Footsteps Day Nursery and Pre-School 2528485

All children are allocated a ‘key buddies’ who they meet alongside their parents on our induction day this enables the building of a trusting relationship. We have an open door policy so if you have any concerns for your child, we will always be available. An ‘all about me fact sheet’ is completed together with the parents on joining the playgroup alongside a parent partnership plan. We have online learning journals (Tapestry) where both staff & parents can add achievements and Learning Objectives to aid children’s developments. We arrange parents evening and parents and welcome to speak to us at any time. Children are individually observed and assessed against the curriculum which will identify any additional support required. 2-Year-old checks will be completed the term after your child has joined. Preschool will monitor and support your child alongside outside agencies such as speech and language with parental consent. Footsteps Preschool has a designated special educational needs co-ordinator who will liaise with parents to provide the best environment for each individual child’s needs. We are able to cater for children with special educational needs such as autism, speech and language, social and communication difficulties, behavioural problems and disabilities. We welcome children from different cultures, diverse backgrounds and work closely with outside agencies such as Ethnic Minority Traveller Achievement Service (EMTAS) to aid travellers and families with communication barriers such as English as a second language (EAL). At Footsteps Preschool staff meet on a monthly basis to keep informed of children’s additional needs or support required.

Footsteps prides itself on a home from home environment and encourages parental involvement on any level. Some staff are trained in a variety of areas such as speech and language, behaviour management and autism (Thomas training). Key buddy’s build close relationships with parents and value their opinions and their experiences as they are the first educators in their child’s lives. We use “In the moment planning” , so all staff member observe all the children. On a termly basis children’s progress is tracked, and next steps highlighted. These are discussed with parents and a copy of the report is sent home. Parental questionnaires are sent out regularly to gather their opinions on the service and support we provide to both their children and themselves. The Special Educational Needs Co-ordinator (SENCo) is familiar with the SEN Code of Practice, keeps all records up to date and informs staff of any updates to the SEN policy. The playgroups SENCo liaises with parents, Area Inclusion Co-ordinator (Inco) and other professionals; attends SEN support meetings and co-ordinates transitions into primary schools

At Footsteps we use the Early Years Foundation Stage (EYFS) curriculum as a guide for each individual child’s development. Each child at the preschool is unique and has an individual learning plan to follow. All children will have an on-line learning journal which key buddy add observations to, these are then used to analysis where the child development is and how we can take their learning forward. This tracking is termly review and can be viewed and added to by parents at any time. Through observations and assessment areas which require development can be focused on and incorporated into future planning. The preschool’s special educational needs co-ordinator and behaviour co-ordinator alongside other team members ensure any children requiring additional support are able to access appropriate activities in line with their development. We will endeavour to involve your child, enabling them to make choices and engage in activities & experiences that are of interest to themselves. By making bonds with your child, we can fully support them, and we can fully understand what level of support is needed and when additional help is required. We can create support within the environment, such as a visual timetable to support a child understanding of routines. Individual Education Plans (IEPs) are completed where required to support learning both at playgroup and home. These are reviewed alongside the parents on a termly basis. Our Senco will aim to seek additional training, to meet your child's needs.

At Preschool we support children in the following ways:

• Regular communication with key buddy’s and other staff members
• Every Key Buddy’s plans follow the children’s interests and take learning forward on the individual needs of their children; this is discussed with parents/carers • Parent's add observation to our online learning journal.
• Impact sheets sent home detailing share experiences and achievements
• Sharing board and parents have input to put board to actively encourage involvement/interaction
• Individual online learning journals which contain your child’s observations, assessments, photographs and artwork
• Footsteps Preschool has an open door policy and welcomes parental involvement at all times both at home and within our stimulating environment.
• Parent meetings to focus on child’s development and discuss 2/3-year-old progress checks. By completing these checks, it helps the preschool to monitor and adapt targets which will maintain and challenge your child’s development progress.

We also correspond with families via social networking pages, termly newsletters,  stay & play sessions and other events to encourage full family participation. All correspondence may be printed for those families without internet access

• Our Practitioners are welcoming, friendly and provide a sensitive, inclusive and positive approach
• Practitioner provide good role models for positive behaviour and we have a consistent duty of care we all our children. Should we have any unwanted behaviour we will provide positive reinforcement and work closely with the parent/ carers to provide a consistent and planned approach to improving behaviour.
• The Preschool is able to administer medicines with parental consent.
• Every child within the Preschool is unique and will be given every opportunity to make their own choices.
• Children with behaviour difficulties will be fully supported by every member of staff and the Preschool’s Behaviour Officer will ensure an Individual Education Plan is in place to support their needs and requirements.
• The Preschool is fully secured; the front door is locked at all times; the garden door is locked.
• Comprehensive policies are held within the setting which includes behaviour, special educational needs, disabilities and inclusion. A copy of the safeguarding, equal opportunities and complaints policy are issued on joining.
• All staff complete a criminal record check via the Disclosure and Barring Service (DBS) alongside a suitability forms of termly one to one supervision.
• Forest school share experiences encourage positive language, social skills and will therefore build your child’s self-confidence.

Every staff member is fully qualified in National Vocational Qualification (NVQ) level 3 or above in child care and has up to date first aid training, The Manager and Deputy have both level 6 (BA HONS)  The Preschool ’s SENCo has attended the special educational needs induction training, Thomas training for autistic children and attends termly SENCo support meetings which contain important changes, legislation or new ideas and resources to support children with SEN. All information is then cascaded down to the rest of the team. Most staff members have attended basic sign language (Makaton) training which we endeavour to incorporate into our songs and rhymes, through general play and specific activities such as snack. We are currently starting to work on producing signs and symbols to display within the Preschool to aid our children’s communication skills. We works closely with outside agencies such as Portage who work directly with parents in their own home, and our Area Inclusion Officer to ensure the Preschool is able to offer a suitable environment for all children to learn, play and most importantly feel safe in.

Every staff member is fully qualified in National Vocational Qualification (NVQ) level 3 or above in child care and has up to date first aid training, The Manager and Deputy have both level 6 (BA HONS)  The Preschool ’s SENCo has attended the special educational needs induction training, Thomas training for autistic children and attends termly SENCo support meetings which contain important changes, legislation or new ideas and resources to support children with SEN. All information is then cascaded down to the rest of the team. Most staff members have attended basic sign language (Makaton) training which we endeavour to incorporate into our songs and rhymes, through general play and specific activities such as snack. We are currently starting to work on producing signs and symbols to display within the Preschool to aid our children’s communication skills. We works closely with outside agencies such as Portage who work directly with parents in their own home, local children’s centres and our Area Inclusion Officer to ensure the Preschool is able to offer a suitable environment for all children to learn, play and most importantly feel safe in.

All trips and outings outside of the Preschool require parental consent which is obtained via letter. Parents and carers are always welcome to attend if they wish. Risk assessments are completed for all trips and we welcome parental input. If your child requires additional help, they will be allocated one to one support which will generally be their key buddy. Where required visual timetables will be available and discussed with your child in order to prepare them for a change in their routine. It will explain what will take place on the outing in order for them to feel comfortable when outside of the Playgroup.

As our ethos is Forest School and believe that all children should experience the outdoors in any weather, we will arrange visits to local woods regularly.

Footsteps Preschool is accessible to wheelchairs and has the appropriate toilet facilities. Both the indoor and outdoor environments are accessible at all times with both being very spacious. Although the rear garden is grassed. Our outdoor area has a lot of natural resources such as tyres, planks, milk crates which provide challenging activities for all children to participate in. The garden is flat and is suitable for easy access indoor and out. If you parent/ carer has English has an additional language, then we can arrange to get another family member to translate or with the permission of parent we can get EMTAS who can provide us with a translator. Sign & Poster can be translated or use dual languages. Learning Journal can be translated to the families’ home language. Visual cues can support the child understanding. We can adapt any shared experience to support the child's learning.

We hold an induction days where you and your child come into the Preschool for a few hours to play and meet your child’s key Buddy’s and other children. It gives you both the opportunity to see the environment and start to build relationships with the team. You will be given our welcome pack which will be discussed with you. We also collect family photo for our home board so children can start to share their experiences within the setting of family and friends and things they like to do at home. We may also offer you the opportunity for two of our staff to visit your family home environment if you feel your child need some additional support before their visit to Preschool, where we will complete the ‘ all about me leaflet’. This will enables your child to settle easier into preschool life. We have uniforms and booklets for use in our Preschool with information on our feeder schools available for your child’s use and your families. For children moving to primary school the transitions are also supportive with infant teachers coming into the Preschool to meet your child. The Playgroup’s SENCo will also attend a transition meeting with local schools to discuss your child’s needs and any support they may require. The Preschool works really close with our feeder school to discuss expectations and children development for the autumn term. All school received all necessary documents including the characteristics of effective learning.

We ensure all children with [SEND] needs are met in our setting with the Funds that are available to us. We try best as possible to use these Funds to provide a one to one carer. Bursaries can be applied for staff training. Special Educational Needs (SEN) funding will be allocated to your child where appropriate and is generally used to support your child with one to one time with their key companion or the SENCo throughout the week. Each child is individually assessed, and resources can be sourced where required. Visual timetables are created for children with autism.

At Footsteps Preschool we pride ourselves on working in partnership with all of our parents. Alongside your child’s key buddy, you will work to establish if any additional support is required and a decision will be made jointly. The Preschool’s SENCo will assist the key  in completing an individual education plan for your child which will immediately be put in place and will be supported by the rest of the team. We will aim for your child to become independent within the environment the plan will then be reviewed on a termly basis with yourselves. Through the observation process linked to the EYFS ages and stages of development, and in discussion with you, the key buddy, the Manager & (SENCo) we will identify what support is required. Ongoing Partnerships with you and outside agencies and we will support the discussion of progress. Our SENCo will give advice on meeting your child's needs within the Preschool in consultation with you and other professionals when necessary with your permission. She will advise you on the process of applying for extra support. All staff within the setting will ensure all staff working with your child know your child's strengths and needs and how to support them.

The Preschool parents are actively involved in filling out questionnaires throughout the year. We actively encourage our parents to be involved with their child’s learning and development. For example, we regularly send home Impact sheets for you to complete which will outline your child’s interests and needs. This aids us in our planning process for each individual child. We hold  parents’ meeting where together we can review your child’s progress and development and review any individual education plans. Your child’s progress will be discussed throughout the term via Tapestry or personal emails if required or face to face contact. Working in partnership is important to us as parents/carers are the child’s first educators.