Littleton Pre-school

At Littleton Pre-school we pride ourselves on having a consistent, dedicated and professional team of practitioners who have many years of experience within the education and childcare environment.  Each child is allocated to a key person who builds a strong relationship with them.  However, as we are a small team, and a small setting, all of our practitioners build relationships with all the children, enabling each child to feel secure within the setting, even if their key person is busy elsewhere, or not in setting.  All our practitioners have an excellent understanding of child development and use a variety of documents including the Early Years Foundation Stage (EYFS), Development Matters, Birth to Five and the NHS Development Checklist to identify any areas of development that may require additional support.  Children's development and progress is monitored through observations.  Regular feedback is given to parents, either informally through chats at pick-up and drop-off, through the use of the online journal system, Tapestry or by meetings with parents if there are any specific concerns.

Our Special Needs Co-ordinator (SENCO) is Claire.  With the consent of parents, she will liaise with other professionals who can offer advice on how to support your child's need in order to help them reach their full potential. Our SENco attends termly update meetings where she can find out about recent updates and guidance, suggestions for best practice and have informal dicussions with an Inclusuion Support Officer. 

Our keyperson approach allows planning around children’s individual needs, ways of learning and interest.  We respect the views and wishes of parent and child.  Each key person monitors their children’s development and records this on a Venn diagram which is updated at least once every half term.  This also records their Next Steps.  These are kept in a folder on the admin desk, available for all staff to access.  We use Tapestry online journals for maintaining a record of children’s development, providing a visual record of their journey, which is accessible at home and instils a sense of pride in their achievement. 
In cases of need, referrals are subject to parental consent and only made after a collation of observations and full discussion with staff and parents.  The SENCo and key person will work together to liaise with parents and any outside agencies involved with your child to draw up an individual education plan (IEP).  Whilst the key person has responsibility for their key children, all staff work together to support each child in the setting.  Our SENCo is familiar with the SEND Code of Practice and attends termly support meetings. 

No child is labelled.  All are individuals and are therefore valued and supported.  As such the curriculum at Littleton Pre-school is child led, built around interests, their individual needs and any displayed schemas.  We use the EYFS in conjunction with the NHS Development checklist as directional guides to physical, social and cognitive development.  The key person has responsibility for working towards each child’s individual goals, but all staff within the setting work closely together.  If necessary, one-on-one support is provided by the key person to achieve a child’s next steps.  The SENCo and key person work together to support children with any additional needs, and to write an IEP alongside the parent.  IEPs have small easily achievable steps and are regularly updated (approximately 6-8 weeks), allowing for success and joint support of learning at home and pre-school.  The IEPs are shared and signed by parents and where necessary, draw on reports from outside agencies working with the children.  Within setting sand timers are used to notify children that a transition is about to take place.  Musical cues are then used to announce the transition.  For example, five minutes before tidy up time, a sand timer is used to inform the children they need to start finishing off what they are doing.  A rhyme is then sung by all to announce tidy up time has commenced.  Visual timelines and Now and Next boards are also used to enable the child to be involved in their own choices. We have high aspirations for all children, aiming to improve outcomes, confidence and their unique goals.

At Littleton we acknowledge that parents are the primary educator, therefore we involve them in every aspect of their child’s development.  Parents receive regular updates via Tapestry online journals.  At morning drop off children and their parent or carer are greeted at the door and any useful information shared.  There is also opportunity at the end of session for any verbal updates. 
When children have additional needs, these are recorded on an IEP and updated every 4-6 weeks in order for learning steps and achievements to be co-ordinated and be complimentary to learning at home.  Any outside agencies working with your child are able to attend setting to observe, support and work with your child and their key person.  The SENCo and key person will attend any meetings with outside agencies regarding your child. 

All staff hold a valid DBS enhanced check. 
All practitioners undertake regular training, including safeguarding, SEND, Inclusion and child development. 
We follow extensive safeguarding and welfare policies.  Any disclosures are treated strictly in accordance with our policies.
Your child’s personal care is carried out by their key person where possible, which is an important aspect for building trust and a positive relationship.  Nappy changing is private and recorded.  Nappy changing takes place in a dedicated, quiet area of the room, supporting children’s choice and safety of the adult. Parents are informed at the end of session when a nappy has been changed.  All children use the Ladies toilets, with a maximum of three children taken at any one time.  Discretion and privacy is promoted whilst encouraging an independent toileting and personal care routine.  A disable toilet is also available for use if necessary.
Our mobile phone policy ensures child safety at all times, and consent is sought before photos of children are taken or used, either within their own personal journals or more extensively.
All children are taught to understand the sound of the whistle means stop, stand still and listen. 
We hold regular fire drills, with one member of staff responsible for ensuring the building is empty whilst the rest of the team escort the children to the muster point. 
Only prescription medicines specifically intended for the child in question are administered at pre-school.  All medicines must display the child’s name, doctor’s name and date of issue.  A Medicines form is completed by parent or carer before any medication is administered.  All medicines are administered with two members of staff present.
Our highlighted allergy list is checked and signed prior to any snack being served or cooking activities taking place.
Within pre-school we have visual cues to remind children about the need to walk inside.  We use sand timers to indicate transitions and also to resolve sharing issues.  Play is free choice with only short times for group engagement, which your child is invited to join. 
ABCC charts are used to monitor any challenging behaviours.  These are then analysed to find a trigger or cause.  Reward charts may be used for your child if it is felt these may support their needs.  Children’s emotions are respected and valued.  Emotion games, puzzles and mirrors are used to support emotional understanding.  Visual cares are employed where language is limited.  Within the setting we have quiet, secure spaces where communication can be supported.

We have no specialist services on site but employ outside agencies into setting where necessary to provide specialist equipment or support any strategies for improving outcomes.  Our SENCo has special educational needs training and attends termly update meetings, as well as undertaking regular, self-study.  This helps her to keep up to date with changes to legislation, ideas and resources available.  Our SENCo runs regular small language groups to support children with speech and language, behaviour, turn taking and confidence issues with the security of restricted numbers. 
Most practitioners have experience of Makaton and we also use BSL signs to support inclusion and communication. 
All staff undertake regular training on special education needs and behaviour.

Our Manager holds a BA(Hons) degree in Early Years, a module of which included special educational needs and inclusion.  Three members of the team are level 3 NVQ or equivalent qualified in early years childcare and education.  One member of the team is currently working towards qualifications in early years and child development. 
Both our Manager and Deputy Manager have relevant safeguarding training for the role of Designated Safeguarding Lead Professional.  All other staff undertake safeguarding training for those working in childcare.  All safeguarding training is updated every two years.  Our DSL’s attend termly update meetings and information is shared with the rest of the team at staff meetings.
There is a dedicated Health & Safety Officer who has received the relevant training, which is updated every two years.
Four practitioners hold full Paediatric first aid qualifications.  At least one person qualified in first aid is present at each session.
All staff hold a Level 2 certificate in Food Safety and these are updated every two years.
Any training deemed necessary or useful to support children’s individual needs is covered by the setting.

Parents are informed of all trips in advance by both email and paper copies.  Parents are always invited to join trips but if this is not possible the child may attend with their key person, subject to written parental consent and this being included in the risk assessment for the trip. 
The parent-led committee organises various activities throughout the year such as sports day, Christmas parties and other social events.  They are accessible to all including siblings and extended family.  The site used is fully wheelchair accessible, including access to a disabled toilet.

Our pre-school is within a modern building with good natural lighting.  It has flat access to all areas.  There is a disabled toilet and nappy changing facilities.  Within the main hall learning areas are clearly defined with pathways between. 
We have a private, fenced garden area, which is wheelchair accessible, and includes raised beds containing sensory herbs, flowers and plants. 
We have toileting aids and steps for everyday use and where necessary specialist equipment or seating is accessed through the local OT department. 
Activities include resources and physical activities of graded difficulty.  Tables and tuff trays can be used at varying heights, enabling access for all. 
Makaton, BSL signs, visual timelines and sand timers are used to throughout the session to indicate transition times.
The main hall has good acoustics, enabling us to make the most of music and dance.  There is also a ceiling mounted projector and large, wall mounted screen that enables us to share videos with the children, particularly around events such as Chinese New Year, Remembrance or other topics of learning that can be supported by a short descriptive video.  We also use the screen for activities such as Cosmic Yoga.
We use EMTAS for providing extra cultural resources for those with English as an additional language. 

We invite all new children to play within setting before entry to aid settling. Parents and child are also invited to attend any Pre–school activities prior to entry. On entry their Keyperson spends time settling the child with Parents and gathering information so provision can be tailored to their interests and needs. This aids bonding with the Keyperson. We suggest that all Parents stay for two sessions then together make a settlement plan. In the case of special needs the SENCO will offer a home visit and attend any multi-agency meetings and shared settings pre entry. To support a smooth transition and fully meet your child’s needs. If a child changes setting a summary of their RDS plus all relevant checks are shared with the new Key Person. To prepare for transition to Primary school Children have visits supported by their Key Person to their school and the child’s teacher visits us to see the child in a familiar setting. We have a “going to school” loan bag. For those needing extra support the SENCO/ Keyperson will have a transition meeting with the feeder School to set up an inclusion partnership agreement ( IPA ). If necessary an application for statutory assessment can be made by our SENCO.

All children, from the term following their third birthday (effective 1^st April, September or January) received 15 hours of funded early years education.  For eligible families, this can be extended to 30 hours.
We also accept two year old children who meet the criteria for funding. 
Further funding can be claimed to support any children with special educational needs to support them to reach their full potential.  Funding will be sourced at the time of request.  Any additional funding is allocated to resources that support a chid's individual development.  This may include any training requirements for staff to support the child's needs.

A Child’s Key worker observes development in all areas of the EYFS and also behaviour. Two year old checks help to flag up needs early but all children with concerns whatever the nature are closely monitored. All support is dependent on an individual child’s needs. If your Child’s needs are already known, ie SEN diagnosed, then a TAC meeting pre-entry to Pre – school is held with parents and carers, multi-agencies, our SENCO and your Child’s Keyperson. This enables collaborative decisions to be made about support to target specific areas of need. The IEP’s we draw up gives small achievable steps in the area of need and involve collaboration with the Parents. These give a clear record of progress and the effectiveness of support. They can also feed as evidence into a funding application. Any child with speech and language concerns is monitored through our small language group run by our SENCO. Parental feedback-” (need) is discussed as a recommendation initially. If in agreement they contact external professionals to ensure the NHS are also working to bring out the best in your child”

Parents are recognised as the child’s primary educator, No one know their child better.  Hence our key persons form strong bonds with their families, working closely together for the benefit of the child.  We always value parental input.  Parental feedback comes to us through the use of Tapestry.  We hold regular update meetings with parents, either through our formal Parents Week meetings, or when a concern is raised or parents want to discuss their child. 
We have an annual anonymous questionnaire for feedback and evaluation of our provision, which includes the opportunity for children to share their views. 
At other times comments can be made in the Comments and Suggestions book at the main reception desk. 
Our pre-school is a charity, run by a parent-led committee who also raise funds to support the pre-school.  Members of the committee are nominated at the annual open AGM and new members are always warmly welcomed. 
Prior to COVID-19 we often had visitors into the Setting, including parents coming in to read to the children, talk about their jobs or hobbies, or share music with the children.  We also held a Dad’s Week where Dad’s were invited to spend the morning in pre-school gaining an insight into what the children do.  These have not taken place since COVID restricted visits, but are in the process of being re-introduced.