How does the setting identify children with additional needs or SEND?
We do the tracking which will flag up any areas that are areas of under development which we get from children's observation.
We would also get the second SENCo to come in the room and observe the child to see if they think the child has any additional needs such as speech and language.
We also get in touch with someone from the Local Equality and Inclusion Team to come out and advise us on what we can do and once we know if we have to take the child to a LIFT meeting, we would discuss with the child's parents first then get their consent.
How will I be informed / consulted about the ways in which my child is being supported?
So the child's key person will be there from the beginning and both SENCo's will be informed. The key person and SENCo will write up a Targeted plan or Personalised Plan together, then the key person will then explain this to parents and let the parents write any comments and sign then hand back so the one of the SENCo's can sign it to.
The key person will work with the child on a daliy basis and will update their Targetted Plan every 4-6 weeks and if they are on a Personalised Plan every 8 weeks.
How will the setting adapt the Early Years Foundation Stage curriculum for my child's needs?
Firstly we would see what the additional needs are. So if it was speech and language we could get a copy of communication and language from EYFS and start from Birth and work upwards by highlighting what the child can do and if there is some not highlighted, the key person would do some work with the child to bring up their speech and language.
We would also use ECAT if some activities for the children who have additional needs, to adapt to their needs.
What teaching strategies does the setting use for children with additional needs or learning difficulties?
Any information we have been given by parents/carers, we would pass it on to Room Head, Managers, SENCo and Key Person and anyone else in the room with child/ren.
The key person would do Observations, Reports and Tracking to observe the progress of the child, to make sure that they are at the correct stage of development. We would use the Best Practice Guidance to support this in our teaching. We use some simple makaton signing throughout the settling and also have visual timetables available.
What additional support does the setting provide for children with additional needs or SEND?
Children will additional needs or SEND, they would have an individual health care plan and that is filled out by parents/carers.
A child that has behaviour problems we would arrange regular meetings with key person, SENCo, manager and parents/carers. We would discuss how the child is doing and if there was no improvement we would get the parents consent to take to a LIFT meeting so then we can get some advice on what to do.
How will the setting monitor my child's progress and how will I be involved in this?
We will monitor your child's progress by checking there next steps, tracking, targetted plan and personalised plans We would also take a photo of targetted plan or personlised plans to upload onto the child's Tapersty so the parents can see what we are doing and they can add on any comments at anytime. Things added on to the targetted plan and personlised plan the parents/carers can continue this at home too.
How do you ensure children with additional needs or SEND can be included in the same activities as other children, including trips?
When we plan our activities, they are planned around the children's interest and with the children who have additional needs we would adapt the activity to their individual need/s.
When we organise trips we get parents/carers involved so if there is anyone with additional need/s or SEND the staff member, parent or carer can take them on as one 2 one.
How accessible is the building for children with mobility difficulties / wheelchair users?
We would review all the areas in the nursery and out a risk assessment in place.
Currently at our settling we do not have any children with mobility difficulties or in wheel chairs but if we did we would look into areas and adapt them anyway that we can.
How will you support my child's transition to a new setting or school?
When organising transitions for children with additional needs or SEND, we would contact the people who is involved in her/his life, i.e parents/carers, keyperson, SENCo, teacher and any outside agencies.
The SENCo would organise a day, time and place for the meeting. Once it has been organised we all would sit down and discuss the child. The keyperson would do a transition form of what the child likes, dislikes and interests, we would get the child to do this with keyperson before the meeting and then we can pass it onto the teacher. We would also ring the school to see if the teacher would like to come and see child at the settling, so the child may feel a bit more at ease in own environment.
How does the setting assess the overall effectiveness of its SEN provision and how can parents / carers take part in this evaluation?
If any parents/carers has any concerns about their child with SEN, they would speak to the keyperson and SENCo of the settling. If the SENCo feels the same as the parents/carers we as SENCo could take them to a LIFT meeting and ask for some advice.
SENCo and keyperson would put a targetted plan or personalised plan in place and give a copy parents/carers so then we are all working together to help this child with SEN, to support them. When doing a targetted plan or personalised plan we would also get the parents/carers to sign it as well as SENCo.
Who should I contact if I am considering registering for a place at the setting?
When enquiring or considering registering your child at our settling, you can email or telephone call us. The settling then can tell what availability is and if there is any spaces, if the settling doesn't have any spaces they can always go down on the waiting list and as soon as a space comes available the Manager or Deputy Manager will give them a email or telephone call to inform them that a space has come available and see if they were still interested.
What arrangements does the setting have for feedback from parents / carers, including compliments and complaints?
We as a settling, we have an open door policy to parents/carers. If they have any questions or even a complaints, when it comes to a complaint the Manager or Deputy Manager would step in and take the parents/carers into a separate room and maybe get the Room Head involved. Once the meeting has finished Manger or Deputy Manager would go back to the office and type up what had been discuss in the meeting and would give a copy to the parents/carers.
We would leave the meeting with positive comment and then we would review the situation in 4-6 weeks. Keeping the parents/carers updated with the process.