Welcome to Otford Nursery, We pride ourselves in offering a caring enviroment that children and families can feel safe and secure whilst enjoying an enriched range of activities and develop at their own pace.
Otford Nursery welcomes all children from the ages of 2-5 years old. We work closely with families, healthcare professionals and outside agencies where needed to ensure we are meeting all of our children’s individual needs. We understand that parent’s views and opinions are vital and they are respected and included in everything we do for their children. SEN is described as the needs of a child who has a disability or difficulty which makes learning harder for them than other children their age. At Otford nursery Our Senco is Hayley Lund she works with the key workers and families to ensure that the best support and resources are available to help with the development of your child.
Special Needs Support
How does the setting identify children with additional needs or SEND?
Home visit with the manager and your keyworker
Entry profile asking questions about your child’s likes, dislikes, health etc
Starting points assessing where they are according to the EYFS
Two year check
While at nursery
Conversations with the parents
Continuously observe all children using tapestry which parents have access to and receive emails every time we post.
Unique stories a year with full development trackers
Discussions with SENCO
Targeted plan- targets around areas of concern. (if required)
How will I be informed / consulted about the ways in which my child is being supported?
The key person is very important in the EYFS this is the person that will be there from the beginning to build a strong and positive relationship with both you and your child.
The staff are always available to talk to the parents at the end of the day with any concerns
Mums and dad days.
End of term (Christmas and summer) parties and end of year trip for all.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
The EYFS is the statutory framework for children aged 0-5 years old. This framework is split in to 3 prime areas and 4 specific areas. We use this framework to create planned activities around the children’s interests and where they are at developmentally.
We make all activities planned adaptable for children of all ages and stages of development.
We plan according to the child’s next steps
We use a variety of different teaching strategies
We encourage groups play and support where needed
We adapt our language to meet all children’s stages of development
We use communicate and print to create a daily timetable and flash cards to support learning and communication.
Providing toys, resources and interesting activities to capture all children’s attention in both inside and outside environments.
We have implemented Early talk
Completing paper work for outside agencies where needed e.g. speech therapy
Liaising with outside professionals or other agencies
creating plans (targeted/personalised)
What teaching strategies does the setting use for children with additional needs or learning difficulties?
All staff are fully trained or currently training as an early years practitioner,
We attend further training e.g. SEN/autism awareness etc
We plan activities around the children’s interest,
We make planning adaptable for all ages and abilities
We use the Best practise guidance documents
We use Targeted or personalised plans to highlight areas of need in individual children
We have key word Flash cards
We have Makaton song DVDs
We buy additional resources
Now and next boards and daily timeline
Where necessary receiving advice and support from outside agencies.
What additional support does the setting provide for children with additional needs or SEND?
targeted plan this is targets to help them achieve the milestone,
discussions with parents
local inclusion team visit
Referrals you to other services for example speech therapy.
Personalised plan which would be more detailed plan to support your child’s development.
specialist teaching and learning service (SALT) Visit
other support referrals e.g. early help
early talk boost
health visitor Visits
other funding where needed
How will the setting monitor my child's progress and how will I be involved in this?
Tracking according to EYFS
Planning activates according to progress
Parent access to tapestry
About me and entry profile pages
Chats with parents
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
Plan for all developmental ages
Planning around likes and interests
Inviting parents and staff on all trips
End of term parties for all children and parents
How accessible is the building for children with mobility difficulties / wheelchair users?
Currently the building is not accessible although steps can be changed for ramps
How will you support my child's transition to a new setting or school?
preparing and supporting families and children for the transition
through preparations of records about a children development and learning in the early years.
Relevant paperwork sent to new setting with parents’ consent
Child visits to new school or setting
talking with children about going to school in age/stage apporiate ways.
providing a school uniform dress up for the children to explore.
Recommend that the setting/ school come and the child in our setting.
arranging meetings with parents to come and discuss any concerns and stratagies that may need putting in to place for a smooth start at school.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
Attending lift meetings
Weekly staff meetings with any updates
Additional training/ providing feedback to all staff and parents
Parents meetings to discussion changes
Reviewing our SEND policy annually or as required
Annual questionnaires about the setting.
Who should I contact if I am considering registering for a place at the setting?
Call or use our contact page on our website
Download prospectus from the website
Arrange a viewing
Meeting with key worker and SENCO to discuss any additional paper work .e.g. funding forms.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
Open door policy
encouraging parents to comment on their childrens tapestry observations.