Section 1 - How do you communicate with the parent/carer whose child has SEND?
1a) How they can arrange a visit and/or see you in action?
You are welcome to call into our preschool to register your child/ren with our preschool, or contact can be made via telephone on 01202 746764, email, contact us using Facebook messenger or via the website.
1b) What are some of the things they will see to welcome them to your setting?
We are based within a community centre, which is fully accessible for wheelchairs. We have a large sports hall and a quieter smaller room, we also have an enclosed garden area where sand and water activities are provided.
Should any specialist equipment be required we have the ability to borrow these from the Local Authority. We display a welcome poster on entrance to smaller room in a range of different languages, welcoming parents and children from a wide variety of cultural backgrounds.
1c) What different ways do you use to communicate with parents?
We have a preview session where child and parent/carer are invited in to complete paperwork and discuss any concerns that you may have prior to starting. Once your child has started with us we have a 6 week settling period, where the child/ren are monitored by their allocated key person. We have an open house policy that should you have any concerns about your child you can always speak to your child’s key person in confidence, who will advise you further.
To help support both children and parents with learning at home we have a starting out system, where children and parent work together on chosen activities and the materials are supplied. Within Talbot View Pre-school our practitioners are aware Special Educational Needs and Disabilities Policies (SEND). Every child is an individual and through using observations, assessments, and tracking, your child’s progress will be tailored by their key person to meet their developmental needs. From these assessments we are able to identify any concerns in your child’s development and will share these with yourselves and with your consent we will contact relevant support from the specialist team if the needs arise.
Every two year old has a progress 2 year check which looks at the three ‘prime areas’ which are:
The progress check provides parents with a written summary of their child’s development and may indicate particular needs; these are also shared with the health visiting team.
1d) How can parents contribute or share ideas for you to consider to make communication with you more effective?
Parents are invited to share information regarding their child’s/ren’s interests in a variety of ways; these can be verbal with the children’s key worker, parents can write comments in the children’s learning journals or comments can be added to our floor book to enhance the planning for activities.
1e) If the parent/carer is unhappy with your provision, what should they do?
Should you be unhappy with any of the provision your child is receiving, please in the first instance speak to our manager who will make every effort to resolve any problems. If you are still unhappy please refer to our complaints procedure which is readily available at all times.
Section 2 - How will you help to settle the child into your setting?
2a) State some of the things the parent/carer will see when their child first starts at your setting.
Children are allocated a key person on entrance who works closely to support both child and parent/carer, who will introduce herself to parents on entry to the setting. Also Lisa Milsom our SENCO will introduce herself; Lisa is able to advise parents on various teams that might become involved with your child. Lisa can be contacted on 01202 746764 should you wish to discuss your child’s need prior to joining our setting.
Section 3 - What help and support does your setting offer to SEND children to move rooms or move on to school?
Prior to your children joining our pre-school, you will be invited into the setting and enrolment paperwork will be completed along with meeting the staff, at this point you will be shown around the setting to give you a clearer view of our environment. We will work closely with the family to develop a settling period which will work best for you and your child.
Should your child attend more than one setting a communication book will be offered. This allows information to be shared throughout all settings and you can see what your child has done throughout the day. We work closely with local schools at time of transition and our Special Educational Needs Co-ordinator (SENCo) arranges meeting with them to pass on relevant information, to ensure that a smooth transition is made.
3a) How do you ensure the child is happy and learning as they move from room to room?
Each child has a ‘learning journal’ where recorded information such as observations, trackers, and photographs are entered. The observations are fed back to parent/carer each half term; informal feed backs are given to parents on a daily/weekly basis. Learning is tailored to meet the child’s needs through observation and individual support plans, which are monitored and reviewed every half term.
The observations link directly with the Early Years Foundation Stage (EYFS) this enables the child’s key person to track your child’s progress and plan for the next developmental steps. Your child’s learning journal is available through every session for you to look through where comments are welcomed, when your child leaves our setting your child’s journal will be handed to yourselves.
3b) How do you ensure the child remains happy and learning as they move from you on to another setting?
Should your child attend more than one setting a communication book will be offered; this allows information to be shared throughout all settings and you can see what your child has done throughout the day. We work closely with local schools at time of transition and our Special Educational Needs Coordinator (SENCo) arranges meetings with them to pass on relevant information, to ensure that a smooth transition is made.
Section 4 - How do you understand and discover how the child learns?
4a) How do you measure the child’s learning to try to discover any additional educational needs they might have?
We invite all children and parents to attend a ‘play day’ where parents can complete any paperwork and chat to the manager/deputy manager regarding needs of the children, during the preview medical needs, medication and nappy changing will be discussed with the parent/carer. Any required medication will be administered once required forms and checks have been completed, should any specialist training be required this will be sought from relevant practices.
Overall wellbeing is important to us and any concerns will always be discussed with parent/carer, to ensure that there is a consistent approach between the setting and home. With safety being of upmost importance to us, all of our exit doors and gates are locked and no one is allowed entrance unless a member of staff grants this. Risk assessments are carried out in and around the setting twice daily ensuring that everything is safe for the children and adults who attend, at this point toys and equipment are also checked.
Further risk assessments are carried out within the community for any local trips that take place. Children are also encouraged to take part in carrying risk assessments, helping to develop their understanding and awareness of their surroundings. Children are encouraged to share their thoughts during session, by taking part in small group work, circle times these are recorded within the floor book enhancing and bringing ideas into the planning.
4b) How will you make sure that what you are teaching meets the needs of the child?
The manager/ Special Educational Needs Co-ordinator (SENCO) and key person will work closely with both you and your child, along with any other professional services to determine your child’s needs. Any decisions made regarding your child will be discussed on a need to know basis. We have regular staff meetings to involve all practitioners in any support that may be required, in addition the key person will identify any additional support by following our observation procedures in line with Early Years Foundation Stage (EYFS) requirements.
Your child’s key person is responsible for planning next steps with the support of the Special Educational Needs Co-ordinator (SENCO) and the specialist team should they be involved. They will work closely with your child getting to know them as an individual along with supporting you. By completing a child profile and starting point paperwork, prior to your child starting with us gives the key person some important facts and information to enable them to get to know your child better. Observations, assessments and evaluations are made by the key person, and your child’s progress will be logged in their personal ‘learning journal’ which is available for you to look at any time.
Your child’s key person will be in most, if not all of the sessions your child attends enabling a close relationship to be formed to understand your child and to support their development. Your child’s key person, Special Educational Needs Co-ordinator (SENCo) and any specialist support team member if required will meet with you every half term, to enable you to discuss your child progress and any next steps. Your child’s key person will work in partnership with both your child and your-self, ensuring that we can share knowledge concerning your child and their development. We will make every attempt to differentiate the setting to enable access that best suits your child’s learning including involving you on decision making.
4c) How will you make sure that the child is having fun and enjoys learning through play?
Our Special Educational Needs Co-ordinator (SENCo), will oversee and ensure that any Setting Support Plan (SSP) setting support with outside agencies (SSOA) educational health care plan(EHCP) are effective and are meeting your child’s needs. All updated records and documentation are strictly confidential and are kept securely in a locked cabinet to ensure this. We work in partnership with the local authority and other external agencies to ensure the best outcomes for your child and your family.
4d) Which experts and other professionals do you liaise with?
We have three qualified members of staff, on our team who are able to support both children and parents with their needs. Our team works in harmony with the local authority Specialist Support Team and Health Visitor Teams, children’s centres, Speech and Language Therapy (SALT), Children Development Centre (CDC).
Children are observed and tracked and 2 year checks are completed, along with conversations with key person, parent and SENCo prior to any decisions being made. Parents have half termly meetings with the SENCo and feedback is given from the children’s key person regarding their learning journals. Should a parent feel they need to talk to someone in between these meetings we have an open-door policy where they can speak to a key person, SENCo or manager.
4e) When some children need a higher level of SEND support how do you go about making sure they get the support they need? Outline your inclusive practice process and specify how you refer to other agencies: LA Early Learning & Inclusion Team, Health Visiting Teams, Children’s Centre, Speech and Language Therapy, Occupational Therapy, CDC, etc
Children are allocated a key person on entrance who works closely to support both child and parent/carer. We monitor their progress through reviewing of support plans which is deterred by a meeting with parent/carer and the Special Educational Needs Co-ordinator (SENCo) and maybe a member of the specialist support team if required. These are reviewed each half term and updated.
Key persons are available for a brief update on a daily basis and a communication book can also be used if needed, this is where important information can be shared between settings/home. We can signpost parents to various children’s centres and refer them on to the incredible years course. Parents/carers can always contact the owner/manager or our Special Educational Needs Co-ordinator (SENCo) during session time to talk through any concerns or request any information.
More detailed information can be found within our policies in particular ‘behaviour, inclusion, Special Educational Needs and Disabilities (SEND). You may also contact Children and Families Information Service, Portage or the Family Support Worker and Health Visitor team and the management team who will be able to offer advice on the suitability of the setting.
4f) How do you ensure that the views of parents/carers and children are included in this specialist work?
To ensure that the views of both parent and child are taken into consideration and are included in any specialist work, we would hold a consultation meeting/review with parents to discuss their points of view along with half termly meetings with our SENCo. The children’s key person will have daily updates and meetings regarding the child’s learning journal. With regards to the children’s views these are captured through discussions at circle time, 1-1 and small group work and are logged either in their learning journal or within our floor book.
Section 5 - Inclusive Practice and SEND training and expertise within this organisation
5a) What range of training and expertise do your staff have?
Our SENCos have completed training with Local Authorities (Poole Endorsed Early Years SENCo) and (the Taught Route) and have attended the Signalong 6 week course, and also a comprehensive communication and language course. Training is continually assessed through regular reviews through ‘continual professional development’ and is fed back to staff at regular staff meetings. All of our staff hold current paediatric first aid certificates and one member of staff holds the ‘emergency at work’ first aid. All staff have undertaken the appropriate safeguarding training.
Our Special Educational Needs Co-ordinators (SENCos) attend regular meeting to ensure that our Special educational and Disabilities (SEND) policy is regularly reviewed and updated. Staff are kept up to date through regular staff meetings regarding any changes to Special Educational Needs and Disabilities (SEND) policy along with any updates.
5b) What are the ways in which you fully involve children with SEN and/or disabilities?
We have in place visual timeline, real objects, and environmental objects to support children’s learning and understanding along with PECS and PEIC-D which our SENCO has attended training we also have the welcome pack to support Speech and Language. Equipment and furnishings would be adjusted accordingly for any wheelchair and frame use.
Trips out of the setting- all children are included on all trips out; when you register your child consent for local trips around the community is gained and parental consent is requested and returned slips provided for your child to take part in trips further afield. All trips are risk assessed prior to commencement. A first aid kit, medication, emergency contact details and phone are always taken with us. Parents also have the opportunity to attend our outings.