We are committed to our equal opportunities policy and to developing inclusive practice. Consequently, we understand the need to make early assessments of children’s developmental needs and to provide intervention when appropriate.
We aim to work in partnership with parents and will always consult with them if we feel a child is experiencing difficulties. We will liaise with other agencies and professionals to ensure that we are offering an effective provision for the children with SEN or AEN.
We ensure that the provision for children with SEN/disabilities is the responsibility of all members of staff within the nursery.
We aim to respond appropriately and flexibly to each child’s individual needs and will collect information about the child from the parents and other professionals who may be involved to ensure so that we can care most effectively for the child. Medical needs will be discussed with parents before the child is admitted to the nursery to enable us to put a care plan in place, if necessary or make adjustments as far as is reasonably practicable if required.
If despite our best endeavours and after input from parents and professionals in the child’s life we do not feel we can ensure the child’s safety or meet all the child’s needs we may have to consider whether our nursery is able to offer a place to the family.
We will seek approval for additional funding from the local authority if appropriate and available.
The building is a converted nursery made up of 2 buildings of which the main being 2-storey. A maximum of 100 children under five years may attend the nursery at any one time. The nursery is open each weekday from 8.00am to 6.00pm for 51 weeks of the year. Each department is split in to 2 rooms excluding our baby room with a separate changing area accessible to each of them. The nursery rooms are split as follows and balanced in accordance to the registration of 100
Wiggly Worms can take up to 6 children
Caterpillars can take up to 24 children (2 rooms of 12 children)
Ladybirds can take up to 32 children (2 rooms of 16 children)
Butterflies can take up to 40 children (2 rooms of 20 children)
The Wiggly Worms and Caterpillars departments are located on the upper level and the Ladybirds and Butterflies
All children share access to a secure enclosed outdoor play area which has a soft safety paving section alongside a separate area for children who are not yet walking.
Where applicable each department has bathroom facilities at low level with room sinks likewise.
Each department incorporate sensory areas or areas of calm for rest and relaxation which have carpets, chronicles or cosy corners. We also have access to the sensory room at the local children’s centre if we require, this can be booked in with them in advance.
Rooms have blackout blinds and air conditioning facilities and covered heaters with rest mats provided for sleep time or rests
Furniture and room plans incorporate space usage to ensure the area is safe and accessible whilst also being appropriate to needs. This is supplied directly from Community Play designed specifically to cater for all needs
Hazards are identified by regular risk assessments and warnings are placed accordingly to potential areas such as wet floors or steps.
- Identifying children's needs
We follow the new ‘graduated approach’ from the SEND code of practice of assess, plan, do and review. With reference to the Early Years Foundation Stage, we carry out regular observations of the children and record their development in their individual profiles. 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.
If we have any concerns regarding a child’s development or a parents approaches us with concerns, we will carry out extra observations to gather as much information and evidence as possible.
The way we carry out our learning, development and assessment cycle means we carry out assessments and have consultation meetings with the parents every sixteen weeks. This is in addition to the progress check at age two that we carry out. When a child has SEN meetings are held every term to discuss progress.
We may adapt the learning environment, differentiate activities and alter our teaching style to help the individual child.
Key persons are particularly responsible for identifying children’s needs, but all members of staff who feel that a child has SEN are expected to raise their concerns with the SENCO.
- Dedicated contacts
Each child is allocated a key practitioner who the parent can talk directly with regarding any questions and about progress. A room leader is appointed to each room ensuring that they are available to assist with supporting staff and assisting parents.
The Manager is the overall responsible person at the nursery regarding all matters including SEN and ensure that all policies and procedures are being met.
We have an appointed SENCO who is Toni. She is responsible for ensuring she is aware and following all procedures/policies and has a good knowledge of SEN children. Toni carries out in house training of SEN whilst also attending regular Redbridge training and forums for SEN.
As SENCO Toni’s role consists of supporting and working with Parents/extended family and carers including the use of sharing tools with them. The SENCO works closely with outside professionals using tools and guidance given to them as well as keeping each other abreast of any changes. The SENCO and management support the whole team by advising them and supporting them in working together to meet children needs. The SENCO advises the department specifically on areas that are of focus and methods of which are in use. The SENCO ensures that individual outcome plans are in place and shared with the relevant parties of which a review date is agreed. All details are updated regularly along with the collation of initial records. All visit notes from outside parties are retained within the child’s personal file and stored away securely.
- Involving children and their families
Planning and review meetings Advice on how to support learning at home Parenting advice Regular contact between home and school, e.g. home/ school book Local children centre support groups.
- Range of support available
- Support for behaviour
- Partnership working with other professionals
- Support for communication needs
- Specific teaching interventions
- Additional support strategies
- EYFS Curriculum planning differentiation
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
Kids Inc Nurseries are committed to training for all staff. Staff also have opportunities to discuss practice, policies and procedures in monthly staff meetings whilst also focussing on any new points within this area that are presented to them.
The SENCO attends all courses provided by Redbridge and local forums.
- Accessibility of the school
The nursery is partially accessible for wheelchair users and offers support for children and parents with hearing difficulties.
Each child has access to resources within drawers that are clear and have pictures on the front, these can be accessed at any point and by all.
Visual prompt cards are used throughout the day for routines, and now/next as part of recognition and through Makaton.
Personal hygiene areas are accessible at children’s level and mobile face/hand washing are available if needed. Each department has accessible bathrooms and changing areas.
The garden area has ramp access via the main corridor and is on one level. It has a soft floored area for walkers and non-walkers with flat level access in an emergency from the garden to point of safety.
The staff plan activities suitable to each individual child’s needs and that can be adapted as necessary. Each child is focussed on as an individual and with consideration to the stage that they are at.
Where a one to one support has been appointed this is planned and discussed carefully with the SENCO, Manager, parent and key practitioner. Only a suitably checked person will be allocated. They will form part of the support network and have an equal input to the child’s best interest.
Risk assessments policies and procedures will be carried out prior to and throughout the child being here for various changes and events such as trips, visitors to the setting or change to personal circumstances.
A date will be agreed for the child’s Individual Outcomes Plan (IOP) to be reviewed. However, this can be adapted around the need of the child.
The setting is currently implementing Tapestry in order for the parents to gain instant access to their child’s learning and observations.
- Transition arrangements
Whilst the children already meet up together regularly the key practitioner will support every child in the transition from one room to another by taking them over two weeks for visits into the new department. They will spend time with them in there and with the new key person so that the child has a strong foundation to progress from. The SENCO will spend time with the new key practitioner discussing what is in place already and the needs of the child.
Photo books are used as a way of supporting the child during transition. These are shared with home.
School visits and transition meetings are arranged at the designated school. Teachers are also invited to visit the nursery and meet the children.
Transition reports are written for every child that leaves into school.
- Support and training for parents and carers
- Coffee mornings with parents
- Parent consultation
- Links with Children’s Centres
- Monthly parent events in setting