How do you communicate with the parent/carer whose child has SEND?
Parents can contact the nursery via phone or email to arrange a visit into the setting outside of our working hours at a time suitable for them. A meeting with the SENCo and manager to ensure we are a suitable setting to support the children's needs and development effectively and thoroughly. We then set up settling sessions and paperwork visits with the keyworker. We have Tapestry Online Journal where parents can access observations and reports on their child, add observations from home and comment on the nursery's observations. We can set up a home book to communicate daily care and regular communication between the setting and home to inform of any changes or events which may have happened during the day. We have a register board where we write what the child has eaten in the day, any accidents or incidents and other important information will be shared with the parents at the end of each session. The parents can always come in for a meeting or chat regarding their child's learning and development or any worries or concerns they may have with either the children or the setting. If a parent is unhappy with the provision of the setting they can come and speak to either a member of staff or a member of management and any concerns will be discussed, and we will mutually work towards a desired outcome.
How do you help children settle into your setting?
The setting will arrange an initial 3 visits to the setting. More sessions can be arranged to ensure a smooth transition into the setting for both the parent and the child. During these visits the parent will be informed of the keyworker and will be introduced to the settings SENCo Amber de Vries. Prior to your childs visit an All About Me form, parent pack and policies will be sent home via email to be completed so that we know the important information about the child's needs and development and to ensure that we have activities and resources out that will encourage the child to settle and enjoy their further visits to the nursery. Children are encouraged to bring a comforter from home to help them feel more safe and secure within the setting. If a child is struggling to come into the setting once they have started, we will talk with the parent about how to manage this either through a reward chart, stickers, a special toy or a familiar adult to ensure the transition is acceptable for both the child and the parent.
What help and support does your setting offer to children with SEND as they move rooms or move on to school?
When moving through the rooms within the nursery each child has visits to the new room with a familiar adult or their keyworker. They have a play visit, a meal visit, a (pick up visit and a drop off visit when starting preschool). These can be adapted to suit the child's needs and development. We also encourage small visits with some of their peers who are moving up too to familiarise the children with each room. Parents will be introduced to the new staff in the rooms. Transition forms will be completed to ensure all relevant and important information is passed onto each room as needed including likes, dislikes, comforters, sleep, allergies and any children they may know in the new room. Tapestry ensures a smooth transition with the children's learning journals but we also use Tapestry to document each settling visit for the parents so they can comment or discuss anything they may be concerned or worried about the transition. When moving settings or to school we complete a transition record about the child including useful things to know about them, information about the child and current setting, medical information, additional needs and any reports from other professionals, a summary of the child's learning and development in the seven areas of the Early Years Foundation Stage and input from both the child and the parent. These then get sent to the new setting or school. We also arrange transition meetings with the parents, new setting, ourselves and any outside professionals to ensure a smooth transition with any additional services or support that may be in place for the child currently transferring to the new setting. We also have consistency plans which will be passed on to the new setting and we also invite the new setting to visit the child in our nursery, so we ensure continuity between all settings and services. With the permission of the parents we will also transfer all relevant information and reports to the new setting or school. (These procedures may be slightly different due to covid restrictions, we are happy to discuss the needs of your child to ensure a safe and happy transition.)
How do you find out how each child likes to learn?
We record observations, reports and 'wow' moments on our Tapestry Learning Journal, the children also have 'focus weeks' and these are then linked to the SEND statements and Characteristics of effective Learning where appropriate. These then get tracked termly to ensure that all areas of the child's learning are being assessed and provided for within the daily nursery routine. The children lead their play and learning, staff watch and observe the children to see how they play and what interests them this then gets incorporated into the activities and resources provided. The children have reports at different intervals throughout their nursery journey, parents are encouraged to comment on these reports and any suggestions or comments will be put onto the planning to ensure that both the parents and the child contribute to the day to day learning. A2 year check will be completed and given to the health visitor when requested, this will be discussed with the parents and they will also be asked for their input. In preschool we also do summary reports which allow us to look specifically at each area of learning and work out what next steps are needed to help the child develop and grow. These are then highlighted to the parent with a Tapestry notification letter and the parents are encouraged to comment and are given activities they could do at home to further support each next step. If a child needs a higher level of SEND support, we ensure there is a member of staff with relevant experience and training to provide a 1:1 if needed for focused activities to help them further develop and achieve during their time with us. We will also apply for any additional funding and ensure that this is used to provide resources, activities and the time to support every child's individual needs, learning and development. We also encourage any outside agencies to either provide a report and target or to arrange a visit into the setting to further support the needs and development of the child and any further training needed will be sought out at the earliest course available.
Inclusive practice / SEND training and expertise within this organisation
Every member of staff is trained or in process of training in Inclusion, Equality and Diversity. Within our staff we have people trained in the following: SENCo Level 2 Sign-a-long PEIC-D (Promoting Early Interactive Communication-Dorset) CAF (Common Assessment Framework) Lead Professional In the moment planning Motivating boys in early years Understanding Autism PECS (Picture Exchange Card System) EHCP (Educational Health Care Plan) Visual Resources to support Learning and Development Behaviour Management Sensory Processing We also have staff who have experience with a wide range of additional needs including Down's Syndrome, Autism, Cerebral Palsy, Visual Impairments, Hearing Impairments, Dyspraxia, Dyslexia, Hyper Mobility and Speech and Language. We have good links with the local area including the health visiting team, community nursery nurses and the family support team to help support the parents and help provide any training or further support they may need.
The information in this SEND Local Offer was completed on 29/04/2021