Sunflower Nursery understands that all children should have the opportunity to achieve and become confident learners. All children access a full range of activities to develop and learn through play. Support is given to children with special educational needs so they have full access to the curriculum. They are included in all activities alongside their peers. The settings staff foster communication with parents/carers enabling them to play an active role in their child’s education.
The setting is situated on the ground floors of two semi detached houses. Children have free flow access to all the play areas. There is a separated room for under 2’s, which is carpeted. Toilets are on a single level. The outside play area is reached through a decked area, which has 2 steps leading down to an AstroTurf flooring. The mud kitchen is tarmacked.
We have a sensory area for the over 3’s and a small sensory corner in the under 2’s room.
There is room for children to manoeuvre easily and furniture is all at a level where children can self select resources and activities for themselves.
- Identifying children's needs
We believe in early identification of difficulties and in appropriate intervention to support children’s progress, learning and development. Parents and carers are involved and kept informed at all times. Children who are experiencing difficulty with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues.
All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones.
Outside agencies may be involved when children do not progress at the expected rate despite additional individual planning to support the area of need. This is done with written consent from parents and carers.
These agencies are: Local Authority Inclusion/SEN Advisor or SEN Coordinator; SEND Early Years Panel (SEYP) (additional information on the remit of the group can be found on the Redbridge Local Offer website); Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist; CAF Team and others.
These agencies will be contacted to provide suitable strategies to support children who have additional needs in a particular area of development. The agencies may also be involved in the child’s transition to other settings and to school.
Some children are provided 1:1 support through SEN/Inclusion funding. One member of staff is allocated to support the child during the daily activities. The aim of the support is to help the child to develop the relevant independence skills and may be withdrawn once the child reaches the expected progress.
When a child has a recognised condition or ongoing medical needs, relevant information is sought from parents and carers on admission and kept in the child’s confidential folder. Confidential reports and records of progress and reviews are securely stored. The setting follows the relevant guidelines for data protection and confidentiality.
Records are passed on to another setting/school with parents and carers’ permission.
- Dedicated contacts
The setting’s Manager, Gita Singh 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 Tahomin Begum. She has undertaken the following relevant training:
SEN Modular course - Beginners/Advanced
The SENCO has the responsibility to:
• liaise with parents/carers
• liaise with outside professionals in regards to children’s individual needs
• advise 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 are assigned to a Key person. He/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
- Advice on how to support learning at home
- 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
The setting uses visual aids to support children’s speech and language and social communication development. The setting encourages Makaton signing.
- 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.