Liberty Play House & Day Care

Education Offer

Overview

We have a sensory room with sensory resources such as shining light, reflective toys, soft toys and texture board

Book area with soft cushion for children to relax, play and rest

Identifying children's needs

Through regular Observation, Assessment and planning for the child and progress report discussed with parent. For further help, we contact the SENCO lead in Redbridge to come and do assessment and referrer form to refer the parent to the appropriate multiagency professional to deal with the child in need. For example, child with speech language delay will be referred to Speech therapist professional in the borough 

Dedicated contacts

• Keyperson/buddies
• SENCO Lead
• Manager

Involving children and their families

• Parenting advice
• Planning and review meetings
• Advice on how to support learning at home
• Regular contact between parents/carers and the setting
• Recommend books and resources  for parent with SEN child and also borrow from the Preschool

Range of support available

• Partnership working with other professionals
• Additional support strategies
• EYFS Curriculum planning differentiation
• Specific teaching interventions
• Support for behaviour
• Support for health needs
• Support for communication needs

Measuring children's progress

We use Steps to Outcomes (Non-Statutory guidance).  Observation to see if the child has achieved  a Set  target which will be recorded when it happened

Support and training for school staff

Staff do attend regular SENCO forum termly

Staff on training – promoting play and interaction – Children with SEND

Accessibility of the school

Partially accessible. We only have wheel chair access downstairs. Facilities have for personal care using picture cards and object which the child can relate and use  to communicate their needs in terms of using toilet, hanging coat, washing sink and snack time. E.g. access to drinking water which SEND Child can easily access

Inclusion

Ensure SEN child have access to all resources and equipment which is safe and secure with age and stage appropriate.  The risk assessment carried out daily to ensure the environment (indoor and outdoor) are suitable and meet the need of the SEND child.

Staff assist at all times to meet their personal need. Parents get involved in the planning activities and maintaining daily routine for the child. For example toileting and hand washing. Parent also support in going on outing to  visit Library, Parks and any other recreational places for children to enjoy themselves

Transition arrangements

Introduce the child gradually to new environment, the parent must be aware of the new environment to transfer their children from one room to another with an introduction of the new Keyperson to take over from the former key person.  Child will gradually be introduced to new activities by showing them pictures of the activities other children have done and will be doing in their new environment and also to talk it through with the child and the parent.

Talking to the parents to support them with their concerns or worries and giving them all the necessary information that will help in and support the child in transition. We also give parent leaflets or contact details of any professional person or organisation to help in the transition of their child. We also transfer the SEND child form to the new setting through either post or via mail depending on the type of disability, we also prepare care plan to forward to the new school so that they can start using the care plan where the setting stop

Support and training for parents and carers

• Parent workshops
• Parent consultation
• Links with children centres
• SENCo
• Coffee mornings with parents