Fareacres Day Nursery (South Woodford)

Education Offer

Overview

Fareacres South Woodford is located within 10 minute walk to the tube station and, minutes from the North Circular and M11 if travelling by car.  We have a small parade of shops that are in front of the setting as well as the main high road being 5 minute walk; we are also close to Churchfields park and South Woodford Library.

The setting is in a converted house with 3 rooms in the main building and an annex at the end of our garden.  We are a fairly small setting with age specific rooms, however, when children are joining the nursery or transitioning through the nursery, we take into consideration each individual child’s needs and development with regards to the room that they are based in.   Children have daily access to our garden, which is planned for to give the children every opportunity to learn and gain experiences in the outdoor environment as well as the indoor.

We register children at our local children’s centre so that we are able to use their facilities such as their sensory room.  We also have links with Churchfields nursery unit and can accommodate nursery drop off and pick up for children that attend Churchfields in the afternoons.

Identifying children's needs

Observations take place on a daily basis for all children; if staff have a concern about a child they will work with the setting SENCo officers and the Borough SENCo to be able to support the child and put strategies in place such as IOP’s.   We work closely with parents and external professional to deliver holistic care and support to the child and their family. Other professionals that we would work with include Speech and Language Therapist, Educational Psychologist, CAF team, Physiotherapist, SEN Early Years Panel and others. Parents are updated regularly and IOP’s are shared with them, taking into account their needs as well. Consultations with parents take place 3 times a year, and we will arrange further meetings with parents or with other professionals if required.

As a setting we understand the importance of early intervention with regards to SEN.  There is a set approach that we follow (The Graduated Approach 2014).

Key person and lead SENCo officers will work closely with the family to take on board their comments, feelings, and observations to gain knowledge on the child’s previous experiences and development.

Dedicated contacts

We have named Lead and Deputy SENCo officers in the setting that parents and staff can go to if they have any questions or concerns. And every child has a named key person also that parents can speak with at anytime. Parents can contact the SENCO via telephone or email.

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
• Home visits
• Settling in
• Parents workshops
• Newsletters
• Questionnaires
• Parents forum

Range of support available

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

Measuring children's progress

Staff assess children in line with the EYFS curriculum and every term they will assess the child’s overall development in relation to the age bands for children.  We use a colour shading system to identify areas where children are exceeding, secure or require support.  The coding allows parents and staff to see child’s progress in all core development areas.

Support and training for school staff

Both the lead and deputy SENCo officers have been on training provided by the EYCIT team for Redbridge. They attend termly SEN meetings and workshops to ensure their knowledge and skills are up to date.

Accessibility of the school

We are a partially accessible setting; unfortunately we do not have access for wheelchair users or hearing loop.  We assess each admission individually and attempt to meet the needs of the individual child to the best we can.

Inclusion

All activities are planned in accordance with children’s next steps.  When setting up the nursery and other activities staff will take into consideration every child’s needs and interests.  We work closely with parents to enable us to know as much as possible about individual children’s likes and dislikes and how to approach new activities or change in routine to enable to support every child and prepare them for their day at nursery.

Transition arrangements

Transition period is discussed with parents and key person to plan the best approach for transition for the individual child and how the setting can work with parents to support them and the child.  Transition in the nursery will be supported by all staff and small steps will be taken to settle the child into their new base room.  Regular discussions with parents will take place and the child will have the opportunity to explore their new base room and staff with their current key person.

When transitioning to school/setting again we work very closely with parents, and offer meeting with parents to discuss this at length.  We will attempt to make contact with the child’s school/setting to arrange a visit with the child so that they can see their new environment with their key person and peers.  We will also send a transition report to the new setting with all information about the child’s development to enable the school to be informed.  We will attempt to have meetings with the school/setting prior to the child joining them again to be able to make links for the child before they start at the school/setting. 

Support and training for parents and carers

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

Further information

Contact Louise Daniels