Bright Horizons Woodford Woodlands Day Nursery and Preschool

Education Offer

Overview

We are an inclusive setting, and welcome all children regardless of their needs, and provide a quality service for them and their families; we have had extensive experience with children from a variety of special educational needs backgrounds. All children access a full range of activities to develop and learn through play. The setting’s staff foster communication with parents and carers enabling them to play an active role in their child’s education.

We invite outside agencies into the nursery and welcome them into being part of children's learning and development. 

Woodlands Day Nursery and Preschool opened in 1993, we are proud to have been operating for 23 years.

We are very well established in the local area, and many of our children come to us through recommendation.

We operate from 4 large, airy rooms (including an upstairs area) in converted cottages which are situated on High Road, Woodford Green.

Furniture is arranged to accommodate children with mobility difficulties. There is access to adjustable height furniture and/or access is made possible by using floor level activities.

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

We have a large and secure garden area (including a separate area for our under 2's) which is used continually by all age groups.

We have a specially developed allotment area for the children and they are able to plant and tend to their own fruit, vegetables and flowers with adult support.    

Identifying children's needs

We believe in early identification of difficulties through observation and planning needs and in appropriate intervention to support children’s progress, learning and development. Parents and carers are involved and kept informed at all times. Children who are experiencing difficulty with their learning are identified through discussion with parents and carers, observations, routine health screening and discussion with colleagues.

All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones. Parents are kept informed through daily discussion and the use of individual child ‘Learning Stories’

Outside agencies may be involved when children do not progress at the expected rate despite additional individual planning to support the area of need. 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 Manager Claire Patmore has the overall ‘responsibility for SEN in the setting and is responsible for ensuring that legislation is met. The Deputy Manager Carly Dart is the named Senco and her role is 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
• Staff using Makaton

Range of support available

• EYFS Curriculum  planning differentiation
• Support for behaviour
• Support for health needs
• Partnership working with other professionals
• Additional support strategies
• Support for communication needs 

We use a range of visual aids to support children's Speech and Language objects.

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.

All activities are differentiated to meet children’s needs and allow full access to the learning curriculum. Parents are kept informed through daily discussion and the use of individual child ‘Learning Stories’ and specific progress meetings.

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.  

Support and training for school staff

2 staff full SENCO training.

Accessibility of the school

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

Makaton signing is used by all staff and taught to children during circle time and general routines.

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

Changing areas are discretely located within each room.

Not accessible for wheelchair users otherwise accessible as far as practicable

Inclusion

Activities are adapted where necessary & additional support provided. Planning & IOP’s include parental input. 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

Staff train to gain professional knowledge & we have good links with outside agencies for support & guidance

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

Transition arrangements

Children undergo a gradual transition from room to room and from Key person to Key person. The transition process starts the term before the child is due to move to a new room

School visits and transition meetings with the receiving school are organised at the beginning of the summer term to get the child accustomed to the new environment. We recognise that these visits need to be flexible and multiple in order for the child to have the most benefit.  Accompanied visits to school and links made with new setting assist transition.

The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission)

Support and training for parents and carers

• Parent consultation
• SENCo
• Links with Children’s Centres