Dinky Ducks Nursery and Pre - School

Our SENCO oversees all support and progress of any child with additional needs, in turn she supports the child’s key person and family to ensure the child is receiving the correct support within the setting to enhance their development. The SENCO and key person will meet with the family on a regular basis to discuss needs, support and progress. The SENCO will advise the parents if additional services are needed, for example, Area Inclusion Co-ordinator (INCO), Speech and Language Therapy and Portage.

Dinky Ducks Day Care is an inclusive setting. We adhere to the Early Years Foundation Stage (EYFS) and adapt this to suit each child’s individual needs. In accordance with this we record observations which form a learning journey for each child; this is done through a secure online programme called Tapestry. Parents have their own personal password in order to access their child’s Tapestry account; they can see the observations recorded on their child and upload to it themselves as well. To support this we carry out observation, assessment and planning (OAP) processes and devise Individual Education Plans (IEP). IEP’s are assessed using SMART (specific, measurable, achievable, realistic, time scale) targets.

We endeavour to keep the child family informed by regular meetings with yourself, SENCO, nursery manager and key person; the key person will also speak to you daily about your child’s day. In our under two area a daily record book is shared between the parents and practitioners and this can also be set up for children over two if required. We also hold parents evening twice a year where we share the holistic development of your child. If you child had additional services involved such as INCO, Portage, Speech and Language or Occupational Therapy the nursery , the child's family and the professionals aim to meet regularly to reflect and update on the child's development , current interventions and support.

At Dinky Ducks Day Care the well-being of every child is our priority. We celebrate diversity and strongly believe that the role of the key person is of the utmost importance to the child’s well-being. We follow our policies and procedures at all times and these are readily available for families to access, these policies include behaviour management, administering medication, safeguarding and child protection and first aid procedures. All staff, students and volunteers hold a current Disclosure and Barring Service (DBS) and are given an in-depth induction training programme prior to starting within the setting. All practitioners attend a variety of training courses throughout the year and are required to share this information with their colleagues. Our practitioners hold a range of qualifications from NVQ Level’s 2 and 3, Level 5 Foundation Degrees and Level 6 Degrees including an Early Years Teacher. All of our staff are Paediatric First Aid trained and have undergone Safeguarding training. There are several members of staff who have completed training in ‘Positive approaches to challenging behaviour’ and strategies from this training have been implemented within the setting. The setting has access to the company’s Emotional Well-being practitioner who can offer additional support and interventions on a 1:1 basis. The setting is currently working towards a bronze award in the Attachment and Trauma Sensitive Schools Award.

We have two members of staff who are qualified SENCO’s and we work closely with outside agencies and professionals such as speech and language, portage and health visitors. One of our SENCO’s holds a level 6 qualification in Early Childhood Studies. The setting is situated within Alver Valley Family Centre, there are a range of professionals working within the centre who can offer a range of support for the all the children and their families in addition, signpost to other services. Within the centre we have access to a sensory room which has fibre optic lights, bubble tube, and lights.

Our SENCO’s have had the relevant training to carry out this role in the setting; they also attend termly SENCO support meetings which are held by the Area INCO. All practitioners in the setting are supported with necessary training and regular supervisions to enable them to give the children the best possible care and support. Practitioners within the setting have attended various training courses including Makaton, Bucket time, language, Attachment, Equality and Diversity and Inclusion. The company has five staff training days a year, the whole staff team receives training on a variety of topics for example British Values, the Prevent Duty, Safeguarding and holistic development .

When planning a trip we would carry out risk assessments prior to the event, from these risk assessments we would plan for children individually taking into account all needs and requirements and would include parents/carers in the decision making. On any outing the ratio of staff to children becomes 1:2 and we actively encourage parents to support us with the planned event. We may also apply for funding to support us with any trips and outside activities.

The building is wheelchair accessible and all on one level with a disabled toilet and wet room. We access support from EMTAS (Ethnic Minority and Traveller Achievement Service), to assist practitioners in supporting families with English as an Additional Language (EAL) and the travelling community. As a setting we use visual timelines, picture exchange system (PECS) and Makaton to support communication and language with the setting.

Should a family choose our setting we would then start an induction process. This involves a home visit between the family and two practitioners (the child’s key person and the home visiting co-ordinator). During the home visit you will be offered a stay and play session with your child, and then settling in sessions (as many as is felt necessary) to help settle your child. When a child leaves the setting we will support the transition period for the child and family. If a child is leaving to go to school or setting we will complete a transition meeting and information sheet for the future school or setting if needed a transition partnership agreement will be completed at this meeting. The setting, family and area inclusion office will attend this meeting. The setting will support the child's transition in the setting by providing School resources for children to access such as school uniforms for dressing up, photo books of schools, small group time for school leavers. Furthermore, a social story to prepare them for the upcoming transition. Where possible the key person with the child will go to the new school or setting for visits while transitioning. As a setting we liaise with other professionals throughout the transition process, ensuring all relevant paperwork is passed on and all needs are discussed and understood. As a company we offer a before and after school club to two local schools both infant and junior. This also includes school holiday care.

All of our resources are available for all of the children to use and are adapted to suit each individual child. The setting will provide interventions depending on the child's needs for example the setting will provide bucket time to support a child's attention and listening, this will be reviewed and allocated in the child individual education plan . However, If specialist equipment is required this will be sourced and we would seek support and advice from outside agencies such as occupational therapists and portage. There is additional funding available to help support children with SEND. This funding would go towards resources for the children, staff training and staffing. The funding is decided by Hampshire County Council and agreed on a needs led basis. Other funding is available depending on your individual needs via the Disability Access Fund (DAF).

Individual Education Plan’s (IEP) and Behaviour Plans (BP) are put in place for the children who need additional support within the setting for example, additional support with communication and language, behaviour or play skills. The key person and SENCO will meet and draw up the child’s IEP or BP with parents/carers input; outside agencies can also be included in this meeting. Each child has two targets to meet; these are assessed using SMART (specific, measurable, achievable, realistic, time scale) targets and are monitored by activities and observations and are regularly reviewed. Each review date is set in accordance to the child’s needs.

We actively encourage parents to be involved in the setting, we do this by;having regularly meetings with parents and having an open door policy. In addition , Information sharing , Parents Evening , Stay and play sessions ,Annual questionnaires , Tapestry and our Parent feedback Jar.