Girls & Boys Nursery & Pre School

Within our setting we identify children with additional needs by monitoring each child individually.  Each child has its own key worker who works closely with the child and the parents.  We have monthly keyworker meetings to identify children who may be showing delays.  Also before the monthly meetings if a key worker was concerned at any point they would submit a cause for concern form to our SEN Team who would then put interventions in place after discussing with parents and work closely with them.  We would do this and monitor to see if their are any changes or if a referral to an outside agency is required.

The need and support for the type of specialist education will be dependent on each individual child.  However as we are an inclusive setting we would manage whatever was required for each individual child requiring additional support

As a setting we support children and their own individual needs.  We never assess children as a group we always do this individually in order to ensure that if children required additional support this is not delayed.  We act very quickly and involve the parent from the beginning even if additional support is not required.  If additional support was required we would work very closely with the parents and offer guidance and support in partnership together.

With any child that joins our setting, we observe the children to give them a chance to settle in and feel safe and secure.  If they have attended a setting prior to us then with the parents permission we will contact the previous setting to get a detailed handover of the child and if the nursery was concerned about anything and if they were then what has been implemented so far. 

Our approach to differentiation is treating children as individuals.  We tend to do in the moment planning with children to ensure that we follow the child's interests`and get more from the child by doing this.  We feel that it is the practitioners role to ensure that they adapt the learning from the child's interest in order to meet the learning goal rather than planning an activity and getting the child involved in something they may not be interested in.  Practitioners in our setting thrive in their relationships that they have with their key children as they get to know their interests and induvial needs straight away and build close relationships with the children and their parents.

We keep parents involved in all aspects of learning with regards to their child.  We have parent involvement each week with learning, parent consultations, feedback sheets. discussions at any point if we have any concerns or at any point the parent would like to discuss anything.  Our SEN team will always have communication with each parent whose child is requiring additional support.

We also work extremely well with outside agencies who come in to offer support to children with additional support

Any child in our setting regardless of learning will always be made to feel safe, secure and happy within the environment that we create in order for us to get the absolute best from the child.

We have trained staff in SEN up to Level 3 plus personal experiences with their own children.  We work closely with the Local authority whether it be Portage, the SEN Inclusion Team, Children Services.  We have built up close relationships with all these agencies and they are on hand to help and advise us if we have any concerns.

All of our Staff who are involved in teaching and caring for children with additional needs are fully qualified Early Years Level 3 as well as SEN Level 3

We are an Inclusive setting ALL children have the opportunity to participate in ALL activities in and outside the setting.  Children with additional needs who require 121 support will have that also outside the setting to ensure that they are included.

Easily accessible

We use funding in order to support each child's individual needs with the things that they require in order to enhance their learning opportunities and create fun activities based on the child's interest. 

We support children in their transition to school and have strong relationships with the local schools.  We prepare children as soon as they join us for school.  

We have school preparation from as early as our baby group which continues on into our older groups.  We also support parents and encourage them how to help their child with school transition

The budget if funding was made available would be allocated based on what each child needs. For example 121 support, extra staff, equipment.

This will always be dependant on the child's individual needs.  The child will work closely with their key worker as well as have close relationships with our SEN team.  Once a cause for concern has been put in a plan will be generated with the parent to support the child and their needs.

We will monitor progress closely and ensure that what ever method of learning or support we use it has an impact on the child and their individual needs

Open door Policy

Parents Page on Social Media (Private)

Parent Consultations Termly to keep the parent involved on the progress that their child is making

Key Worker groups set up to involve and encourage parents to be involved in their child's learning

We pride our self as a setting in the close relationships we have with our parents and from this interaction we get the best outcomes for the children.