At Gilbert Colvin we believe that each child must be given the opportunity to achieve and be included. All children access a full range of activities to develop and learn through play. We acknowledge that some children with SEND may require extra support in order to access the activities provided. We are committed to work alongside parents and carers to share information useful to support their child’s development while at the club.
The club is located at Gilbert Colvin school in the main hall and gym. The hall has separate activity areas which offer a range of fine and gross motor skills activities. The hall has free-flow into the outside play ground where children have access to active games. We offer a pick up minibus service / walk from the following school: Parkhill Primary.
Furniture is arranged to accommodate children with mobility difficulties. There is access to adjustable height furniture and/or access is made possible by using floor level activities.
Toilet and washing hands facilities are easily accessible.
- Identifying children's needs
We believe in early identification of difficulties and we will consult with parents and carers to support those children who are experiencing difficulty with their development.
We work closely with the Local Authority Early Years and Childcare Improvement Team (EYCIT) who may be involved to give advice on suitable strategies to accommodate children’s needs within the club. This is done with written consent from parents and carers.
We have a statutory responsibility to Safeguard children and we may work with the following agencies whenever required: CAF Team; Early Intervention and Social Care.
The agencies may also be involved in the child’s transition to other settings or to school.
When a child has a recognised condition or ongoing medical needs, relevant information will be sought from parents and carers on admission and kept in the child’s confidential folder. The setting follows the relevant guidelines for data protection and confidentiality.
- Dedicated contacts
The setting’s Manager Geraldine is the overall ‘responsible person’ for SEN in the setting. She is responsible for ensuring that legislation is met. The Special Educational Needs Coordinator (SENCO) has the responsibility for the day-to-day management of the SEN procedures. Her name is Geraldine Howe she has undertaken the following relevant training:
The SENCO has the responsibility to:
- liaise with parents/carers
- liaise with outside professionals in regards to children’s individual needs
- advice and support other practitioners in the setting
- ensure that appropriate learning and outcomes plans are in place
- ensure that background information is collected, recorded and updated
- take the lead in monitoring and reviewing any action taken to support the child
- ensure that appropriate records are kept for all children with SEND who require outside agencies support
All children under 5 years will be assigned to a Key person. She is also responsible for liaising with the key children’s parents and carers, observing, planning and assessing children’s progress.
- Involving children and their families
- Parenting advice
- Regular contact between parents/carers and the setting
- Planning and review meetings
- Range of support available
- Partnership working with other professionals
- Additional Support strategies
- Support for behaviour
- Support for health needs
- Support for communication needs
Visual timetable, objects of reference and visual aids) to support children’s communication and well-being. Children are encouraged to provide feedback on the activities provided.
- Measuring children's progress
Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The IOP identifies agreed outcomes for individual children and targeted small steps. The IOP is reviewed termly with parents and carers and outside professionals when relevant.
All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
A progress report is given to parents at the end of every term with details of the child’s progress across the EYFS. An additional assessment, the Two Year Progress Check, is also compiled when the child is two years. This assessment covers the child’s attainment and progress in the Prime Areas of the EYFS (e.g. Personal, Social and Emotional Development; Communication and Language; Physical Development).
The Steps to Outcomes tracker for children with SEN is also used to monitor progress. This is based on the EYFS Prime Areas of learning and Development and the Early Support Early Years Developmental Journals.
- Support and training for school staff
Staff training and development is important to the setting.
Recent training attended:
- Supporting the Deaf Pupil in the Nursery – all staff
- Supporting children with communication difficulties – SENCO
- SEN Modular advanced – SENCO
- USING SEN AIDS/RESOURCES – all staff
- Accessibility of the school
All resources are located at children’s level in clear, labelled boxes.
Makaton signing is used by staff and taught to children during circle time and general routines.
Children’s toilets are fully accessible and have easy to reach washing facilities.
Changing area is discretely located in the under 2’s room.
A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.
One-to-one support is provided for those children who may require intensive support to access learning activities.
All activities are differentiated according to children’s level of development.
- Transition arrangements
Children undergo a gradual transition from room to room and from Key person to Key person.
The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission).
- Support and training for parents and carers
- Parent consultation
- Parent workshops
- Coffee mornings with parents
- Links with children centres
- Further information
We value parent and carers’ expertise and deep knowledge of their own children. Parents and carers’ comments are included in assessment and review.
The setting has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment. Information is shared with parents and carers through the use of home - setting books and open days.
We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.
The setting can interpret some of the languages used in the local community, but can have access to an interpretation service.
We organise parents workshops every term on matters relating to child development, play and learning.
We work in conjunction with other agencies to provide/sign post, parenting support programmes such as Healthy Eating.