Our family taking care of your family. At Maytime Nursery we believe that all children are individual and have the access to all resources offered by the setting. The nursery offers a daily routine that ensures all children are safe at all times and engaged in different activities and have a variety of resources to use. We have lots of activities including Creative, messy, imaginative, music, games, reading, stories, listening activities and outdoor play.
The staff and manager support each child and encourage them to develop by using different resources and through play.
The nursery is situated in Ilford opposite Valentines Park. It is a two storey building which has four main rooms, kitchen, 2 bathrooms and an outdoor play area.
A maximum of 49 children may attend the setting at one time. Children can attend full time, part time, and funded sessions.
The nursery is open all year except bank holidays and Christmas.
The nursery is open from 7.30am to 6pm.
We promote inclusion and welcome all children from different backgrounds, cultures, beliefs etc.
We have a designated SENCo and staff have had Send trained.
Staff observe their key children and provide the resources to help each child develop and with have got additional resources to use including visual timetables, Makaton, feely bags, sensory resources and story props.
We have access to local resources including the library, parks, children centres and attend different sessions and use their sensory room.
Staff and manger liaise with outside agencies to meet each child's needs and support them i.e. exercises to do at the nursery given by therapists etc.
All the rooms and resources are accessible to all the children and there is free flow in all the rooms so the children are able to choose the activities and for key person to monitor their needs and interests.
We have activities which are group led, adult led and individual and the planning is flexible and child based.
- Identifying children's needs
The nursery helps each child to settle and tries to gather as much information as possible on the child during settling in period and parent information forms at the start of their adventure in the nursery. The key person tries to find out about the child's routine, likes, dislikes, comforters, key words, language spoken at home.
The key person completes daily observations, communication books, learning journals etc.
Throughout the child's journey through the nursery we work with the parent/carer in order to meet the child's needs.
The setting works with outside agencies including SEN adviser, SEN Early Years Panel, Speech and Language Therapist, CAF team and many others.
The outside agencies may contact the setting to give advice and exercises etc to help the child to develop and to follow up on the child progress and medical needs etc.
The agencies may ask to be involves in the child's transition from nursery to another setting.
When a child has been identified with a condition or medical need information and feedback is received from the parent but only with permission and is kept confidential and following the data protection guidelines.
Transition records are only passed on to the relevant settings with parent/carers permission this is to help the child receive continual care and support and ensure their needs are met at all times.
- Dedicated contacts
The nursery manager is Denise Hannan who is the overall responsible person for sen. She is responsible to kept everything up to date. There is a Senco who has the day to day management of SEN procedures and has gone on the relevant training. The senco has many responsibilities including support the parent/carer, liaise with outside agencies, support staff and ensure correct learning outcomes/planes are in plan when required. We use a key person system and all children have a key person. The child's key person is responsible for completing learning journals, observations, settling in forms and assessing child's progress etc.
- 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
- Measuring children's progress
A child with SEN has an individual outcome plan specified with their own specific needs. All activities are changed and adapted to meet every child's needs and access to learn at their all ability.
To monitor the child a progress tracker is done termly and this makes the manager and staff aware of each child's stage of development and helps to identify in the areas the child need support and encouragement and guidance.
- Support and training for school staff
The Senco has up to date training in Sen beginners and advanced levels and the relevant information is passed on to all the staff at the nursery.
- Accessibility of the school
All the nursery and resources are available to all the children and is at the child's level in labelled boxes with pictures.
Makaton signing is used and a song is used daily to include all the children into the room and during circle time. The staff have completed a makaton training and the manager/deputy are able to support them with this.
The children's rooms, toilets, garden are accessible to all the children and have assistance if required.
The garden area is set up in to the different, exciting areas including a mud kitchen.
The activities are accessible to all the children and there is risk assessments done daily on the resources both indoors and outdoors. There are notices to inform the parents of any upcoming activities, events, festivals to let the child be involved i.e. dressing up in traditional clothes etc.
All the activities are based on child's age and ability and their level of development. These are monitored and assessed throughout the child's journey in the setting.
- Transition arrangements
We try to make the transition between the rooms is as smooth as possible. We inform the parent beforehand and then gradually move the child in to their new room i.e. half an hour, an hour, morning, afternoon, a day etc and also try to let them move up with a peer.
At the beginning we have a settling period of up to 2 weeks in which the parent/carer may stay and help their child to settle and we gather as much information as possible during this time.When the children are moving on to big school we try to do a school visit and hand over a transition form with parents permission and any other information we feel may help the child to settle. We keep a copy for our records etc.
- Support and training for parents and carers
- Parent consultation
- Links with children centres
- Parent workshops
- Coffee mornings with parents
- Home visits