As part of the Children and Families Act it is expected that all early years providers will publish details of what they do and how they can support children with SEN and/or Disability (SEND).
Scroll down or click on the headings below to see details of this setting's local SEND offer:
- Overview of the setting
- Description of the setting
- Identifying a child's special needs
- Dedicated contacts at the setting
- Involving parents/ carers in planning support
- Range of support available to my child
- Measuring my child's progress
- Support and training for staff
- Accessibility of the setting
- Starting school or changing settings (transitions)
- Support and training for parents/carers
- Further information for families and practitioners
We work closely with all parents/carers and see this as vital when caring for children. This is particularly relevant when working with children with SEND to ensure our setting is right for that child and that they are fully included. We treat every child as an individual. We have high expectations of children regardless of special needs or disability. We will adapt practice where we feel it is necessary and where we feel it will benefit your child, for example working in smaller groups.
We provide a safe and warm environment for children from as young as 3 months up to 5 years to have fun, learn, socialise, and develop. We are a unique setting offering as we do the brilliant combination of a nursery structure and environment in a home setting. We are committed to developing excellent relationships with parents. It is this relationship that contributes to a consistency of care and education that is of a paramount importance for a child to develop and learn..
How will the setting know if my child needs additional help and how will they share information with me?
We do ongoing observational assessments of all children in our care. By carrying out 2/3 year old checks, talking to parents/carers, talking to staff and linking our observations with development matters, we can identify the individual needs of the children. If we feel that a child is not developing at the same rate as other children of the same age. It may be time to take a closer look. As a provider, we will start a conversation with the parent about doing some informal observing. We can work together with parents to start an observation plan to record the child’s behaviour over time.
Who should I contact if I have any questions or concerns about my child's development or SEND?
- Sidra Ashfaq
- Ashfaq Ahmad
How will the setting involve me in planning to meet SEND requirements of my child?
- Regular contact between parents/carers and the setting
- Planning and review meetings
- Advice on how to support learning at home
What different kinds of support are available to children with SEND?
- Partnership working with other professionals
- Support for communication needs
- Additional support strategies
- EYFS Curriculum planning differentiation
How will the setting know how well my child is doing and how will they inform me about this?
Through observation, with use of a home link book and regular communication, we will ensure that we work together to plan your child’s next steps. Progress reviews are carried out half-termly and we also hold parents evenings twice a year. We will require you to fill in an ‘All About Me’ form to inform us of your child’s interests are and how they learn at home.
How is the school accessible to children with SEND?
All resources are located at children’s level in clear labelled boxes.
The toilet is fully accessible and provided with stools and easy to reach washing facilities and is situated on the ground floor. We have large garden which is fully equipped. The garden area is fully accessible from the play room.
How will the setting ensure that my child will be included in activities taking place at the setting?
Where appropriate all children have access to all activities, parents are also welcome to come on outside trips. A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times.
There is a wide range of equipment to support children’s learning and development to include sensory toys. Resources are appropriate, challenging and interesting and are available to all children.
How will the setting support children with SEND to change rooms/settings and/or start school when they reach the appropriate stage(s)?
Transition to school will include a meeting with the school SENCo and the key person. Several visits may be needed and where possible the key person will accompany the child. The teacher will also visit the child in the current setting. We ensure all the children’s notes and Learning Journals are sent to the school, along with a transition plan for the school.
What support and training is available from your setting to parents and carers?
- Parent consultation
- Links with children centres
- Coffee mornings with parents
Further information for parents/carers
For any other information you can visit our website www.thelittleangels.co.uk