Acorn Preschool 110050

Acorn Pre-School has an inclusion policy.  By working in partnership with the parents/carers of the children with any existing educational needs or disabilities any additional support will be put in place prior to the child starting.  This will include liaising with any outside agencies already involved and preparing any relevant risk assessments.  Parents who have any concerns about their child should discuss them with the Pre-School who will be able to advise or get help for them.

On induction a parent/carer receives a form relating to their child called "All About Me" this focuses on where they are at, their likes and home language used.

Each child will have a keyperson which helps them to settle within the setting.  The keyperson liaises with the parent/carers and other members of staff to help support the child's needs, this is done by observing, planning and evaluating and making adjustments where and when necessary.  The keyperson tracks the child's development and reviews their progress termly with the parent/carers.

We ensure the setting is a warm, friendly and safe environment for children, parent/carers and staff.  We make sure that children are stimulated at all times.

Our SENCO (Special Educational Needs Co-ordinator) attends termly SENCO support group meetings provided by our Local Area Inclusion Co-ordinator and delivers staff training and information to all staff in the setting.

We use the Early Years Foundation Stage Curriculum (EYFS) as a guide.  Each child is an individual and therefore learns and develops at their own pace.  Children learn through play, interests and their own experiences, parents/carers up-date us with this information on a regular basis.

Next steps for children are created based on their achievements which are regularly reviewed with parents/carers.  Each child has a learning journal which contains evidence of their development. 

Individual Education Plans (IEP's)  are created for those children who need extra support and are reviewed regularly with parents/carers.

As well as observations and pictures which are in the child's learning journal evidencing their development, termly reports are shared with parents/carers which indicate any additional home learning support which can be given.

Individual Education Plans (IEP's) are developed with the parent/carer of children with Special Educational Needs and Disabilities or children who need a little extra support in some areas, which also can be supported in their child's learning at home.

Our setting has an open door policy so that parents/carers can stay and play or discuss their child's progress and who they are doing.

A risk assessment would be completed with the parent/carer.

Medication can be given by staff with parental consent, if necessary staff would receive relevant training

Our Pre-school has a designated BECO (Behaviour Education Co-ordinator) which will help the keyperson as well as the staff to establish the best way to promote positive behaviour.  

Our setting has choice boards and schedules which can be used to help children within the setting.

Our setting is able to access Services for Young Children's Area Inclusion Co-ordinator where they can support the child, the setting and parent/carer if necessary by giving advice.  Referrals can be made with parent/carer's agreement to access Speech and Language Therapists, Outreach Workers and Portage Plus.

Staff have undertaken First Aid training and Safeguarding training, these are updated regularly.  7 members of staff hold NVQ Level 3 or equivalent and 1 member of staff holds Level 5.  All training received is always cascaded to other staff members.  Any additional/relevant training needed for an individual would be accessed.

Depending on their individual needs the child would receive a one to one so that they could be included on any activities outside the setting, this could either be the child's keyperson, SENCO or parent/carer.  If necessary, prior to the outing a visual timetable could be implemented to prepare and assist both child, keyperson and parent/carer.  A risk assessment would be carried out, checked and signed by the manager of the setting and parent/carer to minimise any risks or concerns.

Our setting is fully assessible to wheelchair use indoors and outdoors, including assess to the garden from the hall.  Disabled toilets are available and changing facilities.  Disabled parking is available on site.

We encourage children and parent/carers to visit the setting prior to starting, this can be done over a selection of days and times, where they can sample activities, meet staff and other children, discuss any issues or concerns, fill in paperwork and risk assessments.

Transition on to infant school - we arrange to take the children on visits to their feeder schools.  Schools also arrange to visit the setting to meet the children.  Learning journals are shared with the school to show where the children are at.  Individual transition meetings can be arranged with the Manager, keyperson, Area Inclusion Co-ordinator, parent/carer and the school to identify the child's needs so that they are met prior to their start date.  One Page Profiles are completed for those children with any additional needs and these are discussed at the transition meeting.

Equipment is regularly checked so that it is suitable for all ages and stages of children.  The room is clearly laid out for easy access to all activities.  Any SEND funding received would be allocated to your child's current needs, which would be discussed with you, the keyperson and the SENCO.

With the information received from parent/carers prior to starting and with observations made by the keyperson and staff members, with the permission of the parent/carers the setting will contact the Services for Young Children, Area Inclusion Co-ordinator for support and to help co-ordinate other agencies.

Parents/Carers are the most important people in children's lives and are the primary educators.  We believe that by working in partnership with you, gaining valued information about your child from you helps us enhance your child's experiences in the setting.  It is therefore important that you share achievements made by your child, adding parents comments to termly reports, returning up-dated "Where Have I Been" and "What Have I Done" forms.  We encourage parent/carers to stay and play, bringing any ideas that could be implemented within the setting.  We encourage parent/carers to come along to the Christmas plays and end of year picnics.