Footprints is a fun and stimulating environment for children with a warm and friendly atmosphere. We place a high emphasis on learning through play and follow the Early Years Foundation Stage curriculum.
30 Hours Partner Details (These are details of any other childcare provider(s) that this provider will work with to offer the 30 hours entitlement)
We offer FF2 15hrs free childcare for 2 yearolds and 15hrs free childcare for all eligible 3-4year olds and 30hrs free childcare for eligible 3-4year olds.
Special Needs Support
How does the setting identify children with additional needs or SEND?
During your child’s transition into our setting, you will be asked to complete two questionnaires. All About Me which will give us some history of your child’s development and routines and All About Me at Home which gives you the opportunity to share your child’s achievements. We will also ask you about any further points or observations you may have about your child’s development.
Within the first 6 weeks of your child being at the setting, the key person will carry out observations to gain a baseline of assessment for planning and next steps. At this time if any special need requirements are identified our Lead SEND Coordinator (SENDCo) and our two other specially trained SENCDo staff will make an assessment alongside the key person.
How will I be informed / consulted about the ways in which my child is being supported?
If we have concerns, we will arrange a meeting with you immediately and ask your permission to pursue a course of action. This will be outlined to you by one of our SENCos Lesley (lead), Sian or Carley.
Our SENCos work with all members of staff to assist them in adopting a graduated approach and an array of strategies to assist a child who has special educational needs. This may also include working with outside specialists where appropriate.
With your permission, we may need to contact outside agencies. Whilst keeping you informed every step of the way we may need assistance from for example Communication Screening and/or Equality and Inclusion.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The Key Person, through observations will note the interests of your child and analyse their learning needs. Planning will be differentiated for each child’s unique learning style and level of development.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
A Targeted or Personalised Plan will be written in consultation with yourselves, your child’s key person, the SENDCo and any outside agencies. The strategies or targets are reviewed and updated each term or when outside agencies visit the nursery. A meeting with yourself, the key person, the SENDCo and agencies will be arranged where the achievements will be discussed, the plan will be reviewed and new targets set. We use additional communication systems within the setting such as Makaton, Picture Exchange Communication System, Every Child a Talker and Early Talk Boost.
What additional support does the setting provide for children with additional needs or SEND?
We use the graduated approach to support children within our setting. We use additional communication systems within the setting such as Makaton, Picture Exchange Communication System, Every Child a Talker and Early Talk Boost
We ensure specialist equipment is available and work closely with agencies involved with the child.
We may be able to apply for various types of additional funding (Special Educational Needs Inclusion Fund and Disability Access Fund if your child receives disability Living Allowance) which would enable us to purchase resources, access staff training and obtain higher staff ratios allowing the key person to provide 1:1 care from time to time and smaller group activities.
Lesley has a complete accreditation in Language for Learning Foundation Stage and has also completed PECS (picture exchange communication system) training to support any child with communication difficulties. This is used in collaboration with all other staff members.
How will the setting monitor my child's progress and how will I be involved in this?
In 2019 Ofsted’s Chief Inspector Amanda Spielman was quoted as saying “Our aim is to bring the conversation back to the substance of education and training to treat providers as experts in their field and not as data managers” and proposed that the new framework will no longer include the standalone “outcomes” judgement.
If more time is spent on planning and the day to day learning is strong then the rest will take care of itself. We wholeheartedly agreed with this and have embraced this philosophy with a new approach.
We now focus heavily on the curriculum through planned and child initiated activities and in the moment planning moving away from a reliance on data to determine performance to an emphasis on the curriculum and teaching.
We want to make a significant difference to your child’s formative years and give them a great foundation upon which to build their lives. We believe that the removal of data collection and paperwork as a daily routine, putting the emphasis back on spending more time observing the individual needs of each child and having more time to spend perfecting an holistic approach to learning gives us an even better opportunity to do just that.
Between you and your child’s key person there will be an end of term/year written report so that you can see your child’s achievements.
During the year we use a tracking planner that encompasses all 3 prime (age 0-5) and 4 specific (age 3-5) areas of the Early Years Foundation Stage (EYFS). Despite the tracker’s appearance this is by no means a tick box exercise.
Each child has their own tracker planner which is continually monitored. This enables the child’s key person to quickly identify areas where a child is succeeding and areas that need strengthening.
A further benefit of this monitoring is that it will help us to continue to strengthen our planning and approach to activities in all prime areas of the EYFS.
For instance... the tracker may identify that a whole group of children need improving in one specific area. In such an instance it would be reasonable to assume that our planning and approach to this area needs improvement and the necessary changes can be implemented.
Further to the open dialogue between you and your child’s key person and the end of term/year written report a detailed schedule of each up and coming weeks planning is posted on the notice boards around the nursery.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Through differentiated planning and resources both inside and outside, we make the curriculum inclusive to all children.
How accessible is the building for children with mobility difficulties / wheelchair users?
The whole of Preschool on the ground floor is very accessible. Unfortunately the baby and toddler rooms are situated on the 1st floor. Due to wide staircases it does not cause a problem for any babies or toddlers with mobility difficulties but it is difficult for an adult with mobility difficulties.
How will you support my child's transition to a new setting or school?
We invite teachers and SENDCOs from the new setting or school to visit us. This allows them to meet the Key Person and SENDCO and observe your child in a familiar environment.
With your permission, we will share any relevant documents, a detailed transition form and a Pen Picture of the child sharing their likes, dislikes, things of importance to them and their learning styles.
We are then able to accompany your child when they first visit their new setting or school to give support and any other information pertaining to a smooth transition.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
We attend SENDCo forums and LIFT (Local Inclusion Forum Team) meetings for guidance, advice and training. Staff have relevant training to support a child's needs e.g. Autism Awareness, Down’s Syndrome and Sensory Processing Disorder.
We review effectiveness through Targeted/Personalised Plans evaluations, reviewing the child’s progress each term with parent and agency questionnaires and feedback.
Who should I contact if I am considering registering for a place at the setting?
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We have three full time staff in our reception at all times offering you a very warm welcome along with providing a consistent and familiar point of contact .We find this enhances dialogue between parents/carers and the staff making it a very open and honest environment.
We welcome all your comments and endeavour to include as many people as possible in the flow of communication throughout the nursery.
There is a post box at the reception desk specifically for any comments that need to be treated with the utmost discretion.
Furthermore a full copy of our complaints procedure is available from the main office.
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