Little Fingers Day Nursery

At Little Fingers Day Nursery we are committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs and we work hard to ensure no children are discriminated against or put at a disadvantage as a consequence of their needs.

On admission, we ask parents to complete an All About Me Sheet which gives us the chance to get to know your child and their Strengths or areas where they may need extra support. We ask about your child’s interests at home so that this can inform our planning. When a child first starts, we assess their starting points in line with a document called development matters.

We compete a progress check at the age of 2 years and this may be a time when any developmental delays can be discussed, and next steps identified. This may include your child’s key person targeting a specific area of development, such as social skills, to plan additional opportunities for your child to gain further experiences in this area. This would be shared with you through a targeted plan

The Nursery has a dedicated SENCO who is responsible for the following

Attending relevant training

Working with parents

Supporting other team members and the key person to support your child’s progress

Completing observations and paper work

Liaising with the local Equality and Incisions adviser

Making Referrals to appropriate professionals with your consent

Attending LIFT meetings regularly to gain advice and make referrals.

We follow the EYFS which is an educational frame work and it allows the key person to plan for you unique child, we observe, assess and plan for your child in three prime areas and four specific areas.

Activities can be adapted to include all children’s needs and changes made in needed to ensure a rich learning experience for all.

Our environment is aimed to enable children to listen and attend and give full involvement to their learning. The rooms benefit from natural light and the walls are painted in natural colours to promote a sense of calm, this is further enhanced by soft furnishings and rugs to minimise noise and encourage a sense of wellbeing.

we have a wide range of resources which are age appropriate in each room and support children at all development levels. Our SENCO will make sure any specialist equipment is sourced and obtained if necessary. Where children are receiving support from outside agencies, it may be possible to claim extra funding for additional resources, equipment or training to help support the child.

All our staff hold relevant child care qualifications. We use the best practice guidance document to support our teaching. this includes 

communication and interaction

cognition and learning

Social and emotional mental heath

physical/sensory difficulties.

We designate a member of staff to be the Special Needs-co-ordinator (SENCO)

The role of the SENCO is to take the lead in further assessment of the child’s strengths and weaknesses. The SENCO should also ensure that appropriate records are kept including a record of children’s SEN support and those with Education, Health and Care plans. The keyperson usually responsible for the child should remain responsible for working with the child daily. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this act.

Consent would be obtained when the SENCO wishes to refer to the specialist teaching services and referrals are made through the LIFT process.

We will:

• Designate a named member of staff to be Special Educational Needs and Disability Co-ordinator (SENCO) and share his/her name with parents.
• Undertake formal Progress Checks and Assessments of all children in accordance with the SEND Code of Practice January 2015.
• Provide a statement showing how we provide for children with special educational needs and/or disabilities and share this with staff, parents and other professionals.
• Ensure that the provision for children with special educational needs and/or disabilities is the responsibility of all members of staff in the nursery.
• Ensure that our physical environment is as far as possible suitable for children and adults with disabilities.
• Work closely with parents to create and maintain a positive partnership which supports their child(ren). Ensure that parents are informed at all stages of the assessment, planning, provision, review of their child's care and education.
• Liaise with other professionals involved with children with special educational needs and/or disabilities and their families.
• Provide a broad and balanced early learning environment for all children with special educational needs and/or disabilities.
• Provide differentiated activities to meet all individual needs and abilities.
• Use a system of planning, implementing, monitoring, evaluating and reviewing Individual Educational Plans (IEPs) for children with special educational needs and/or disabilities and discuss these with parents.

Include all children and their families in our provision.

• Provide well informed and suitably trained practitioners to help support parents and children with special educational difficulties and/or disabilities.
• Develop and maintain a core team of staff who are experienced in the care of children with additional needs and identify a Special Educational Needs and Disabilities Co-ordinator (SENCO).
• Identify the specific needs of children with special educational needs and/or disabilities and meet those needs through a range of strategies.
• Ensure that children who learn quicker, e.g. gifted and talented children are also supported.
• Share any statutory and other assessments made by the nursery with parents and support parents in seeking any help they or the child may need. Work in partnership with parents and other agencies in order to meet individual children's needs, and seek advice, support and training where required.
• Monitor and review our practice and provision and, if necessary, adjust, and seek specialist equipment and services if needed.
• Ensure that all children are treated as individuals/equals and are encouraged to take part in every aspect of the nursery day according to their individual needs and abilities.
• Encourage children to value and respect others.
• Challenge inappropriate attitudes and practices.
• Promote positive images and role models during play experiences of those with additional needs wherever possible.

The setting has been purpose built on one floor we have wheelchair access and a disabled parking space. The outdoor environment is accessible through a side gate.

whenever possible we will make any reasonable adjustments to meet the needs of children, parents and staff. There is a separate toilet with additional facilities. Please let us know if you have any difficulties with accessibility.

We complete a transition report when children move to a new setting.

We forward all relevant paperwork.

Activities are provided to promote positivity when a child moves to a new setting such as the home corner being changed into a school with school uniforms to try on, lunch boxes to play with and books about local schools provided.

LIFT meetings

SENCO forums

staff meetings

questionnaires

parent consultation meetings

training

reviewing of policies and procedures.

Please contact the nursery to discuss further your requirements and details of availability.

Our complaints procedure is displayed on our notice board, we have a suggestion box and an open-door policy.