The Learning Tree Nursery School

At the Learning Tree on admission, we ask you to complete a registration form with areas for additional information. We ask about your child’s interest and likes and dislikes. Before starting, taster sessions are offered; which gives us a chance to discuss any additional support. When your child first starts we assess their starting points in line with a document called Development matters. A home visit is offered.

The completion of the Progress Check at 2 is a statutory assessment and this may be a time when any delay in development can be identified and appropriate next steps identified. The next steps may involve your child’s key person targeting a specific area. This would be written and shared with you through a targeted plan.
Our Special Educational Needs Co-ordinator or SENCo are Tracey Piper and Tara Nicholls. She ensures that families have the best support and resources to help with the development of your child and this includes managing behaviour.

Our SENCo attending relevant training. She is committed to working in partnership with parents and supporting your child’s key person to review your child’s progress regularly. Part of her role is to assist key persons complete observations and relevant paperwork, as well as liaising with the local Equality and Inclusion adviser. She will make referrals to appropriate professionals with your consent and attend the Local Inclusion Forum Team (LIFT) meetings to gain advice and make referrals to the Specialist Teaching Service.

Using the key person approach means that you will be regularly informed, right from the start. This is to ensure that your child and you, build up a strong and positive relationship.
This is done through:
• Daily informal contact
• Parent consultations
• Child’s Learning journey book which set out photos and observations of how your child is developing
• Progress Tracker sheet, three times a year
• Collaboration with you on any extra planning we put in to place e.g. targeted plan

We use the EYFS framework, which allows key persons to plan for your child. By observing, assessing and planning for your child in the three prime and four specific areas. We provide a ‘language rich’ environment and use targeted small group activities.
We work alongside Specialist teachers for advice and support.

• We start by planning for the environment to improve conditions where possible. We have movable furniture and a small room at the back for small group work.
• We use a wide range of resources appropriate to support children’s development at all levels; our SENCo will work with key persons to ensure that any specialist equipment is obtained if necessary. If support is being received from outside agencies, it may be possible to obtain extra funding to buy additional resources.

Our SEND policy sets out the graduated approach we use to support children. If your child is making insufficient progress through a targeted plan, the SENCo or Key Person may discuss with you the need to refer to other services, such as speech and language therapy. If your child begins to receive support from outside agencies, the targeted plan would change to a personalised plan. In this case your consent would be obtained to refer to the Specialist Teaching and Learning Service through a Local Inclusion Team Forum meeting. If referral is accepted, a specialist teacher would then visit your child in the setting to provide additional advice.

We use the Tapestry online child's development system, which uses the  Characteristics of Effective Learning and Development matters approach. Parent consultations are offered, which provides an opportunity to talk about any concerns. Or you can request a meeting at any reasonable time.

We give parents a report three times a year and the progress check at two. This will be explained to you when you visit.

At the Learning Tree, we have a commitment to inclusive practice that ensures all children to be included is at the heart of our work. Our planning ensures that activities can be adapted to suit all needs.

There is a portable ramp which can be used to get a wheelchair up and down the steps in to the building. The doorway leading to the toilet area is quite narrow.

Transition report which incorporates information about the characteristics of effective learning. Any other relevant paperwork would accompany this with your consent.

We assess overall effectiveness through regular review of policies and procedures and staff meetings.
Parents can be part of this process by completing Parent questionnaires/surveys and having regular communication with their child’s keyperson. There is also opportunities to attend SENCo forum meetings

Anna Reiss by telephone or email.  

Our SEND policy provides the content for supporting children through a graduated approach. Copies of all our policies including a complaints policy are in the policy folder.
We have had much positive feedback on our Facebook page, The Learning Tree Staplehurst.