The Ark Pre-School Nursery Liphook

Before your child starts at The Ark, we will discuss their needs during their home visit. You will have a chance to share any information regarding previous progress checks both verbally and by filling in the All About Me form. This will help the staff put in place specific support prior to their start at the preschool.

Every child at The Ark has a key person allocated to them from their very first day. This key person supports your child to settle in and looks to develop a close and trusting relationship with both your child and you as parents/carers. They complete observations regularly which form part of an ongoing system of assessment where your child’s progress is monitored. The assessments include a baseline summary or a 2 year old developmental check (where appropriate) and a half-termly tracker covering all 7 areas of development contained in the EYFS.  This helps identify areas of a child’s development which may require extra support and further assessment. One of the tools we use for further assessment is the Solent NHS development checklist which serves as a guide to the development of communication, physical and functional skills in children from birth to school entry.

All assessments are discussed with Alison Jackson (co-head) and Ruth Grove (co-head and SENDCo) and where any concerns are raised, these will be discussed with parents in the first instance who are encouraged to add their comments. We have an open door policy so that parents can speak to staff at the beginning of the session or at pick up time, or by telephoning the preschool. Parents will be able to speak to staff about their concerns in a quiet confidential area. If a parent or member of staff has expressed a concern regarding a child’s development a meeting will be arranged with parents to discuss a child’s needs.  If necessary, an Individual Support Plan will be created; clear targets will be set and reviewed every 6 weeks.

The Manager and SENDCo will oversee the planning of your child’s education.  It is the responsibility of the Manager and SENDCo to liaise closely with parents and outside professionals to create a realistic plan to support the needs of a child.  Any assessments and reports made by outside agencies such as speech therapy are sent to the SENDCo and incorporated into creating targets in a child’s Individual Support Plan (ISP).  A child will be set no more than 3 targets relating to their needs which will be assessed and reviewed by the SENDCo.  If certain targets are achieved, new targets will be set or existing ones will be altered to meet the needs of the child.  The key person will work using these targets, with the child in a 1:1 or group situation depending on the child’s needs.  The SENDCo, keyperson and parents work closely to review the child’s progress. The Manager/SENDCo can also invite the Area InCo in to provide additional support and strategies which best fit the needs of the child.  Parents will be invited into the preschool to discuss these. If a child has additional needs and is not making progress, an EHCP is completed.   A plan will be created where the child will be referred to the appropriate professional and who will work with staff from the preschool to support the child and their family.  The four stages, assess, plan, do and review, provides a graduated approach of addressing a child’s needs as set out in the SEND Code of Practice. “This cycle of action should be revisited in increasing detail and with increasing frequency, to identify the best way of securing good progress” (SEND Code of Practice 2015).  

Staff regularly attend relevant training courses and workshops.  The SENDCo also attends SEN forums where up to date SEN information is discussed and shared. We are a communication friendly setting that prides itself on using Makaton to support understanding and we provide further help to children with speech and language delay by offering Early Talk Boost and Language Box group sessions.

Where a child has a significantly greater difficulty in learning than their peers, or a disability that prevents or hinders a child from making use of the facilities in the setting and requires special educational provision, the setting should make that provision.” (SEND Code of Practice 2015).  

Each key person carries out regular observations of children.  Activities are planned each week and these can be adapted to meet the needs of the individual child.  An ISP sets targets which have been specifically designed for the individual child.

The environment can be adapted, to ensure that it is best suited to the needs of all children.  The preschool has wheelchair access and a disabled toilet.

ISPs are reviewed every 6 weeks and parents are invited to discuss their child’s progress and their next targets. For all children, regular feedback will be given on a daily basis and parents are also invited to write comments in our ‘Comments Box’ by the front gate if they wish to. Parents can arrange to view their child’s learning journey and their trackers at any time to see how they are progressing and what their next steps are.  Their key person or managers will offer suggestions and guidance to parents every half term about how they can support their child’s learning at home in relation to their next steps. Parental involvement is an integral part of this process and we believe parents are an essential part in contributing to the support for children with special educational needs.  We hold parents’ meetings which allow parents/carers to come and talk with their child’s key person and discuss progress.

The All About Me form provides us with information which helps to create a holistic picture of each child.  It gives staff an insight into a child’s interests, likes and dislikes as well as any specific medical needs or existing special education needs. 

All staff hold a current Paediatric First Aid Certificate.  Full instructions must be given by parents/carers on the administration of medication and on administration the member of staff concerned will date, time and sign the relevant documentation. The preschool has a behaviour policy which is adhered to by all staff giving a continuity and consistency of care. Children’s views are sought regularly and encouraged and ideas incorporated into planning.

Staff have a very broad base of expertise and continue to engage in regular CPD (Continued Professional Development) to meet demands of the preschool.  If a child requires support from outside services, parents will be consulted prior to any support actioned.  Some specialist services such as Portage will attend the setting and observe children in the preschool environment.

Working with Children’s Services, we can offer advice to parents offering parenting classes, support for housing and work.

The SENDCo can refer a child to specialist services which may include speech and language therapist, occupational therapist, health visitor, GP and Paediatrician. The setting is in contact with the Area InCo which offer invaluable support and expertise.   They will recommend the next steps and offer advice and support to the setting and parents.

Our SENDCo, Ruth Grove has completed the induction training as well as further training in supporting parents, autism awareness and development in communication.

Other members of staff have attended training for Early Talk Boost, promoting positive behaviour and The Communication Tree.

The setting sometimes organise trips into the community e.g visiting the local library.  A risk assessment is carried out to ensure that access is suitable for every child.  Additional staff are included if necessary.  Parents are also invited to join us as helpers.

The preschool has wheelchair access and use of a disabled toilet and changing facilities. Car parking is available.

Children joining the preschool are offered settling in sessions following their home visit to help familiarise the child, parent/carer and staff with a child’s individual needs. A gradual process may be required which is discussed with the parent. If a child is/has been attending another setting the manager may ask for permission to visit the child at that setting.  A full report is prepared as a child leaves the setting, a copy given to parents and sent to the new setting/school. Further transition meetings involving the SENDCo, parents, the school SENCo, with whom we have strong links, and any invited additional professionals can be arranged to meet and discuss the child’s needs to ensure that a smooth transition is made from preschool to school.

The preschool has a wide range of resources and plans its very limited budget to ensure all children have access to appropriate resources.  If necessary the preschool will endeavour to access funding or grants to provide specific resources or to enable the employment of additional staff.

As a child settles into preschool, the manager and parent/carer will talk through the child’s specific requirements and the support needed may involve advice from relevant professionals. From this, the ISP is created and provides specific targets and support which is reviewed every six weeks.  Dialogue between preschool and parents is open and ongoing which will determine the impact of support and how this continues, reduces or increases.

Parental involvement in a child’s development at preschool is essential. We value parents’ sharing their knowledge about their child's needs, interests and progress. Parents are able to arrange regular informal meetings with their key person or the SENDCo. We have an open door policy and also encourage parents/carers to write comments in our ‘Comments Box’ by the front gate. Parents are invited to Stay and Play sessions as they consider the setting for their child. Once attending The Ark, parents are welcome to help out in the setting or on trips and are welcome to our annual events at Christmas, Easter and in the summer. We keep parents informed of key dates and information through emails, letters and Facebook posts.