Little Kidsown Ltd

Education Offer

Overview

All the staff at Little KidsOwn operate a fully inclusive care service.  We currently have no children on role who have any SEND issues.  During the last academic year we had 2 children with Speech and Language difficulties, one who was not in LBR.  We chased up the Speech and Language department and also sought help and advice from the EYCIT team.  Eventually, the Speech and Language dept came to us and trained key staff with the tiny talker scheme.

The principles of which we are still using today.

We have a strong stable staff who know and understand their children well.  They encourage and support all the children in our care.  Nearly half our children have English as an Additional Language or as a Dual Language, and this is established with families during their first week. 

We are a comparatively new setting opened May 2014, we currently have 35 children on role.  We have measured space for 12 children under 2 and 24 aged 2-5 in our main downstairs room which is split in two using low level partitions. 

In addition to this room we have a separate dining room where all meals and snacks are eaten. We also have use of the upstairs which we use for the 2-3 year old children to sleep, for the 3+ children to have separate focused activities and for our Breakfast club.  We have a small garden which is also split in two, one for the younger children and one for the older.  All children go out in the morning and the afternoon whatever the weather.

Identifying children's needs

We carry out a home visit with all new children and ask parents to complete a baseline assessment which is contained in our contract document.  This is then gone through with the parent during this visit.

When a child starts their settling in, children are closely observed by their key person and approximate levels are taken by them as to where they are within the EYFS framework.  Following this at the end of their first 4 weeks with us a progress tracker is written by the child’s key person.  This initial tracker can then show if a child is developmentally ahead or behind in any given area.  If during this time a key person observes the child having specific difficulties a meeting will take place between the key person and parents to build a support plan. This support plan is then seen by all members of staff.  If necessary our SEN and Behaviour Management co-ordinators will also become involved to help support the child, their family and the key person.  This is to ensure that the child is provided with a consistent, positive and nurturing support.

Dedicated contacts

In the first instance any parent/carer who has any concerns about their child would speak directly to their child’s key person.  After this either our SENCo (Anca Pinicu) or the Manager (Tanya Gaylor) will be able to help.

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

0-2 children are provided with a daily diary which notes any concerns. Each parent/carer is given daily feedback about their child highlighting any difficulties. A progress tracker is written by each child’s key person detailing progress at the end of each term. Children’s profile books are sent home termly. Parent meetings are held every 6 months.

Range of support available

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

Measuring children's progress

Children are monitored closely and accurate next steps are set by each child’s key person. 

Parents are informed

Daily - Face-to-face

Termly - Progress trackers

Termly - Profile books

6 monthly - Parent meetings

As necessary - Specific support meetings.

Contact is made directly face-to-face, by phone, by email, by letter by text.

Support and training for school staff

Several staff have under taken specialist training this academic year.  Some of these courses include,

Identifying and supporting children with Social and communication difficulties, understanding and supporting children with emotional needs and SENCO Modular 1 to name a few.

Accessibility of the school

The entrance to our dining room is down 3 steps, we currently do not have a hearing loop or disabled toilet facilities.

Inclusion

From our initial nursery show around we ask about the child, at our home visit we ask what a child is able to achieve according to their age.  At the end of a child’s first 4 week period a progress tracker is written by the key person which will identify if that child has any obvious learning need.  The outcomes are then discussed with parents and an ‘Individual Outcomes Plan’ will be written by our SENCO, Parents and Key person concerned.

Transition arrangements

All our children’s transitions between areas and up to school are thoughtfully carried through.  Time is spent in their new area with their new key person on a gradual basis until the child is ready to move up.  School transition includes, coming on school walks, visit’s to schools, time with older children who currently attend the schools.

Support and training for parents and carers

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