The Beehive Montessori

Each child at the Beehive is treated as a unique individual and by consulting with parents and relevant people we tailor our support to meet their individual needs. This includes an individualised settling in process including at least one home visit and a stay and play session with parents.

The Early Years Foundation Stage Curriculum allows for a great deal of flexibility. The mixture of child and teacher led activities allows for the best blend for each child, we follow child led interests and motivators then extend these into more structured activities. We have a flexible staff team and an adaptable environment which helps provide an individualised curriculum to all children but especially those with special educational needs.

All of the children are assessed by the end of the first 6 weeks attendance, they all have learning journals which enables the staff to keep a record of progress. This is shared with parents including ideas for support at home.

The settling in process ensures children feel confident at the setting. Children build relationships with their keyworker and other staff, we help children form relationships with other children and aim to know them well. This enables us to monitor and address issues of wellbeing, we contact parents to discuss concerns with wellbeing both physical and emotional.

n the first instance we have the support from our local Children's Centre and Inclusion team both of whom offer advise and guidance, they are able to direct us to specific services such as Speech and language support. In addition we have an experienced staff team which means that between us we have experience in a wide range of special educational needs. Information and support offered by the children's own parents is key to providing the best service to each individual child.

We have training and experience of children with hearing, Speech and language difficulties, Autism, physical disabilities, allergies and developmental delay.

>Trips away from the setting are chosen, planned, risk assessed and adapted around those children who attend. Any challenges are addressed on an individual and inclusive basis.

Our setting is all on one level, toys and activities are freely available at child height. The car park is gravel but it is possible to park close to the building and gain access via level concrete. The main access for the children to the outdoor area is via 3 steps but the garden is also easily accessible though a gate at the front of the garden.

We put a great deal of effort into positive transitions, we contact previous and future settings to discuss each child. We undertake at least one home visit, invite parents to stay for a stay and play session and introduce children at a pace that they are comfortable with. When moving on, teachers are invited to visit, children are provided with a picture book of their new school to share with friends and family. We anticipate issues where we can and address and difficulties as they arise.

As each child is treated individually the resources are matched to needs and interests. Where necessary and possible additional resources are supplied to meet those requirements.

In consultation with parents, staff and where appropriate the Inclusion officer, the type and level of support will be decided on an individual basis taking all factors into account including resources and funding. We will always endeavour to provide the highest level of support we can.

Parents are initially involved in the settling in process with their child, this will include staying for 1 or more short stay and play sessions. We make ourselves available each day for parents to interact and share concerns and ideas. We send out a newsletter and put notices on the door to share information and ask for help for example with forest days however we also understand that parents are very busy people so whilst involvement is welcomed it is also optional.