Local Offer Description
1: How does the setting identify children with additional needs or SEND ?
We invite parents who are interested in sending their child to the nursery for a visit to view the nursery and talk about how we meet the care learning and development needs of children. This includes talking about how we meet any additional/specific identified needs. Once a child is registered with us we offer stay and play sessions at the nursery. Our aim is to get to know each child from their parents/carers and learn about each child’s individual needs, interests, stage of development and personal care. Each child is allocated a Key Person who will work in partnership with parents/carers to support their child’s developmental journey both at home and in nursery. All Key Persons are trained in child development and use this knowledge to reflect with parents/carers about their child’s individual progress. To support this process we compile ongoing observational assessments of all children. These are kept in each child’s individual learning record. Observations are analysed and linked to the Development Matters ages and stages of development in the Early Years Foundation Stage. This information is used to create an individual care, learning and development plan for each child. In addition we use the following assessment systems, in partnership with parents, to monitor children’s progress and identify any delays or additional needs – The Progress Check at Two, Every Child A Talker (ECAT) Speech and Language Tracker, Early Support Developmental Journal. Our named Special Educational Needs Co-ordinator known as the SENCo works closely with parents, staff and outside professionals to co-ordinate the individual education programme for children identified with additional educational needs and disabilities.
2: How will I be informed / consulted about the ways in which my child is being supported ?
We work closely with parents to create and maintain a positive partnership based on trust and mutual respect. We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children’s education. Key Persons have daily discussions with parents or use the ‘Home Nursery Diary’ as well as email, phone and termly parent consultation meetings. We involve parents/carers in discussions with the SENCo and outside professionals, sharing any relevant paperwork such as reports, observations, assessments and Individual Learning Plans.
3: How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs ?
Practitioners understand child development and use Development Matters and the Statutory Framework for the EYFS to plan activities and resource the nursery to meet the needs of all the children, starting with what each child can do. We use a system of planning, implementing, monitoring, evaluating and reviewing Individual Learning Plans (ILPs) for children with additional needs and SEND, reflecting their individual interests and learning styles.
4: What teaching strategies does the setting use for children with additional needs or learning difficulties ?
Here are a few examples of strategies we use to support children –
- We encourage children to make their own choices and communicate by using visual aids/props including objects, photos, symbols, gestures
- A pictorial daily routine to support children in understanding what is happening next
- Makaton (signing)
- Conflict resolution strategies – to support children to resolve problems and conflicts
- We use the child’s words/actions and repeat back to the child, adding additional words/actions to extend their learning.
- Positioning the child in the best place in relation to the speaker e.g. opposite if child reads lips or needs eye contact to maintain attention
5: What additional support does the setting provide for children with additional needs or SEND ?
We have access to advice, training and support and can apply for additional funding from the local authority for targeted support and resources. We liaise closely with involved professionals and/ or settings in consultation with parents. The SENCo attends termly network meetings to keep their knowledge and skills up to date; this information is then shared with other staff at team meetings. Further courses such as behaviour training, equality, diversity and inclusion training, and communication and language training have been attended by other staff members. Some staff members have attended training linked to specific needs of children who attend the nursery.
6: How will the setting monitor my child's progress and how will I be involved in this ?
There will be regular discussions with the Key Person/SENCo/other professionals using shared observations of the child’s progress both at home and within the nursery. Observations and assessments are located in the child’s individual learning record which is available for parents/carers to look at and take home at any time. Once a term, a summary of learning and development grid is completed with parents/carers. This maps the child’s chronological age to a developmental stage within the areas of learning and development of the EYFS. We will also use the Early Support Journal which breaks down the developmental stages into smaller specific steps. The Speech and Language Tracker based on the ECAT (Every child a talker) programme is used to plot children’s progress in all aspects of their speech and language development. The Progress Check at Two details a child’s progress specifically in the following areas: Personal, Social and Emotional Development, Physical Development and Communication and Language. It also outlines how children learn using the Characteristics of Effective Learning which are part of the EYFS. This report is compiled with parents and shared with the Health Visitor in conjunction with the Two-year-old Health Check. Our observations and monitoring systems enable us to plan with parents/carers for their child’s future care, learning and development.
7: How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips ?
Activities are planned around children’s interests and allow for all children to achieve and engage. We assess the benefits and risks in discussion with parents to agree a suitable plan for other activities including trips. We consult with children about planned activities and include them in the risk assessment process. Staff undertake a pre-visit trip in order to complete a detailed written risk assessment.
8: How accessible is the building for children with mobility difficulties / wheelchair users?
There is a large car park which has marked accessible parking close to the nursery entrance. There is a wide entrance area with a small threshold ridge of approximately 1 cm. There is a nappy changing unit available in The Nest and also in Little Bears. An accessible toilet is located in Big Bears. There is a step from the building to the outdoor area of approximately 12 cm. The outside has a paved area with a tarmac path which leads to a grass area via a fixed ramp with handrails.
9: How will you support my child's transition to a new setting or school ?
A transition plan will be drawn up at a meeting with parents/carers, the Key Person, SENCo, the new setting and as appropriate any outside professionals who are involved. All children in the nursery are invited to the new setting/school to support the transition. Additional visits to the new setting/school and to meet the new teacher will be arranged for children with additional needs and SEND with their support worker if required. Staff from the new setting are invited to visit the child in the nursery. To support children in the transition process, links will be made with other children in the setting making the same transition. Photos of the new setting will be taken and shared with the child and their parents on a regular basis before the move. Role play, puppets and doll play are used to explore and aid the children’s understanding of the transition taking place. When children leave the nursery we pass on their observation and assessment learning records along with any additional information from outside agencies to the new setting/school.
10: How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation ?
We use information received from the following –
- Feedback from parents including individual discussions, questionnaires, consultation meetings.
- Visits and feedback from Wokingham Early Years Advisors and support services, Ofsted and our Health and Safety Consultant.
- The SEN annual audit
- Our self-evaluation process
This information is used to identify areas of development within the setting which forms part of our inclusion training and development plan.
11: Who should I contact if I am considering registering for a place at the setting ?
12: What arrangements does the setting have for feedback from parents / carers, including compliments and complaints ?
We promote and encourage open and honest feedback as we recognise this is how we can reflect, review and improve our services to support children and their families. We encourage parents to give us feedback in any way that suits them. This can include –
- An individual conversation with a member of staff
- A pre-arranged meeting
- A phone or email conversation
- Home nursery diaries
- Parent comments book
- Written letter
- Questionnaire feedback
- Complaints procedure