Gateway Grange Rowner

Manager/SENCo to apply for any available funding or support, as needed. SENCo/INCo to liaise with parents/carers and any outside agencies involved. Individual Education Plans (IEPs) or Behaviour Plan are drawn up in partnership with parents which are unique to the child’s individual needs.

Your child is a unique person and the setting allows them to explore and investigate in a safe environment with adult support. The setting uses IEP and Behaviour Plans to inform all people involved with the child, how they can support the child with their Physical, Social and Cognitive development. Regular observations and record keeping is carried out by staff and recorded by your child key person in their individual Learning Journey. Each session is ‘child led’ and is built around the children’s interests, with guidance and input from your child’s key person. ‘One to one’ support will be discussed if your child requires adult input to ensure their own, or others safety.

We carry out regular observations and planning and discuss the child’s next steps with our parents/carers. We share “WOW” moments and have an open door policy for any discussions or concerns. We hold parents evening termly where the manager, Inco and Key Carer all attend.

All members of staff are trained up to level 3 Early Years Childcare and Education or they are working towards it. All staff work closely with you and outside agencies to learn specific skills to support children with additional needs

We discuss the settling in process with our parents prior to the child settings. We offer home visits prior to admission and throughout the settling in period we have regular meetings with parents to discuss your child is settling and developing and ways in which we can support

Training is undertaken to equip staff with the necessary knowledge as the need arises. Some staff have attended and completed basic Makaton. This is a language programme designed to provide a means of communication through signs, to help children to understand and included, this is supported by spoken language. The SENCo is trained in and has experience in; Speech and Language development, Statement (appendix B) experience, TAC meeting experience. * The staff are paediatric First Aid trained. * Food Hygiene. * Positive Approaches for Challenging Behaviour (BECo). * Keep on Talking Project (KOT).

>We endeavour to have an annual activity with various activities for all children to access. Staff adapt activities to cater for all our children’s individual needs. We seek parental involvement on what activities we provide for the children and if the activity took us outside of the setting parents and carers would be invited to join us.

Building is wheelchair and pushchair accessible from the front and rear. Disabled toilet and nappy changing facilities. We use visual aids. English as a second language is catered for by the Ethnic Minorities and Travellers Achievement Service (EMTAS) who will help with transitions and provide information for parents.

In the summer term staffs attend transition meetings to share information with the local schools. Teachers come into the setting and talk to the child’s key carers and look at the children’s Record of Development Summary and to have a look at their learning journeys. There is open communication between our staff and children about starting school and we theme our role play area to suit the transition.

All children receive up to 570 hours per funded year of free early year’s education the term following their third birthday. The pre-school also includes children who are in receipt of 2 year old funding. Special Education Needs (SEN) funding is allocated to your child where appropriate; this could be one to one support, specialist equipment or resources. The pre-school has resources to support all areas of development supported by the Early Years Foundation Stage (EYFS). We ensure that the needs of all children with SEND are met to the best of our ability with the funds available.

Your child’s key carer will carry out regular observations which could indicate your child will benefit from additional support. Evidence is gathered from written observations, behaviour records (ABCC’s), 2yr progress checks, keep on talking forms (KOTS) and the Progress, Recording and Monitoring System (PRAMS) to ensure your child is meeting their developmental milestones and whether additional support is needed. A meeting will be arranged with you, your child’s key carer & INCO/BECO to explore ways of supporting your child. If your child already has a diagnosis prior to starting pre-school then a meeting will be held with you, your child’s key carer, INCO/BECO, Area INCO, the manager and any other agencies to discuss what support would be appropriate for your child’s needs. The INCO/BECO draws up an Individual Education Plan (IEP) in collaboration with you and the key carer, this is reviewed each term to learn what impact the support has had and what further support, if any, needs to be put in place. All staff members are made aware of the level of support your child needs to ensure support is consistent.

At Gateway we regularly hold stay and play sessions. Stay and play sessions are for Parents and Carers to stay and play with your child; this is because we recognise the importance of partnership with parents especially the positive effect it has on your child. The benefits of stay and play sessions are, you get to see what your child does whilst they are at Pre-School, you can help towards your child’s active learning and also have a chat to your child’s key carer. We also have a parent comment book and a parent suggestion box for you to highlight any issues, confidentially if you wish. Questionnaires are distributed to all parents and carers, giving you the opportunity to evaluate and comment on our pre-schools performance. There is also an opportunity for parents to visit the setting and talk to children about their job roles. We also hold Parents evenings termly. This is a good opportunity to meet with your child’s key carer to chat about your child and their learning developments and requirements. It’s at these meetings that planning for the individual child takes place.