion of boys to girls. The setting’s intake is predominately White British but in recent years there has been an increase in children from minority ethnic groups, currently 34% of all pupils. The percentage of children for whom English is an additional language is 37.6 %.There are nine different languages spoken in our families across the Nursery.
1.2% of our children have a statement of special educational needs, 16.5% of our current cohort are children with SEND supported by an experienced team of Teachers and teaching assistants.
By publishing this information, we demonstrate our commitment to the specific duty within the Equality Act 2010As individual practitioners we cannot make the world free of inequalities and a safe place to be, but we can do our very best to ensure our centre is a small model of what we would like the world to be.
All children are of equal value – with regard to their gender, race, ability or background, they have equal entitlement to high quality early years experiences and education. We aim to foster mutually supportive links with our parents and reflect the local community and reach area that we serve so that the children in our care have the opportunity to continue their education and personal development beyond the Foundation stage being prepared to play a positive role in our multi-cultural, multi-faith society. The concept of inclusion is central to our practice.
We hope to achieve this by incorporating into our practice the Learning for All Standards of Racial Equality in care and education, and create a mutually caring ethos in all our children’s lives.
2016-17
To use the qualities and skills of Polish speaking support staff to work with children who are in the early stages of acquiring English as a second language
For staff to work together implementing ways of supporting children who attend the Nursery that speak languages other than those spoken by our staff. To focus on how we implement visual support in the early stages of the term to settle children and help them to understand the basic rules and routines.
For staff to make strong relationships with parents of children speaking languages other than English (where language is a barrier) as they do with parents that speak English.
