Fareacres Day Nursery (Gants Hill)

Education Offer

Overview

We aim to provide all children with a broad and balanced learning environment that is committed to the inclusion of children with Special Needs.  Our philosophy is that all children ‘with or without Special Needs’ should have the opportunity to develop to their full potential alongside other children in a caring and educational environment. 

We aim to work within the guidelines for special educational needs set out in the SEND Code of Practice 2014.

Fareacres – Gants Hill is located on a main road, opposite a parade of shops, 10 minutes from Gants Hill Tube Station. The nursery has 3 local infant/primary schools, which inherit many children from the setting, and has built up close links with them to assist with the transition of children.

There are two main rooms: one for children up to the age of 2½ on the first floor, Crawling Caterpillars, and on the ground floor is an open plan space for children from 2-5 years. Crawling Caterpillars has its own changing area located in the room.

We have now also installed a children's bathroom with a toilet for the children who are starting toilet training. There are three toilets for children situated on the ground floor with a changing space for younger children. The kitchen is on the ground floor. The nursery benefits from a large garden for physical play and exploration.

Identifying children's needs

As a setting we recognise the importance of early identification and assessment with regards to SEN. A set procedure is followed when there is a cause for concern about an individual (The Graduated Approach 2014)

We will carry out observations and assessments; devise interventions and strategies that are different from the continuous provision.

SENCo will consult with parents and gain consent to contact the Local Authority SEN Advisor.

The nursery will work closely with parents to listen to their views in order to build on the children’s previous experiences, knowledge, understanding and skills. Parents play a vital role throughout the process; we will work in true partnership and value their contributions. The SENCO will develop and maintain appropriate methods of communicating with parents in relation to the issue of special needs.  No action will ever be taken without the parent having a full understanding and consent of what is being done to help the child.

Every effort will be made to support parents to have full understanding of their child’s needs and gain their consent of actions taken to assist the child.

Dedicated contacts

Parents will be able to talk to the child’s Key Person on a daily basis and discuss any concerns. SENCO (who is also the nursery manager) will always be available to speak to parents either in person or over the telephone.

Involving children and their families

• Parenting advice
• Planning and review meetings
• Advice on how to support learning at home
• Regular contact between parents/carers and the setting
• Home visits
• Settling in
• Parents worshops
• Newsletters
• Questionnaires
• Parents forum

Range of support available

• Partnership working with other professionals
• Support for communication needs
• Additional support strategies
• Support for behaviour
• Specific teaching interventions
• EYFS Curriculum planning differentiation
• Close links with speech and language team

Measuring children's progress

As a setting we recognise the importance of early identification and assessment with regards to SEN. A set procedure is followed when there is a cause for concern about an individual (The Graduated Approach 2014).

We will carry out observations and assessments; devise interventions and strategies that are different from the continuous provision.

SENCo will consult with parents and gain consent to contact the Local Authority SEN Advisor. The nursery will work closely with parents to listen to their views in order to build on the children's previous experiences, knowledge, understanding and skills. Parents play a vital role throughout the process; we will work in true partnership and value their contributions. The SENCO will develop and maintain appropriate methods of communicating with parents in relation to the issue of special needs. No action will ever be taken without the parent having a full understanding and consent of what is being done to help their child.

Every effort will be made to support parents to have a full understanding of their child’s needs and gain their consent of actions to assist the child.

Support and training for school staff

We have a dedicated member of staff who is the setting’s SENCO Officer and Deputy Officer. There is also a named member of staff, who is the setting’s PSED/Behaviour coordinator. They have been on workshops, which are run every term to ensure their knowledge and skills are up to date. Information is passed on to staff during meetings and in setting training. Any staff who have a child with SEN within their key group will also attend a session on ‘Play and Interaction with children with SEN.

Accessibility of the school

We aim to  adapt to children with SEND, however the setting is not fully accessible to wheelchair, hearing loop or facilities for personal care. We assess each admission on its merit and attempt to meet the needs of the individual child to the best of our ability. We remain transparent with all parents so that they are able to make an informed choice of care for their child.

Inclusion

The setting risk assesments ensure that all children are able to access equipment and activities safely. Additional support is obtained when needed. Parents are also involved by sharing information regarding how children access activities when they are at home, their routines, personal interests. All practitioners are kept informed of children's special needs to ensure children with SEND have a holistic experience of all the care and learning available.

Transition arrangements

Moving from pre-school to primary school is a critical time of change for children and parents - one which is full of opportunity and potential. As a setting we are dedicated into making this process as smooth as possible for all involved and have numerous strategies:

1. Sharing IOP- an IOP builds on the EYFS that a child with learning difficulties or disabilities is following and sets out clear strategies being used to meet that child's specific needs.
2. Record Books
3. Visits to the Schools
4. Meeting with all agencies including new schools SENCO
5. Transition Reports
6. Encourage ‘All about Me’ boxes
7. Home learning sack for Transition
8. Setting focus on Transition through activities/role play

Support and training for parents and carers

• Parent workshops
• Parent consultation
• Links with children centres
• SENCo
• Coffee mornings with parents
• Active parents support network