Fullers Hall Day Nursery

Education Offer

Overview

At Fullers Hall Day Nursery each child is given the opportunity to achieve and become a confident learner. All children can access a full range of activities through which they can develop and learn through play. Support is given to children with Special Educational Needs so they can have full access to the curriculum. They are included in all activities alongside their peers; the staff fosters communication with parents and carers enabling them to play an active role in their child’s education and development.

We are a Day Nursery registered by Ofsted to care for Children aged 2 – 5 years.

The building is open planned on one ground floor level.

We have no steps on entry of the building; however there is a slight step down from the back doors to access the garden.

All entrances have double door entry and these can be opened up if needed for wheel chair access.

We have a small sensory room which has two steps when entering.

Furniture is arranged to accommodate children with mobility difficulties. All furniture is at the children’s level enabling them full access to a range of activities.

Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility.

There is free-flow into the outdoor play area which has soft safety paving.

There is a low level changing mat in the children’s bathroom.

Identifying children's needs

We believe the need for early intervention is paramount, it is made by either the parents/carers or the staff at Fullers Hall Day Nursery. This can also be identified in a child’s transition report from a previous setting or other external agencies.

Our system of observation and record keeping enables us to recognise and monitor child’s needs and progress on an individual basis.

These are regularly discussed with our parents and carers, all observations can be found in the child’s individual learning journeys.

If a Key Person feels that a child may be showing signs of needing any additional support in any area of learning they will firstly arrange an appointment to discuss this with the child’s parents/carers, and together they can put together an Individual Outcomes Plan (IOP) to enable us to meet the child’s individual needs.

We will recommended the use of external bodies if this is thought appropriate by those concerned or it is found that a child’s needs cannot be met through the nursery without additional support. Advice will be sought from the Local Early Years Childcare Improvement Team (EYCIT.)

All assessment is play based and follows the Early Years Foundation Stage (EYFS.) If a child starts nursery at the age of two they will have a Two Year Progress Summary completed after their first twelve weeks, this is focused on the Prime Areas of learning in the EYFS and the child’s parents/carers can share any concerns with other Health Professionals.

Should the child not progress at the expected rate according to the Early Years Foundation Stage (EYFS) despite additional individual planning being provided to support the area of need, outside agencies may be involved. This is done with written consent from parents and carers.

These agencies are: Local Authority Inclusion/SEN Advisor or SEN Coordinator; SEN Early Years Panel (additional information on the remit of the group can be found on the Redbridge Local Offer website); Educational Psychologist; Speech and Language Therapist; Occupational Therapist; Physiotherapist; CAF Team and others.

These agencies will be contacted to provide suitable strategies to support children who have additional needs in a particular area of development. The agencies may also be involved in the child’s transition to other settings and to school.

Some children are provided 1:1 support through SEN/Inclusion funding. One member of staff is allocated to support the child during the daily activities. The aim of the support is to help the child to develop the relevant independence skills and may be withdrawn once the child reaches the expected progress.

When a child has a recognised condition or ongoing medical needs, relevant information is sought from parents and carers on admission and kept in the child’s confidential folder. Confidential reports and records of progress and reviews are securely stored. The setting follows the relevant guidelines for data protection and confidentiality.

Records are passed on to another setting/school with parents and carers’ permission.

Dedicated contacts

The setting’s Manager Donna Hollyomes is the overall ‘responsible person’ for SEN in the setting.  She is responsible for ensuring that legislation is met. The Special Educational Needs Coordinator (SENCO) has the responsibility for the day-to-day management of the SEN procedures. Her name is Holly Randall she has undertaken the following relevant training:

SEN Modular course

Makaton Beginners Workshop Modules 1 – 4

Redbridge Top Talkers

The SENCO has the responsibility to: 

• liaise with parents/carers
• liaise with outside professionals in regards to children’s individual needs
• advise and support other practitioners in the setting
• ensure that appropriate learning and outcomes plans are in place
• ensure that background information is collected, recorded and updated
• take the lead in monitoring and reviewing any action taken to support the child
• ensure that appropriate records are kept for all children with SEND who require outside agencies support

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

Parents/carers are involved at every stage, including where necessary medical protocol and care plans.

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
• Use of Makaton

We make use of augmentative 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 provide feedback on the learning activities provided.

Measuring children's progress

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 termly with parents and carers and outside professionals when relevant.  This will need written consent from the child’s parents/carers.

All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.

A progress report is completed every 6 months and our parents/carers are given the opportunity to meet with the key person to discuss their child’s progress across the EYFS. An additional assessment, the Two Year Progress Check is completed after the first twelve weeks of them starting and then a summary is completed every 6 months. 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.

Support and training for school staff

Staff’s personal Development is identified in their Supervisions which are carried out three times a year.

Each staff member is allocated a specific role – we aim for this role to be one which links to their personal interests.

Recent training attended:

• Redbridge Top Talkers – Manager and Deputy Manager
• SEN Modular – Deputy Manager who is also our SENCo

Accessibility of the school

All resources are located at children’s level in clear boxes with a photo of the toys inside each box. The photograph of each activity is also placed on our shelving units so all children can recognise them and know where they belong.

Makaton signing is used by all staff; it has been implemented into the children’s carpet time and general routines.

Children’s toilets are fully accessible and provided with stools and easy to reach washing facilities.

The Children’s Changing area is at a low level in the children’s bathroom.

Inclusion

A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.

One-to-one support is provided for those children who may require intensive support to access learning activities.

All activities are differentiated according to children’s level of development.

Transition arrangements

We will pass on all relevant records on to the child’s next setting/school (With the parents/carers permission)

A transition report will be completed which highlight’s the child’s likes and dislikes, an up to date record of their development and what their preferred learning style is.

We will write to the school’s encouraging them to come along for a visit.

Support and training for parents and carers

We value parent and carers’ expertise and deep knowledge of their own children. Parents and carers’ comments are included from the very start. Before your child starts we will send out an All about me booklet and ask you to complete this ready for their first settling in session.

The setting has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment.

Parents/carers will be informed about their child’s day verbally on collection – for slightly younger children parents/carers can check nappy/comfort change, sleep times and what they ate for lunch.

We provide two stay and play mornings every month, these dates are given a month in advance.

The children will have 6 monthly progress summaries and the parents/carers will be invited in to discuss them with their child’s key person.An interpreting service is available in most community languages and for parents and carers who require British Sign Language – this can be arranged if needed.

• Parent consultation
• SENCo
• Links with Childrens Centres
• Home visits/stay and play mornings/Saturday social events termly