Specialist Inclusion Base- SIB

 Staff use their expertise to identify children with special education needs and/or disabilities (SEND). Leaders work tirelessly to ensure that children with SEND have the support they need to access learning. As a result, provision for children with SEND is exemplary.    (OFSTED Report 2023)                                                                                                                                                                                         

The Specialist Inclusion Base (SIB), previously known as the Special Support Centre, is a nurturing and supportive provision where specialist expertise is woven into everyday nursery life. We support children with significant speech, language and communication needs helping every child feel understood, included and confident.

Children spend most of their time learning and playing in our total communication nursery environment. Throughout the day, our staff weave individual communication targets into play, daily routines and shared experiences, helping children develop their skills in meaningful and enjoyable ways.

Who may benefit and how are places considered ?

Children may be considered for a place following a referral from an NHS or independent speech and language therapist. An assessment helps us build a clear picture of each child’s communication strengths and needs, taking into account their home language and, where appropriate, their communication skills in both languages if they are bilingual.

During the summer term, we hold a consideration meeting to discuss each child’s individual needs, strengths and progress, and to decide whether the Specialist Inclusion Base is the most appropriate provision to support their development.

We have 16 places available, with eight morning places and eight afternoon places.

• Morning session: 9.00 am–12.00 pm
• Afternoon session: 1.00 pm–4.00 pm
• Full day: 9.00 am–4.00 pm for children eligible for 30-hour funded childcare.

Understanding Development Language Disorder (DLD)

Developmental Language Disorder (DLD) is a lifelong condition that affects how a person understands and uses language. It is not linked to intelligence, hearing loss or a lack of learning opportunities.

Children with DLD may need additional support to understand what others say, express their thoughts and feelings, learn new words, follow instructions and take part in conversations. Every child is different, and with the right support, children can develop their communication skills, build positive relationships and grow in confidence.

Specialist support shaped around your child

Our specialist teacher, trained learning support assistants and two speech and language therapists work closely together to provide support tailored to each child’s individual strengths and needs.

Our speech and language therapists work across three days each week. Children typically receive focused sessions lasting 10–15 minutes, two or three times a week. These sessions may take place one-to-one or in small groups, either in the Rainbow Room or in a quiet space within the main nursery.

This specialist support is closely linked to children’s everyday learning and play, helping them practise and develop their communication skills throughout the nursery day.

Communication woven into everyday 

We use a total communication approach to help children understand language, express themselves and connect with others in ways that work for them. By using a range of communication methods alongside spoken language, we create an inclusive environment where every child has opportunities to participate and be understood.

Our approaches include:

• Makaton: using signs and symbols alongside speech to support understanding and develop vocabulary.
• Cued Articulation: using hand cues to help children recognise and produce speech sounds, supporting their speech development and early literacy.
• Aided language boards: using pictures, symbols and words to help children communicate their choices, ideas, thoughts and needs.

We also encourage parents and carers to use these approaches at home. Working together helps create a consistent approach to communication between home and nursery, giving children more opportunities to practise their skills in everyday situations.

Working together to support progress

We believe that strong partnerships between families and professionals are essential to helping children thrive. Our team works closely with parents and carers, sharing strategies, celebrating progress and identifying ways to support each child’s communication development both in nursery and at home.

By working together, we can build on each child’s strengths, respond to their changing needs and help them develop the confidence to communicate with others.

Moving on to school 

We understand that moving from nursery to primary school is an important milestone for children and their families. During the summer term before a child starts school, we arrange an enhanced transition meeting to help ensure that the support they need continues into their next stage of learning.

Our specialist teacher, speech and language therapists and the receiving school work together with families to share information about each child’s progress, individual targets and the strategies that help them communicate and learn. Where possible, the speech and language therapist contributes directly to the meeting; otherwise, a written transition plan is provided.

This collaborative approach helps the receiving school understand each child’s strengths and needs, supporting a smooth, positive and confident transition into primary school.

SEN Information Report 2026 SEN Information Report

You can view our SIB information leaflet here SIB leaflet