At Excel Nurseries Ltd we are committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs and we work hard to ensure no children are discriminated against or put at a disadvantage because of their needs.
We believe that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child's needs are unique, therefore any attempt to categorise children is inappropriate.
Excel Nurseries Ltd registered in November 2018 and operates based in a Jewish school 51 weeks a year 7.30am - 6pm (We are closed on some of the Jewish holidays and in the winter we close early for Shabbat). We are a separate company but we work closely with the school as we share the preschool (large) room from 1pm until 6pm. The setting is all on one level.
We have another large room which is divided in the middle, one side is the baby room for children up to 2 years old and the other side is for children from 2 to 3 years old. The bathroom facilities are at children level - toilets and sinks. The school has a sensory room which we are allowed access to but only at certain times.
We carry out observations on every child who attends the nurseries. We write assessment reports on children's progress if they show to be falling behind in areas of learning, we would put interventions in place, if there is still no progress we would have a meeting with the child's parents to inform them of our concerns and create a plan for support for example an individual outcomes plan, and reviewed regularly.
We would write a referral report to get help from other agencies for example speech and language. We would also speak to our local SEN lead for support and advice.
We use different strategies to help communication (e.g. Makaton signing, PECS, Visual timetable, objects of reference and visual aids) to support children’s speech
and language and social communication development. Children are encouraged to express themselves in different ways.
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 every 6-8weeks with parents and carers professionals when relevant.
All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
The key person would highlight the steps to outcomes booklet which breaks down the EYFs development matters. This is reviewed every month. 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.
We carry out risk assessments daily on the environment and resources both indoors and
outdoors. The activities and resources are accessible to all the children.
We plan activities and opportunities for the children based on their interests, next steps and on child's age and ability and level of development.
There are notices to inform the parents of any upcoming activities, events, festivals to let the child be involved i.e. dressing up in traditional clothes etc. This is also done by a monthly newsletter.