Country Day Nurseries

We follow the statutory framework, The Early Years Foundation Stage which identifies the age and stage children are at. If we had a concern we would encourage the child to participate in activities that helped to develop that area of learning. If we continued to identify an issue we would refer to our Senco within the setting for more advice. We would also liaise with other agencies that may be currently supporting the child. If our parents have a concern we encourage them to talk to their child's key person in the first instance but all staff are available to talk to if needed. Parents can call, email or speak to sue face to face. 

We ensure all adults and children are valued as individuals. We understand that all who visit us have differing social, intellectual and cultural backgrounds. We involve families in the settling-in process, making sure that the key person is aware of the child’s specific emotional, medical, cultural or religious needs, including catering for these needs at meal times. You as the parents/carers are valued as the child’s first educators and staff work closely with you to share information and experiences. We celebrate a variety of festivals and celebrations each year from the cultures represented within our communities as well as celebrating worldwide events. We will work with families on an individual basis tailoring our approach to suit your needs.

Another important part of the EYFS Profile is your knowledge about your child’s learning and development, so do let your child’s key worker know about what your child does with you: such as how confident your child is talking about a favourite book, speaking to people your child is not so familiar with or their understanding of numbers. As parents have a huge knowledge of their child, Tapestry is the perfect, and easiest, way to share insights into a child’s development.

We will carry out baseline assessments within four weeks of your child starting to identify the current stage they are at. The child's key person will then plan activities to suit their age and stage within the correct aged framework.

During each academic year your child will receive 3 assessments completed by their key worker. These will be shared with you during a parents evening.

Parents evenings will give you the opportunity to discuss your child’s progress, highlighting their strengths, but also the opportunity to raise any concerns or areas of delay.

Alongside the key worker assessments, management will be keeping attainment grids to monitor all children’s progress. These will allow us support all practitioners with the children’s development.

As a setting we plan holistically. We ensure that we plan for each child as a whole, providing a range of activities throughout the day to promote all aspects of development. We treat all children as individuals catering for their individual needs. We would create a care plan for any child needing additional personal care as well as accessing further training to support this need. Alongside this we would also administer any medicines that were needed throughout the day. 

Through different mediums all children can have a voice either verbally or non verbally. Children can express themselves with mark making or through props, books and one to one activities. Role play sessions can also be used. 

Our setting has a named SENCO that regularly accesses local authority training to keep up to date about outside agencies and the support that they can give. The current SENCO has a BA (Hons) in the Early Years and has worked in children for 14 years. We would ensure that we researched any subjects that were needed to support children as well as liaising with other agencies. 

We are in contact with Speech and Language therapists, Area Inco, Portage, Consultants and Outreach. 

We have two Senco's (Special Educational Need Coordinators) at our setting who have both been trained to a high standard to support children with SEND. They attend Local Authority meetings each quarter to ensure that they are remaining current and up to date with any changes that have happened. 

The rest of the staff team also access training regularly to ensure they are up to date with current events. 

Where possible the children will go on walks in our wooded area, as well as trips to the park. All children are encouraged to participate in these trips with accommodations being made where needed. this may be assigning a staff member to one child or ensuring the route is accessible for all. 

All our rooms apart from the Baby room are on one level which is accessible for all. Our car park is adjacent to the building with adequate lighting. Wheelchair users can gain access to the setting through different doors around the nursery building. 

We support children through transitions to other settings or school by arranging small/ short visits initially before extending them over a couple of weeks if possible. The key person would accompany the child to act as a familiar person and support for them. This also enables the key person to discuss the child's needs with the new setting or school. We can take photos of the new setting to the child can become familiar with what it looks like as well as having photos of key staff. We would also work alongside the parents supporting them through the transition explaining what was happening throughout the process. 

Resources will be allocated to the room that the child is in, these resources will then follow the children through the nursery where appropriate. Some resources will be kept to carry out one to one activities. A record is kept to identify how the resources are allocated to each child. Where possible resources will be chosen based on a child's particular individual need.  

This is a collaborative decision between the parents, key person and any outside agencies that are involved. we are happy to have as much input as you need.

We hold parent forum meetings every term to enable parents to have a voice. We also encourage parents to come in, call or email if they have something they wish to discuss. A newsletter is sent out to parents to ensure that they are aware of the weeks events.