At Little Diamonds Limited we believe that each child must be given the opportunity to achieve and become a confident learner. All children have full access to a selection of activities to develop and learn through play. Support is given to children with special educational needs so they have full access to the EYFS curriculum.
They are included in all our activities alongside their peers. The setting’s staff foster communication with parents and carers enabling them to play an active role in their child’s education. They are welcome in our setting as we have an open door policy to all of our parents and any external professionals that are working with the baby/child or family.
The building is a three storey house, the baby room is situated on the ground floor and has adapted doorways, ramps.
We access the sensory room at the local children’s centre. We also have developed our own sensory room with plenty of lights and baskets.
Furniture is arranged to accommodate children with mobility difficulties. There is access to adjustable height furniture such as our dining tables from Community Playthings and 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.
Certain play areas have carpets and blinds to reduce noise levels.
Steps are clearly marked with black and yellow strips and gates on stairs with strict instructions of the procedures for the staff to walk up and down the stairs with the children.
There is free-flow into the outdoor play area which has turfed play area.
All age groups have separate nappy changing areas.
We have requested from Early Years a seat for a baby and we purchased a chair for potty training to support their back.
- Identifying children's needs
We believe in early identification of difficulties 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 and external professionals are sought when needed.
All assessment is play based and follows the Early Years Foundation Stage (EYFS) Curriculum milestones.
Outside agencies may be involved when children do not progress at the expected rate despite additional individual planning to support the area of needs of the child. This is done with written consent from parents and carers and then referral made to the appropriate professionals.
All staff team work together confidentially to ensure there is consistency when one staff member is off.
Some of the agencies that we are working with 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 are usually sought with the support of Early Years Send to provide our staff team with suitable strategies to support each child who has 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; a signature is obtained from the parent.
- Dedicated contacts
The setting’s Manager Karrien Stevens is the overall ‘responsible person’ for SEN in the setting. They are 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 Krutika Desia she has undertaken the following relevant training:
- SEN 2 day course
- Tiny Talk
- Making sense of multi sensory learning
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
All children are assigned to a Key person. He/she is also responsible for liaising with the key children’s parents and carers, observing, planning and assessing children’s progress.
- Involving children and their families
- Parenting advice
- Regular contact between parents/carers and the setting
- Planning and review meetings
- Advice on how to support learning at home
- Range of support available
- Partnership working with other professionals
- Support for communication needs
- Additional support strategies
- EYFS Curriculum planning differentiation
- Support for health needs
- Specific teaching interventions
- Support for behaviour
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.
All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
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
Our training plan is closely linked to the setting’s improvement plan.
Recent training will be attended by all of our staff from the Early Years Booklet.
- 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 areas.
The garden area is fully accessible to wheelchair users and to people with gross motor skills difficulties.
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.
External professionals give us extra ideas and suggestions to use for the child to ensure inclusion.
- 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.
The setting will pass all relevant transition records on to the next setting/school (with parents and carers’ permission on a signed form).
- 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 in assessment and review.
The setting has an ‘open door’ policy, offering informal chats as necessary and formal discussion by appointment. Information is shared with parents and carers through the use of home - setting books and open days.
We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children the communication is crucial for the child’s utmost well being.
An interpreting service is available in most community languages and for parents and carers who require British Sign Language.
We organise parents workshops at the end of each term on matters relating to child development, play and learning.
We work in conjunction with other agencies to provide parenting support programmes such as Parent Gym. We promote Healthy Eating (relating to Caroline Walker Trust ) within the setting on a cyclical basis.
- Parent consultation
- Links with children centres
- Parent workshops
- Coffee mornings with parents
- Home visits