Circle Centre Nursery
Our nursery is located in Middle Claydon, in a quiet, rural hamlet in Buckinghamshire, it was established in 2001 and was first known as The Puzzle Centre. Each academic year we have places for around 20 pre-school children to whom we can offer a highly individualised programme of support.
Autistic children need to have aspects of the curriculum presented to them in a way that takes account of their unique learning styles. This means that, especially in the early years, methods and approaches which may be appropriate for neuro-typical children, will not necessarily help autistic children to access learning opportunities in the same way. Curriculum plans at the nursery reflect a balance between the unique needs of each individual child and the broad and balanced requirements of the Early Years Foundation Stage (EYFS) curriculum.
Our nursery is staffed by practitioners with specialist knowledge in this field. We adopt the Social Communication Emotional Regulation Transactional Supports (SCERTS) framework that enables us to adapt the curriculum to suit neurodevelopmental differences of autistic children. There is a primary focus on supporting communication, interaction and emotional well-being. This is achieved through adaptations, modifications and access to meaningful and relevant supports. Our approaches and supports are informed by the autistic voice and autistic led research.
We are flexible and explore different means of support to identify what is most meaningful and relevant to the individual child It is so important that both parents and children can build trusting relationships with our team. We ensure there is protected time each day for parents to share and collaborate with learning support assistants and teachers. When children start with us, we dedicate time and space to really get to know the child; learn about their interests, recognise what they are communicating to us and what they need to help them feel safe. This promotes the development of trust, curiosity and playfulness that allows a child to explore, problem solve and enhance their independence and ability to advocate for their needs.
When children arrive on site each day, they come into our large garden that provides a calm space with access to equipment that can help them settle, calm and get ready for the day. Activities are carefully planned throughout the day to include the children’s interests and supports needed to support their emotional regulation, communication and interaction. Each child will present differently from day to day and therefore the curriculum is fluid and activities are adapted accordingly. We make activities feel safe and predictable to broaden the children’s experiences. Nursery days include individualised activities and small group activities that can take place in our main teaching room, soft play area, exploring room or messy play area. Group activities involve sensory circuits, music and movement, fun with food and stories and songs.
On enrolment, the children are individually assessed and a bespoke education plan is created for them, this is then monitored and closely followed throughout their time with us to regularly map the child’s progress. The final result is a detailed, robust analysis of their needs, preferences, challenges and strengths: all critical for the parents and to ensure that the child goes on to get the educational support they need in their next school. These plans often form the basis of their SEN support plan and we report on the details about the child’s strengths, challenges and provision requirements to support that child.
Autistic children need to have aspects of the curriculum presented to them in a way that takes account of their unique learning styles. This means that, especially in the early years, methods and approaches which may be appropriate for neuro-typical children, will not necessarily help autistic children to access learning opportunities in the same way. Curriculum plans at the nursery reflect a balance between the unique needs of each individual child and the broad and balanced requirements of the Early Years Foundation Stage (EYFS) curriculum.
Our nursery is staffed by practitioners with specialist knowledge in this field. We adopt the Social Communication Emotional Regulation Transactional Supports (SCERTS) framework that enables us to adapt the curriculum to suit neurodevelopmental differences of autistic children. There is a primary focus on supporting communication, interaction and emotional well-being. This is achieved through adaptations, modifications and access to meaningful and relevant supports. Our approaches and supports are informed by the autistic voice and autistic led research.
We are flexible and explore different means of support to identify what is most meaningful and relevant to the individual child It is so important that both parents and children can build trusting relationships with our team. We ensure there is protected time each day for parents to share and collaborate with learning support assistants and teachers. When children start with us, we dedicate time and space to really get to know the child; learn about their interests, recognise what they are communicating to us and what they need to help them feel safe. This promotes the development of trust, curiosity and playfulness that allows a child to explore, problem solve and enhance their independence and ability to advocate for their needs.
When children arrive on site each day, they come into our large garden that provides a calm space with access to equipment that can help them settle, calm and get ready for the day. Activities are carefully planned throughout the day to include the children’s interests and supports needed to support their emotional regulation, communication and interaction. Each child will present differently from day to day and therefore the curriculum is fluid and activities are adapted accordingly. We make activities feel safe and predictable to broaden the children’s experiences. Nursery days include individualised activities and small group activities that can take place in our main teaching room, soft play area, exploring room or messy play area. Group activities involve sensory circuits, music and movement, fun with food and stories and songs.
On enrolment, the children are individually assessed and a bespoke education plan is created for them, this is then monitored and closely followed throughout their time with us to regularly map the child’s progress. The final result is a detailed, robust analysis of their needs, preferences, challenges and strengths: all critical for the parents and to ensure that the child goes on to get the educational support they need in their next school. These plans often form the basis of their SEN support plan and we report on the details about the child’s strengths, challenges and provision requirements to support that child.
Eligibility
Age
From age 2 to 5