At Maytime Montessori Nursery we believe that all children are individuals and have equal rights and opportunities. Staff plan around children's interests and needs and differentiate activities to meet the needs of each child. Staff support children as individuals and allow them the right to initiate their own play and be independent with support and guidance.
Staff provide one to one support for children and encourage children through play and activities.
The building is located in the residential area of Goodmayes, it is a two storey building which has seven base rooms and a porta cabin at the rear end of the garden for after school club.
A maximum of 60 children may attend the nursery at any one time. Children attend both on a full time and part time basis. The nursery is open each week from 7.30am-6.00pm with the exception of Bank holidays and Christmas.
We promote inclusion and welcome all families, helping children to settle quickly and offering additional support where appropriate. We have a designated SENco and staff have also been on SEND training.
Resources are in place for children who may have additional needs such as sensory bags, visual timetables, wind chimes, reflection mirrors, feely bags etc. We also access the sensory room at the local children's centre in Redbridge.
Staff liaise with other outside agencies in order to best meet the children's needs and support them including with Speech and language, behavioural difficulties, Down syndrome and other SEND needs.
All furniture and resources are at children's level and accessible to all children.
We have a free flow environment throughout the nursery which allows children to choose their play and initiate their activities and for us to monitor their interests and needs.
We have different areas throughout the nursery to allow quiet activities as well as louder ones and offer both indoor and outdoor play.
- Identifying children's needs
We believe in early intervention and getting to know the children in our care, therefore we have an 'all about me' form that parents and carers fill out during the settling in period, this is to help us to get to know more about the child's likes/dislikes, interests and needs, we also carry out observations on the children daily which also helps us to identify the child's development and the next steps we can support them with.
We work with parents in order to best meet the needs of the children.
All assessment and activities are play based and we follow the Early Years Foundation Stage (EYFS) curriculum, which helps us to track the children's development and support them.
The setting works with outside agencies in order to best support the children in our care.
These agencies are: SEN Advisor or SEN Coordinator, SEN Early Years Panel, Educational Psychologist, Speech and Language Therapist, Occupational Therapist, Physiotherapist, CAF Team and others.
These agencies will be contacted after children have been observed by practitioners 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.
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, this is to ensure that there is continual care and support for the children and that we all work together to ensure the needs of the child will be met.
- Dedicated contacts
The setting’s Manager Natasha Garrick is the overall ‘responsible person’ for SEN in the setting. She is responsible for ensuring that legislation is met and is up to date. The Special Educational Needs Coordinator (SENCO) has the responsibility for the day-to-day management of the SEN procedures. She is currently updating her SEND training.
The SENCO has the responsibility to:
All children are assigned a Key person. They are also responsible for liaising with the key children’s parents and carers, observing, planning and assessing childrens 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
- EYFS Curriculum planning differentiation
- Specific teaching interventions
- Support for communication needs
- Additional support strategies
- Support for health needs
- Support for behaviour
- Measuring children's progress
Planning for children with SEN is done using an Individual Outcomes Plan (IOP). The plan helps us to work with the child/children to support their needs. All activities are differentiated to meet children’s needs and allow full access to the learning curriculum.
A progress report and tracking is done on a termly basis in order for us to be aware of children developmental stage, this is put onto a termly tracker online and helps us identify in which areas the children need support and encouragement
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.
- Accessibility of the school
All resources are accessible to children and are located at children’s level in clear, labelled boxes and with pictures.
Makaton signing is used by staff and taught to children during circle time and general routines, the manager and toddler room staff have all been on Makaton training and are able to support staff and teach them.
Children’s toilets are fully accessible and provided with stools and easy to reach washing facilities, these are all at children's level and appropriate for their age. Changing areas are discretely located, toddler room and preschool have a separate changing/toilet area which is located near the room with easy access for children.
The garden area is fully accessible to wheelchair users and to people with gross motor skills difficulties, the area is set up outdoors everyday and the 7 learning areas are maintained in the garden.
A risk assessment is completed daily and for outings to ensure health and safety is maintained at all times, these are done both indoors and outdoors and around the local area.
One-to-one support and small group activities are carried out regularly to best help the children who need additional support.
All activities are differentiated according to childrens level of development and their age and stage.
- Transition arrangements
When transitioning into a new room/ school setting, the key person ensures they liaise with the new key person/teacher in order to pass on information and help to settle the child, this is usually done 2 weeks before transitioning in order for the child to settle well, get to know the new routines, children and staff.
The setting will pass all relevant transition records on to the next setting/school (with parents and carers’permission) and keep a copy for our own records.
- Support and training for parents and carers
We believe that parents and carers are the main educators of their children and for us to best support the children we need to work together. Parents are able to give feedback at all times with questionnaires, suggestion box and parents/carers are invited for parents evenings throughout the year.
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 'communication books' and verbal feedback when their children attend the nursery.
- Parent consultation
- Links with children centres
- Coffee mornings with parents
- Parent workshops
- Home visits