Bridge Nursery

We encourage both parents and children to come for visits prior to starting nursery and to discuss ways in which the nursery can meet the child’s individual (additional) needs. It will also make the child’s integration into the nursery less daunting.

During the first settle session, we ask you to complete an ‘about your child’ form with the key person. This gives us a chance to get to know your child and their particular strengths or areas they may need extra support. During the settling sessions, we assess their baseline with the EYFS curriculum.

A Progress Check is carried out at two, which is a statutory assessment; this may identify any delay in development, which would lead to appropriate next steps identified. The next step may involve the key person working with the SENCo to target a specific area of development, such as social skills. To plan additional opportunities for your child to gain further experience in this area a targeted plan would be created.

Our Special Educational needs coordinator (SENCo) is Raz Begum, she ensures families are supported and resources are available to help with the development of your child’s; additional needs or extended needs (children achieving higher than their ‘average’ age range), including managing behaviour and contacting additional agencies as and when required. She will also attend any relevant training, attend the local Inclusion Forum Team (LIFT) meetings to gain advice and make referrals to the Specialist Teaching and Learning Service; this will include carrying out relevant observations and complete paperwork.

Your child’s key person will be involved from the onset so that strong and positive relationships are built with your child and you. This will be carried out in the forms of - a daily contact book

- opportunities for meetings at your request throughout the year

- an invitation to a parent meeting 2 times a year when you can gain understanding of what type of activities carried out throughout the day in the nursery, ask questions about your child’s progress and the key person can let you know about any additional support your child might need.

- 2 build a profile is a digital tool for informative assessment that engages staff with input from parents and families through observation, written and picture evidence. Profiles are emailed to parents twice termly.

- any extra planning we put in place e.g. a targeted or personalised plan

We observe, assess and plan for your child in three prime areas and four specific areas.

(example of prime areas)

Communication and language

-Providing language rich environment tailored to needs of child.

-Using targeted small group activities

-providing ideas and resources for parents to use at home

-working in line with speech and language therapy advice

Personal, social and emotional development

-linking with local specialist provision.

-attending specialist information sessions

-targeted small groups or individual activities

Physical development

-building links with specialist therapists like occupational therapists

-offering accessible environment and lay- out

-frequent and regular access to outdoor spaces

-providing for a range of dietary requirements

We plan our environment to improve the conditions that will enable children to listen attend and give full involvement for their learning.

Effective teaching and learning requires a wide range of resources appropriate to support children’s development at all levels; the SENCo will work with the key persons to ensure specialist equipment is obtained if necessary. If outside agencies are involved it maybe possible to claim for extra funding to buy additional resources, staff training or support additional staff cover.

All our staff are trained in early years practice, or apprentice training under guidance. Some staff have received training in Makaton and sparkle training. More experienced staff have accessed knowledge about; communication and language, understanding behaviour in early years, autism awareness, PECs resources and portage play through additional courses.

We use the Best practice Guidance document to support and guide with next steps this document was written by Specialist Teaching and Learning Service; it sets out a range of strategies which can be used to support children. The book is divided into universal, targeted and personalised levels to help support children. There are four broad areas of need, which are also identified in the SEND Code of Practice:

• Communication and interaction
• Cognition and learning
• Social and emotional and mental health
• Physical/ sensory difficulties

Our SEND policy sets out the graduated approach we use to support children.

If your child is making little progress through a targeted plan, the SENCo and key worker may discuss with about referring to other services, such as speech and language therapy. If your child’s starts receiving support from an outside agency, the targeted plan would be changed to a personalised plan.

If required a referral would be made to the Specialist Teaching Service through the Local Inclusion Team Forum by the SENCo with your consent. If the referral is accepted, a specialist teacher will then visit your child, giving advice and guidance and may make further referrals to other agencies. At all stages you will be informed and involved with decisions.

If we are unfamiliar with a condition our SENCo will research information and inform staff and parents then review required next steps.

The key person is responsible for guiding, monitoring and supporting the physical and emotional development of children in our care.

There are two statutory assessments; the Progress Check at age two and Early Years Foundation Stage Profile. The progress Check is usually completed in advance of your child’s health visitor health development check at the age of two; this check gives opportunity to discuss your child’s starting points and progress they have made since starting. During this stage, we discuss any delay in any area of development, which you can then discuss with your health visitor.

We commit to inclusive practice that enables all children to be included with in the setting. The key person will ensure that any planned activities; group or individual are suitable or adapted to meet your child’s needs. For example, if the staff take the children for a walk around the grounds of the school, a mobile phone is carried and risk assessments are taken in to account before the walk. If a child within the setting has a Care Plan, we ensure all the staff are aware of the needs and the care plan is read.

The setting has wheelchair access; to exist and enter the building and the outdoor area is accessible from two exists and the surface is suitable for children using wheel chairs and frames.

The setting provides the new setting/parents with a Transition form, which incorporates relevant up to date information about your child and their current abilities and areas of need. Paperwork such as progress check, the progress matters and any other documents such as Targeted plans or personalised plans will be copied and sent to the new setting or if possible, the SENCo will liaise with the new setting to handover information prior to the transition.

If the child requires a duel placement, our setting will liaise with the settings to enquire what information they would like if any.

Any paperwork sent to new setting will be sent with the consent of the parent.

The SENCo;

- attends regular SENCo forum meetings to keep up to date with relevant information; which is then cascaded back to manger and other setting staff through staff meetings.

- there are also opportunities for the SENCo to gather information or enquire on advice at LIFT meetings.

- to attend refresher courses/ training as and when required.

The setting;

- regular parent and key person assessments

- annual questionnaires/surveys

- review of policies and procedures

Home visit can be arranged upon request. Settling visits vary depending on each child; first visit usually with parent and key person, visits thereafter will be with your child and key person. Starting date will be an agreed date or when the child is ready. SENCo can will attend any of the pre visits, if required.

Copies of policies and procedures can be seen on the Ashford school website. If you would like a translated copy version of any policy let, us know and we will endeavour to do this.

The Nursery has an ‘open door’ policy, suggestions box, and we welcome constructive feedback. Our ethos is “if we don’t know about it we can’t fix it”.