Tamba Day Nursery is committed to the inclusion of all children, striving to allow every child the best possible learning opportunities through our inclusive practice. We recognise that some children may have additional needs or disabilities and we take specific action to support and encourage these children in a safe and secure environment. We promote this positive inclusive approach amongst all staff through specific policies and procedures (inclusion policy and SEN policy) and also through our resources and environment i.e. multi - cultural clothing and role play food, dual language books, positive posters with children who have special needs or disabilities and children from different cultures and background.
New staff undergo a robust in house training and induction to ensure they also understand the importance of supporting children with SEN, and their role in this process. Tamba Day Nursery complies with the SEND Code of Practice to ensure staff meet current legislation when providing services to children with SEN and their families.
Through the implementation of the SEND Code of practice the SENco and management ensure we focus on the following areas: early identification and intervention- this is done through observations and assessments to track children’s individual progress termly. Inclusive education – this is done through the implementation of the Individual Outcomes Plan (IOP) and planning which is centred on the child’s next steps. Physical environment- dual language books, multi-cultural clothes, food and resources, outdoor large play equipment to stimulate gross motor skills and our sensory room which stimulates the sensory development of children through mood lighting, textures, dark dens and sounds. Partnerships with parents – through links with the children’s centre, leaflets for parents, monthly newsletters, the importance of settling in, policy of the month, termly reports and parent meetings. Multi agency collaboration- team around the child meetings (TAC), working with external agencies such as the educational psychologists, pediatricians, speech and language therapists, CAF coordinator and others.
- Identifying children's needs
As a focal point each child is assigned a key person during their settling in who completes the relevant forms with the parents and makes note of the child’s strengths and needs. When a child is not reaching their developmental milestones, the Key Person will monitor development and may arrange a meeting with the parent to discuss additional support. Parents will be asked to complete a consent form in order for us to proceed with any referrals. We hold regular team around the child meetings to keep parents up to date on Individual Outcomes Plans (IOP) and discuss small and achievable targets for the child amongst the SENco, key person and parents.
- Dedicated contacts
The nursery prospectus that all parents get upon their start at Tamba has the details of coordinator roles and how they can be contacted. When your child starts at Tamba they will be allocated a Key Person. This is a member of staff in their room that will form a special bond with them and support them during their time at nursery. This member of staff will be responsible for monitoring the development of your child. If parents do have concerns they can contact the key person initially. The key person would share these concerns with our SENCO, special educational Needs Coordinator. However, parents can disclose any concerns with the Nursery Manager or any person whom they feel comfortable talking with. The consistency of regular parent meetings also gives parents time to voice any concerns they have with the key person.
- 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
- Support for behaviour
- Measuring children's progress
Parents and carers are informed of their child’s progress through IOP meetings and TAC meetings held at the nursery. The SENco liaises with other support agencies to develop good working relationships and support parents. We gather information on relevant contacts and services to share with parents. We try to achieve a good relationship for information sharing, collaboration and understanding with other professionals in order to take into account the complete needs of the child.
- Support and training for school staff
All new staff undergo a robust induction programme when employed by Tamba where they read all the nursery policies and procedures and are aware of the coordinators on site. The existing staff also attend regular inset days where knowledge of policies and procedures is refreshed. The named SENco has undergone the relevant SENco training and regularly updates her knowledge through attending the SENco forums and other courses to further develop her practice. Recent courses attended were: Practical ideas for SENcos, Promoting Play and interaction for children with SEN, Visual aids training, Transition for children with SEN.
- Accessibility of the school
All rooms are spacious and airy, decorated with children’s work and low level displays. The rooms enhance children’s independence through accessible storage, toilet areas with privacy and low level sinks so children can access the facilities independently. The downstairs room has a ramp so that children with a visual impairment (who may not be so confident with steps) can still access the garden area. Parking for parents is also available on site.
We ensure that all children with special needs are fully integrated into the daily groupings of the children and their routine. In order to make appropriate and effective provision or adaptations, we collect information from parents during the settling in. We ensure that children with special needs and disabilities can access play activities alongside the other children wherever possible. We encourage and support children with SEN and disabilities to play confidently with other children and make a positive contribution. We plan open ended learning activities and experiences to help all children to participate and learn, although we may need to differentiate some learning activities with alternative formats or additional equipment. We use a range of strategies to engage the children in play, and provide learning activities to suit individual children’s most effective style of learning. Risk assessments are completed within the indoor, outdoor environment and individual activities.
- Transition arrangements
The nursery has a transition policy and procedures in place which covers transition to another room, setting or school. The SENco has undergone training for transition to school with children who have SEN. Parents and the key person work together to ensure a smooth transition with the support of the SENco. When transitioning to school, we encourage school teachers to visit us and see the child and parent in the nursery. Children with SEN can make regular, consistent visits to the school to allow the child to bond with the new teacher and become familiar with their new learning environment. Open communication with the schools also allows them to prepare for your child and make any necessary arrangements. Children with SEN have photobooks so they understand prior to the transition of what is going to happen. Parents and carers are also given a letter prior to the move and if they have any questions the key person and SENco can support them.
- Support and training for parents and carers
- Links with children centres
- Parent consultation
- Stay and play sessions, parent association days, parents evening.