Zig Zags Nursery

Education Offer

Overview

At Zig Zags Day Nursery we believe that each child must be given the opportunity to achieve and become a confident learner. Varying support is given to children with special education needs so they have full access to the resources on offer at Zig Zags.  Resources and support are given to each individual child to ensure they are able to take part in activities alongside their peers.

Zig Zags is based in a residential area of Goodmayes.  We are based in a converted double fronted corner property.  We have four rooms based over two levels.  The baby room is based on the second floor.  Two of the three remaining rooms have direct access to the garden and the third room accessing the garden via a short corridor. 

The front of the property has a ramp access and have a side entrance which has a step which leads onto the garden that has a soft play area. Two of the rooms have wide opening doors. There is a wide opening toilet on the ground floor.  

Identifying children's needs

We believe in early identification and appropriate intervention to support children’s learning and development.  Children who are experiencing difficulty in accessing the full curriculum are identified through discussions with parents/carers, colleagues and observations.  We understand our responsibilities in following the procedures through the Core, Targeted and Enhanced levels of support.

If we believe outside agencies may need to be involved in the child’s development, parental written consent will be sought.  The agencies currently used are: Local Authority Inclusion/SEN Advisor or SEN Coordinator, SEND Early Years Panel, Educational Psychologist, Speech and Language Therapist, Occupational Therapist, Physiotherapist, CAF Team and others.  The agencies will provide suitable strategies to support the children in the setting, at home and their transition to school.

Some children may require 1to1 support and this would be provided by SEN/Inclusion funding.  One member is staff is allocated to the child up to a maximum of 15 hours a week.  The aim is to support the child to develop their independence skills and this support may be withdrawn at any stage. When a child has a recognised condition or ongoing medical needs, relevant information is sought from the parents and carers on admission and kept in a secure file. Confidential reports and records of progress are reviewed regularly by the SEN coordinator and parents/carers.  Records are passed on to another setting/school with parents and carers’ permission.

Dedicated contacts

The settings manager Rosalind Bell whom has overall responsibility for the SEN for the setting and is responsible for ensuring that current legislation is met and follows the Redbridge Early Years SEND offer. In the absence of Rosalind Bell, Nicola Parker (Deputy Manager) will have overall responsibility. Sarika Arora is also the SEN adviser and works alongside Rosalind Bell ensuring day to day procedures are followed.

The SENCO has the following responsibilities:

1. Laise with parents/carers
2. Liaise with outside professionals in regards to children’s individual needs
3. Advise and support other practitioners in the setting
4. Ensure that appropriate learning and outcomes plans are in the place
5. Ensure that background information is collected, recorded and updated on a regular basis
6. Attending professional meetings (general held within our setting)

Ensure all records are kept up-to-date for all SEND children who require outside professional support.

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

We ensure the parents are able to attend regular review meetings. We refer them to websites and downloads of specific materials.  Also by operating an ‘open door’ policy we are available for informal chats, formal meetings may have to be via appointments.

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

We measure a child with SEN progress by using an Individual Outcome Plan (IOP).  The IOP identifies agreed outcomes for individual children and target small manageable steps. The IOP is reviewed termly with parents and carers and outside professionals when relevant. We also use the Steps to Outcome form which breaks downs the child’s progress into smaller targets.

The activities are differentiated to meet the child’s needs whilst still allowing them access to the full curriculum alongside their peers.

We hold termly meetings with the parents and also provide the parents with a Two Year Old Progress check if applicable.  

Support and training for school staff

Our training plan is closely linked to the settings improvement plan we have three closures days a year which bring the team together to cover specific training requirements. We have termly SENCO meetings which is run by the London Borough of Redbridge and is attended by Rosalind Bell and in her absence another member of the team will attend. All SEND information is discussed at our bimonthly team meeting.

Accessibility of the school

All resources are located at children’s level in clear, labelled boxes.

Childrens toilets are fully accessible and have easy reach washing facilities.

Changing areas are discretely located in the rooms.

The garden area is fully accessible to wheelchair users and people with gross motor skill difficulties.

Inclusion

Risk assessments are completed daily and also for outings for which our child to staff ratio is increased. All activities are differentiated according to children’s level of development. When required, additional 1-1 support is provided where upon observation, assessment and individualised planning is implemented and additional resources supplied. All planning shows differentiation for all children.

Transition arrangements

The parents are provided with:

• Transition report/exit meet
• Tour of the new room
• Opportunity to meet the new keyperson
• Completion of ‘My World’ and ‘home/visit profile’
• Reduction times  in new room to support the transition

When a child is leaving the setting:

• Regular meeting/liaison with other professionals
• School visits
• Transition meetings

All relevant transition records passed onto next school (with parental/carer permission)

Support and training for parents and carers

• Parent consultation
• Links with children centres
• Parent workshops
• SENCo
• Home visits

We have an open door policy at Zig Zags and value parents’ deep knowledge of their child.  Together we will work to ensure you child receives the best possible outcomes whilst at our setting.  We will involve you in every aspect of your child’s learning and development.