How does the setting know if children need extra help and what should I do if I think my child may have special educational needs?
We assess new starters within their first month of them starting with us. We undertake regular and detailed observations in all the development stages and areas of learning, including cohort tracking, and quickly identify gaps in individual development. Regular meetings are held with parents and the child’s Key Person and we would also obtain advice and guidance from contacts in the Local Authority, including the Special Educational Needs Coordinator (SENCO).
How will early years setting staff support my child?
Each child’s needs would be discussed at length with the nursery Manager, the child’s Key Person and the SENCO. We would also liaise with other professionals such as health visitors, physiotherapists, speech and language therapists etc. We would utilise 1:1 SEND support if necessary and when possible to do so. There would be regular team meetings with the child’s Key Person and their family and the child would be assessed and monitored constantly.
How will the curriculum be matched to my childs needs?
Planning is carried out for individual children at whatever stage of development they are at and relevant to their environment. We is ISPs (Individual Support Plans) to provide additional support and guidance.
How will both you and I know how my child is doing and how will you help me to support my childs learning?
Regular meetings are held with parents and we document the child’s progress using Learning Journey and Summative Assessments. We do handovers each day with parents/carers and have a home to nursery communication book for each child. Reports on each child are carried out on a quarterly basis and sent home for parents to read and comment on.
What support will there be for my childs overall wellbeing?
We have policies in place for elements such as Medication, Behaviour Management and Intimate Care, which guide and direct our actions in order to ensure we are working in the child’s best interests. We also utilise Local Authority guidance as well to ensure we are line with current best practice.
What specialist services and expertise are available at or accessed by the setting?
We undertake multi-disciplinary meetings as and when required. We are very keen to ensure our practitioners are up to date in all areas of development and are happy to invest in additional training for them if a child requires support in that area. All permanent nursery staff are either qualified to at least NVQ Childcare Level 3 or are training towards this qualification.
What training are the staff supporting children with SEND had or are having?
Our staff have access to training where applicable to their role in SENCO New to Role, Makaton, and Baby Signing. We have a Designated Safeguarding Lead who has undertaken specific training for this role and all staff have either attended safeguarding and child protection training or will attend a course within their first year of working with us.
How will my child be included in activities outside the classroom including school trips?
Parents must sign a separate and unique consent form each time the children are taken off the nursery premises. Our aim is to include all children with additional needs in all activities including trips. Liaison with parents would assess additional requirements for a child to be taken off the premises and full agreement of the parents/carers would be established in advance of the trip.
How accessible is the setting?
We have a car park, however the access route from the car park to the nursery door is on a slope. Our entire building is single story. There is level access into our Over 2’s room via the main entrance. The doors are standard width. From the Over 2’s room into the Under 2’s area there is one step down. We do not have any disabled toilet or changing facilities. We currently accommodate 2 children with visual impairments.
How will the setting prepare and support my child to join the setting, transfer to a new setting or the next stage of education and life?
Inclusion of SEND factors are already included in all of the transition arrangements we currently have in place. We would liaise with parents, the local authority SENCO and the new setting where applicable to discuss possible areas needing additional support. Each child undertakes settling-in sessions, which involve parental support at first, both when starting with us and when transitioning within the nursery. We also work with children to prepare them for the move to school, using media and materials, as well as inviting key staff from the school to visit the child at nursery.
How are the settings resources allocated and matched to childrens special educational needs?
Budget would be allocated according to the specific needs of the child and the recommendations from the Education, Health and Care Plan (EHCP).
How is the decision made about what type and how much support my child will receive?
These decisions would be based on meetings with the family and all the multi-disciplinary professionals involved with the child, plus recommendations from the EHCP. This would include allocation of 1:1 support.
How are parents involved in the setting? How can I be involved?
We would welcome and encourage close and ongoing liaison with the parents/carers of the child. This would include regular meetings and two-way sharing of information obtained from other professionals and agencies.
Who can I contact for further information?
Your child’s allocated Key Person would be a primary point of contact, we also have a SEN co-ordinator, which for our setting is Jenni Harben. You can also approach the SENCO for the area. If you have any questions about the provisions at our setting, please contact our manager Jane Martin via firstname.lastname@example.org or telephone 01959 928 427.