Early Years Local Offer response

Learning and development

Systems and strategies we have in place to identify children that may require additional support

We use a key person system within our nurseries, we also allocate a secondary key person to ensure consistency for each child. We use our curriculum to track each child’s development at regular intervals and hold termly parents meetings to discuss progress. 

This enables us to detect when a child needs additional support in any area of development. This will then be discussed with the parent/carers well as the setting SENCO, through collaboration with the family and the baseline information gathered within the nursery, a decision can then be made as to whether the necessary support can be provided from within the setting or whether to refer to an outside agency to gain additional support for the child.

How we identify and support children's learning and development needs

All planning is based on children’s interests through observations that are taken which link to the Early Years Foundation Stage development phases. We continually monitor whether the children are meeting their developmental milestones through the checkpoints in the EYFS. Where areas of further development are identified an individual plan is tailored for each child to aid them in moving towards their next steps through unique learning opportunities. This is implemented and monitored by the child’s Key Person and monitored by the nursery management team.

Links we have to other agencies

Currently we have links with Health Visitors, Family Support Workers, Speech and Language, Physiotherapists, Occupational therapists, Dieticians, Educational Psychologists, Early Years Inclusion Workers, Senior SENCO’s, Teacher of the hearing impaired, Diabetic Nurse and Social Workers.

We also have regular meeting’s with Early Year’s Consultant’s to work together to find ways to support all children within the setting no matter what their needs may be.

 

How we support children transferring to school

We ensure that links are made with any Schools that our children are going to be transitioning to, early in the academic year to establish each School’s individual expectations prior to the children transitioning. This is then incorporated into our School Readiness programme, led by our School Readiness Ambassador.

The aim of the programme is to provide the children with independent skills and the confidence to flourish in their new environment through a range of activities within the setting and activities that can be supported by the families at home.

Welfare

Specialist skills or training our staff have

The majority of our current staff team hold a minimum of level 3 in childcare, we have 3 apprentices working towards their level 3 and two nursery assistants.  All staff also receive Paediatric First Aid trained within 3 months of commencing employment.

Throughout employment staff members undergo various internal and external training courses to further develop their individual skill sets as well as meeting the needs of the children within the setting in subjects such as Safeguarding, SEN and in courses to support specific areas of learning.

Support we offer regarding children's health and well-being

We believe that children’s physical and emotional wellbeing is paramount to their learning and development.

We follow the "Healthy Movers" programme from Cornwall Council as well as incorporating physical activity into our daily routines, such as stretching, parachute games and regular outdoor opportunities to learn and play.

We provide healthy, balanced snacks and meals which are made fresh on site each day from a menu approved by the Local Authority. We have focused activities around keeping our bodies and mind healthy too. 

 

Ways we inform parents about how their child is being supported

We operate an open-door policy so that our parents/carer’s can talk to a member of the team at any time if they have any questions.

Parents and carers are invited into the setting daily to share verbal feedback as well as electronic updates throughout the session on their child’s meals, toileting, sleeping and activities. This also gives the parents/carers an opportunity to respond throughout the day if they would like to.

We encourage our team to provide idea’s at home both verbally and through our termly parent newsletter to ensure that the children’s learning objectives can be achieved both inside and outside of the setting and our families are keep up to date with nursery life.

Parents evenings are conducted on a termly basis, or as and when it is deemed appropriate if a sooner discussion with the parent is required. During the parents evening, the child’s learning and development is reviewed and the child’s next steps are discussed.

Our complaints policy

Minibugs Nurseries are committed to providing a safe, stimulating and accessible service to its families. The nursery aims to provide a high-quality service but accepts that sometimes things do not always go to plan. In such circumstances, Minibugs want to know so that we can work in partnership with the families to resolve any concerns they might have, therefore regular parent feedback is encouraged.

Parent’s/carer’s are encouraged to raised concerns/complaints with the nursery management team in the first instance and in the event, it is not possible to resolve the matter with the management team, complaints are escalated in writing where possible, to our Regional Operation’s Manager/National Operation Lead or onward to the Managing Director for resolution within 28 working days. A written record of the complaint and its outcome will be kept on file.

Our complaints procedure is available to our parents on the parent board within the setting.

Access

Alterations we have made to make our building accessible

Our nursery is a purpose designed and built space which is located on the ground floor with ease of access to all families. The nursery has allocated disabled parking and drop off spaces.

Facilities we have for personal care

Our 2's room and preschool have low level hand basin’s, toilets and freestanding potties to allow for the child’s independence but can be supported by members of the team when required. We have a separate area for nappy changing within each room which provides visibility through vision panels whilst providing discretion for the child.

Specialist resources we have

Disabled access and toilet facilities.

How we include all children in activities, such as trips

Inclusion is meant in the widest sense. It incorporates child and young people as well as the rights of parents/carers, students and all staff members. It includes individuals with special educational needs and/or a disability, as well as those of minority ethnic/cultural groups.

It includes those with English as an additional language and children in public care (looked after children). Those with specific medical needs; suffering from low self-esteem; or experiencing mental health difficulties.

It also includes the rights of the child and equal opportunities, as well as any other groups at risk or exclusion or social exclusion.

Minibugs Nurseries believes that –

• All children have the right of full Early Years |Education through the Early Years Foundation stage curriculum


• All children have a right to learning in a caring and considerate environment where the staff and the children are all valued for their contribution to nursery life


• Minibugs is committed to the early identification of children with additional/special educational needs and disabilities (SEND) and to adopt a clear and open procedure which is outlined within nursery policies


• Minibugs is committed to working closely with parents/carers and fully involve them in decisions about their child’s education


• Minibugs will provide, within available resources, the highest possible quality and support and inclusive education for children with SEND