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Germoe Early Years and Foundation Stage Unit
Services and organisations that have the Local Offer flash have filled out inclusion information, meaning that they meet the needs of people with Special Educational Needs and Disabilities (SEND)

Germoe is a small rural primary school of approx 50 children.  We have a warm, family focused ethos where our children are at the centre of everything we do.  

Our Early Years Unit provides nursery provision for children from three years of age through to the first year of schooling, the Reception year.  

We offer:

  • Child centred play based learning in a bright and inspiring class
  • An under-cover outdoor learning space
  • Playground with climbing equipment
  • Garden areas

We are surrounded by beautiful countryside and are five minutes away from the beautiful beach of Praa Sands.  We have a mini-bus to factilitate out of school learning.  Our Nursery children work with our Reception children and develop strong friendships, working and playing cooperatively together.

Who to contact

Contact name
Jan Burns
Contact position
Class Teacher
Telephone
01736 763310
E-mail
jburns@germoe.cornwall.sch.uk
Website
www.germoe.cornwall.sch.uk
Parent organisation
Germoe Community Primary School

Where to go

Name
Germoe C P School
Address
Germoe Lane
Germoe
Penzance
Cornwall
Postcode
TR20 9QY
Notes

Bus stop at Germoe cross roads on the main Penzance to Helston road.

Other details

Costs

Table of costs
Table of costs
AmountCost Type
£10.00 Per Session
Details
Free funded places for 3 & 4 year olds for 15 hours a week. Additional sessions £10 each. Email fis@cornwall.gov.uk or phone 0800 587 8191 for more information.
Please enter details including what proof is required for the free or reduced rate
Email fis@cornwall.gov.uk or phone 0800 5878191 for more information on eligibility funding for nursery provision.

Availability

Age ranges
From 2 years 0 months to 5 years 0 months

Inclusion within our setting

Wheelchair access

Has provision
No
Details
Not at present but hopefully soon.

Dietary needs

Has provision
Yes
Experience with
Vegetarian
Nut allergy

Cultural provisions

Has provision
Yes
Experience with
Yes would have an understanding
Details
Yes
Languages spoken

English

Pet provisions

Are there any pets at the setting?
Yes
List of pets
Cats

Childcare information

Vacancies

Immediate vacancies
Yes
Details
Ring for availability.
Date updated
16/07/2021

Funded places

3 & 4 year old funding
Yes
2 year old funding
Yes

Opening times & facilities

Opening times
Opening times
DayOpening timeClosing time
Monday 09:00:00 3.15
Tuesday 09:00:00 3.15
Wednesday 09:00:00 3.15
Thursday 09:00:00 3.15
Friday 09:00:00 3.15

School pickups

Offers pickups
No

Inclusion details

Saint Piran's Flag
SENCo name
Angie Larcombe

Early Years Local Offer response

Learning and development

Systems and strategies we have in place to identify children that may require additional support

We strive to identify additional needs as early as possible.  Children's needs are identified through on-going assessment and through close working relationships fostered by caring and sensitive staff.  Staff and parents/carers work closely to ensure an effective continuous dialogue, to ensure the best for the child.

How we identify and support children's learning and development needs

The teacher is best placed, in conjunction with the parents/carers, to identify needs and barriers to development and learning.  Discussions can then be held with the Special Educational Needs Coordinator (SENCo) to find a way to help your child in their learning and development.  Identification of speech and language, autistic barriers and other learning barriers can be supported early with in-house skill and experience, and with assistance from outside services . 


Emotional and attachment difficulties are also supported sensitively by staff, with interventions for our youngest children right through to Y6.  We are a Trauma Informed School and all staff have had input - behaviour is seen as a communication of need.  We, as adults, need to understand what's been communicated in order to support the child.


The Early Years Inclusion Service provides excellent advice and observations, and assists with next step planning, to address the needs of our youngest children with additional needs.  


As children transition from our nursery into their Reception year, we draw on the Educational Psychology Service to advise  and support with Special Educational Needs and Disability, along with other relevant outside agencies.  This offers a continuum of support throughout the school.  Our Educational Psychologist comes into school to undertake observations and reports to support accessing further help where necessary.


The school's Special Educational Needs Coordinator ensures provision is in place and the child is able to progress and be happy in their learning.


 

Links we have to other agencies

Beyond quality first teaching in the classroom and school-based intervention to address the differing needs of children, the Cornwall Early Help Hub is our first port of call to secure further help.  If further or more complex needs are to be met, this is addressed through Statutory Assessment which may result in an Education, Health and Care Plan.


Our school has close working links with many other professionals.  Apart from those already mentioned we have also had assistance from the School Nurse Service, Occupational Health, Speech and Lahguage, Physical Disability Service, Children and Adolescent Mental Health, CLIC Sargent, Penhalligon's Friends and Counselling Helston and Lizard Kids (CHaLK), Autism team, and Musicability music therapy.


We are a Trauma Informed School and are supported by Headstart Cornwall in ensuring child-hood trauma and adverse childhood experiences are supported in nurturing ways.  Approaches and interventions are based upon research that supports processing of difficulty, enabling stronger mental health and self-esteem to develop.  

How we support children transferring to school

We have good relationships with local nurseries and schools.  Transitions from other nurseries and schools are made as smooth as possible for the children with visits to children in the setting they are leaving if possible, and efforts to liaise with staff to understand the child's needs are made.  Children are encouraged to come for a 'taster day'.  Discussions with the parents and carers are of course, vital to ensure the child makes a happy transition.


Children make a smooth transition from the nursery class to the next stage within school because the children will have played together and shared some of their learning during the year, running up to the transition in September.  Opportunity is taken for all children to spend some time in their new class and with new staff before transition.

Welfare

Specialist skills or training our staff have

Our staff have training in current theory and practise relating to education and safeguarding.  We benefit from the positive outcomes from our Federation with Boskenwyn, and work with the local Multi-academy Trust schools on occassoin.  


We access a wide body of professional development.  Each member of staff has continuing professional development, enhancing their role and following personal areas of interest within their specified role and all have regular child protection and esafety training.  The staff of our two federated schools work closely together, pooling our expertise and experience, to give the children an excellent pre-school and foundation experience, whatever the child's needs, socially, emotionally, physically and academically.


We have embedded Growth mindset and Learning power ideas to encourage independence, resourcefulness and resilience across our school.  Coaching is used as an approach to help children resolve problems and issues and our staff sensitively use PACE/nurture and Trauma Informed School training to support children in gentle ways to ensure a feeling of safety  Relational practice is a strong thread throughout everything we do.  Staff support children in regulating emotionally and physically, underpinned by understanding of the relationship between brain and behaviour, triggers and responses, and successful routes to calming and enabling readiness for learning.


 

Support we offer regarding children's health and well-being

In addition to the Growth Mindset and Learning Power philosophies and coaching mentioned above, we foster strong social and moral values, embedding them into our everyday practise which supports children's well-being and development of their emotional understanding and social skills.


Healthy mind and body are promoted through physical activity, healthy food and enjoyment in their learning.  


Awarenss of all staff of the need for brain breaks, movement breaks, and awareness of how sensory triggers can be managed to maximise comfort and learning are evident in our classrooms.  


Pets and animals in school are encouraged, as they are both calming and regulating for children.  Our youngest class has a cat who comes to school every day and she is very much part of the team.


We have developed our social, emotional and mental health awareness and provision over recent years and offer bespoke 1:1 and small group interventions throughout the school.  Day to day in class, staff build warm and open relationships with the children and this produces a greater sense of safety and trust, which in turn, supports children's well-being and their ability to share difficulty or worry.


Referral can be made for children for whom, health and well-being difficulties need additional support.

Ways we inform parents about how their child is being supported

We hold termly SEN meetings with parents, in addition to the daily communication.  If a child needs additional support, an Individual Provision Map (IPM) is draw up in conjunction with the family and child, to address needs. We try to accommodate parents/carers at the point of need, to ensure we are always supporting families and children.


 

Our complaints policy

Pleas see the complaints policy on the school website.

Access

Alterations we have made to make our building accessible

We have an accessibility plan which is always evolving to cater for the needs of all the children, and in order to be prepared to open our nursery to children with varied needs.


We have ramp access to the rear of the nursery for children with physical difficulties.

Facilities we have for personal care

Our toilet facilities are adjacent to our nursery, we have a  shower room, and nappy changing space.  This enables us to support personal care needs should your child need it.


We have an Intimate Care Policy and staff are able are experienced in caring for your child, in loco parentis.


 

Specialist resources we have

We have some specialist resources eg sensory resources but will consider funding new items as needed, when it is clear what your child needs are.

How we include all children in activities, such as trips

All children are included in trips and visits, sometimes with modification to plans and further contingency, to ensure all can enjoy enrichment activities beyond the classroom.

Last updated: 15/07/2021

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