We are an inclusive setting, and welcome all children regardless of their needs, and provide a quality service for them and their families.
We have extensive experience with children from a variety of special educational needs backgrounds. We focus on making our practice highly inclusive by constantly removing any barriers to learning and providing high quality provision to meet the needs of children.
We aim to increase the participation of children with SEND and their parents in decision making, by giving them more choice and control over the support they would like to receive.
We invite via referrals and parental consent professional agencies into the nursery to work with children who have any additional needs.
The purpose of our local offer is to improve choice and transparency for families. One of the outcomes of this will be a shared understanding of available services and resources, enabling more conversations to take place.
The Local Offer includes information about where parents/carers can seek information, advice and support; how they can raise issues or concerns, and how they can seek to resolve these concerns.
Barley Lane Pre-school opened in September 2010 and became a much needed pre-school in the area. We operate from a community centre of St. Paul's church on Barley Lane and are very well established in the local area with many of our children coming to use through recommendations. We are a pack away setting and operate from a large airy hall. We are located in close proximity of many primary schools. We have a secure garden area which is used continually by all age groups and allows free flow paly for children. The garden area is astro turfed and is safe for children to use.
- Identifying children's needs
At Barley Lane Preschool every child is treated as a unique individual. Through constant observations and monitoring, we would be able to identify any child who might need additional help/support.
If parent/carer has any concerns about their child’s development they can discuss these concerns in private with the SENCO (Special Educational Needs Co-ordinator) or the manager.
On-going observational assessments are made of all children and are linked to the EYFS Development Matters guidance, ages and stages of development – which helps in identifying individual needs. If your child’s Key Person has identified a possible individual need, they will discuss with you in private, and plan together with you to support your child’s learning and development.
Parents are kept informed through daily discussion and the use of individual child ‘Learning journey’.
Parents are offered parent teacher meetings at the end of each term (3 meetings per year)
- Dedicated contacts
When your child starts at the preschool they will be allocated a Key Person.
A Key person - is a member of staff in the child’s room who would form a special bond with them and support them during their time at the preschool. This member of staff will be responsible for monitoring the development of your child. If parents have any concerns they can initially contact the key person.
The key person would share these concerns with our SENCO (special educational Needs) Coordinator.
However, parents can disclose or discuss any concerns with the Preschool Manager as well who would be able to guide and help them.
- Involving children and their families
- Planning and review meetings
- Advice on how to support learning at home
- Parenting advice
- Regular contact between parents/carers and the setting
- Engaging and building positive relationships with the parents.
- We have a planned initial meeting with the parents to gain their views, share information and consider the next steps.
- Range of support available
- EYFS Curriculum planning differentiation
- Specific teaching interventions
- Support for behaviour
- Support for health needs
- Partnership working with other professionals
- Additional support strategies
- Support for communication needs
Assessment systems are in place such as the 2 year progress check, under 3’s Next steps and over 3’s Next steps which are all linked to the Early Years Foundation Stage ( EYFS) ages and stages of development.
Parent helper sessions allow you to stay and help and see how your child is developing in the setting. Events throughout the year help to build relationships with practitioners in the setting.
All plans will be shared with you and there will be regular meetings with families who have children with an additional need.
Our open door policy means you are always welcome to tell us how your child is doing on a daily basis and provide on-going two way communication between us. If parents/carers work or are unable to attend with their child, telephone calls are welcome to update you on your child’s progress.
Newsletters are sent home on a termly basis to keep you up to date with what is happening at Nursery.
Your child’s communication book will be filled in regularly to keep you up to date.
- Measuring children's progress
Through the observation process linked to the EYFS ages and stages of development, and in discussion with you, the Nursery Manager and SENCO will identify what support is required. Extra support will be put in place if necessary.
Through on-going partnerships and dialogues with both parents/carers and other professionals - including Early Years Team if involved. We would observe, plan and track the progress of the children.
Our SENCO will give advice on meeting your child’s needs within the nursery in consultation with you and other professionals where necessary with your permission. Our SENCO will advise you on the process of applying for extra support.
Reports from health care professionals and other professionals, working with your child, will be used to plan support within the setting.
The Early Years Team or other professionals working with our SENCO will support the decision making process to planned targets on the IOP (Individual outcome plan). The IOP will be written with you and will include how you can support your child at home.
Individual outcome Plans (IOP) are written to record the child’s progress. This Includes information about the short term targets which, together we will set for the child, the teaching strategies and the provision put into place, when the plan is to be reviewed, and the outcome of the action taken.
IOP’S are always discussed with the parent / guardian of the child regularly.
- Regular review meetings with parent, Key person, SENCO and other professionals if involved.
- Tracking progress of the child by observing, planning and assessing.
- Plans are focused on the child with short specific targets.
- Support and training for school staff
Management is responsible for enabling SENCO to create inclusive policies, ensure policies are in place and up to date and ensure staff are able to attend relevant training – the Setting Manager ensures staff meetings take place to discuss SEND and Inclusion issues and ensures the environment is inclusive.
Staff meetings have regular slots at staff meetings where staff can raise concerns or discuss individual children.
Our SENCO – attends termly network meetings to keep us up to date with the latest information and news.
Staffs have attended Promoting Positive Behaviour, role of the SENCO and English as an Additional Language training. All staff regularly attend training. A record of staff training is kept on file.
- Accessibility of the school
Barley Lane Preschool is easily accessible as it’s off the main Barley Lane on ground level only.
Ramp to front access and garden.
Wider doors for wheelchair access on ground level.
Changing facilities on ground level.
Any additional arrangements would be discussed with parents before the child starts at the preschool.
Web camera access for parents. Live streaming of the cameras .
Preschool is on main Barley Lane which is 3 min walk from Goodmayes high road, 5 min walk to Goodmayes train station and accessed by bus numbers 364 and 387.
Risk assessment will be carried out once we aware of child's needs and adapted to ensure that childrenare all able to take part in daily activities inside and outside. This will include any outings they may go on. We may be able to use different aids, resources to include all the children.
- Transition arrangements
Meeting with parents and new keyperson as well as old keyperson. Ensure that child is moved at their own pace. Setting observations carried out when movement between different rooms. Transition form and summary sheet onto new school. New key person (or school) encouraged to visit child in setting. Child will be supported according to their needs to enable them to adapt to the changes.
- Support and training for parents and carers
- Parent workshops
- Coffee mornings with parents
- Parent consultation
- Links with Children’s Centres
- Further information
Please contact us using the details provided