At Dizzy Ducks Day Nursery, Hainault, our ethos is very simple. We believe that allowing children access to good quality preschool education enhances their future life chances. It is proven that children who experience early years education are more advanced at the end of their Foundation Stage at school. It is therefore our duty to provide excellent opportunities for children to learn and develop with us. We ensure that we maintain the very highest levels of care for our young ‘ducks’ while they attend nursery.
We recognise that each child is an individual and has specific needs. Our staff are trained to look at each child’s individual care and learning requirements and tailor each day’s activities to their needs.
The building is a large 80 place nursery all on one level, with 3 easily accessible rooms, Baby Room, Tots Room and the Preschool. We have access to disabled toilets at the Children’s centre that we are connected to.
- Baby Room holds up to 24 children (0-2)
- Tots Room holds up to 24 children (2-3)
- Preschool holds up to 32 children (3-5)
The setting's entrance/exit is double doored to accommodate wheelchairs or double buggies.
We access the sensory room at the local children’s centre.
We have access to soft play in baby room.
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. All the furniture is moved and adapted to meet the individual needs of the children within the setting.
Passageways are kept clear at all times to follow health and safety regulations and facilitate children’s mobility.
There is free-flow into the outdoor play area which has soft safety paving.
All rooms have a separate nappy changing areas and the baby room has its own milk prep-room.
- 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 using both verbal and written communication, as well as parent evenings throughout the terms. 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. This is monitored and tracked by the child’s assigned key person using planned and unplanned observations that are loaded onto an online app called the Eylog with parents/carers consent.
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 setting’s Manager Nikki Buckley is the overall ‘responsible person’ for SEN in the setting. She is 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 Emily Robinson, the setting’s Deputy Manager, she has undertaken the following relevant training:
- SEN Modular course
- Promoting Play and Interaction-Children with SEN
- Level 2: Principle of working with Individuals with Learning Disabilities
- BA (hons) Early Childhood Studies (2:1)
We also have SENCo support officer, her name is Tanya Smith, the Preschool room leader, she has undertaken the following training:
- Special Educational Needs Diploma Level 3
- The SEND Code of Practice
- Makaton Training
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 attended:
- SEN Modular
- Promoting Play and Interaction-Children with SEN
- Accessibility of the school
All resources are located at children’s level in clear, labelled (photos) boxes.
Makaton signing is used by trained 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.
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.
- Transition arrangements
At Dizzy Ducks we value the importance of transitions in every child’s life. We recognise that transitions can have an effect on their learning and development. We work to support children and families through various transitions they may experience.
We have 3 designated transition officers:
- Tanya Smith
- Gemma Shipman
- Nazia Khanum
Their roles are to ensure the nursery is meeting all the statutory requirements with regards to transitioning in the setting including support when they begin settling in, helping them to feel comfortable and supported, building key relationships through arranging settling sessions for all new children. We also support all children attending our setting through any transition period in their life whether it be a transition at home, progression within our own setting or for children transferring from our setting to another or starting school.
Here at Dizzy Ducks we refer to our transition policy, when a child is settling or transitioning with us they have 3 settles sessions in their new environment to ensure smooth transitions. A 6 week report is then completed by the new key person and shared with the parents/carers.
School visits and transition meetings with the receiving school are organised in 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).
- 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 verbal and written handovers, the online Eylog system, open days and parent’s evenings.
We involve parents and carers in provision through planning, implementation of strategies and identifying learning and development outcomes for their own children.
- Parent consultation
- Links with children centres
- Home visits