Devonshire Rooms Pre-school

All staff at Devonshire Rooms Pre-school hold appropriate childcare qualifications and have a good sound knowledge of child development. Your child will be allocated a key person who they are able to build up a good relationship with. Through this system we pride ourselves on our strong parent partnership and find that we are able to talk freely with our parents about any concerns they may have regarding their child’s development.

We use Tapestry (an online learning journal) to collate evidence about your child’s time with us. We will observe your child’s activities and, through these observations, staff are able to build up a picture of your child’s interests and needs.

Your child’s keyperson will be involved from the very start to ensure that strong and positive relationships are built between your child and yourself.

 All observations are posted on your child’s online learning journal (Tapestry) so you can see what progress is being made and parents are encouraged to add comments or seek further clarification on that particular observation.

Parents have informal opportunities to meet with their key person for daily updates either in person or by telephone. A room is available for more confidential discussions.     

If any further support is needed for any child then a joint approach will be implemented between key person, SENCO and parents to put in place a targeted plan. 

Your child’s key person will plan for your ‘unique child’.  The will observe access and plan activities based on your child’s interests and parents are encouraged to complete the ‘all about me’ form to keep us informed of any new interests so that these can be incorporated in their play. 

Your child’s unique characteristics of learning are incorporated into planning and  we will ensure that targets are personal, appropriate and SMART (specific, measurable, accessible, realistic and timebound)

Our strategies begin with our environment.  Audits will be carried out to ensure that children are able to have full access to all that is on offer within pre-school.  The SENCO will liaise with the key person and other professionals (with parental consent) to ensure that any specialist equipment is sourced and any training undertaken if needed.

The SENCO will liaise with other professionals (with parental consent) such as Early Years Inclusion Team, Specialist Teaching Service, Speech and Language Therapist and Health Visitors to gain further advice in supporting each individual child.

Pre-school uses visual timetables to support routines and now and next cards to support children during transition times.

The key person and SENCO work together using a graduated response to provide targeted or personalised plans for each individual child.  They will work with the Best Practice Guidance to support teaching.  The plans are drawn up and agreed with parental input and reviewed at a mutually convenient time. 

Pre-school has good links with the local Children’s Centre and are able to provide information, support and training opportunities for families.

All children’s progress is tracked and monitored through observation, assessment and planning.  This enables staff to develop a clear understanding of  how they are developing and to identify any children that may require additional support to achieve their full potential.

All observations are added to their on-line learning journal (Tapestry) so you can see how they are developing.   

The SENCO and key person will work together to ensure targets and strategies are implemented and reviewed.

Inclusive practice is a big part of our ethos, SENCO and keyperson will work with parents to ensure that our environment and activities are made appropriately accessible and differentiated for an inclusive approach.

Risk assessments and room audits will be carried out and regularly revisited to ensure the above.

We would research a trip to ensure all children can attend and would welcome parents to accompany their child on a trip if necessary.

The hall is on one floor and has wheelchair access.  The open plan environment ensures ease of movement around the hall, the toilets (we have a toilet suitable for wheelchair access or mobility difficulties) and the garden which also has soft play flooring.

The keyperson will ensure that transitions are well planned and supported.  My Unique Progress/Transition report which consists of my progress, the characteristics of effective learning and all relevant paperwork linked to my journey will be passed on to my new setting with consent forms and assessments on every child to identify any support that may be needed.  This information will be shared with parents who will be encouraged to add their own comments and these will be reviewed on a regular basis.  We will then implement a joint approach, who will be supported by the Special Educational Needs Coordinator (SENCO) to ensure that your child’s needs are being fully met. Your child will have their own or an Educational, Health and Care Plan (EHCP), depending on their specific needs.

Regular progress meetings and transition meetings are held to review your child’s progress and next steps are discussed with parents, keyworkers and SENCO. We work alongside other professionals and jointly agree targets.

The SENCO and all staff attend regular further training in areas of specific professional development and cascade at staff meetings.

SENCO attends Local Inclusion Forum Team meetings each term to keep up to date with current changes and network with other professionals.

Regular meetings with keyperson parents and carers to assess children to ensure they are meeting their needs.

Robust policies and procedures are in place which are reviewed regularly to ensure that resources and environments are suitable and accessible to all.

For further information please call the setting for a prospectus, a viewing or a discussion with the Manager or SENCO.

Our setting has an open door policy and parents are welcome to communicate with their key person at any time either in person or by phone.

We value our parent’s opinions and use these as part of our evaluation process.