Early Years Local Offer response

Learning and development

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

We invite parents and their child to visit before starting the setting. We arrange home visits in the summer term for those parents that wish to participate. We liaise with other professional agencies where necessary. We use an established data tracking and monitoring system to ensure that all children are making consistent progress and to highlight any children that are struggling.

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

We refer to the Development Matters to monitor children's progress. This allows us to quickly identify any children who are not reaching the expected levels of achievement in their learning and development. We prepare an Education/Health/Care Plan with the parents for any child who requires extra help and support. This is reviewed with the parents and outside agencies, where necessary, on a regular basis.

Links we have to other agencies

St Petroc's School staff; Locality SENCO; Speech and Language Therapist; Health Visitors; Children's Centre Teacher; Portage; Autism Worker; Physiotherapist; Educational Psychologist; Disabled Children's Worker.

How we support children transferring to school

Based on the St Petroc's school site, we regularly access the library, hall and playing fields. We have excellent links with the Foundation Stage staff. Formal transition takes place in the Summer term for all children.

Welfare

Specialist skills or training our staff have

The setting manager is a qualified Early Years Teacher. SENCO induction training; Behaviour management training; Makaton signing; Supporting families with EAL; Visual support training; British Values; Health and Safety. All staff are highly qualified and experienced, and update their training regularly.

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

Healthy snacks provided daily by St Petroc's School catering team; Planning is based on children's individual needs and interests; Longer observations include statements linked to the Leuven scales; Daily 'free flow' play including plenty of outdoor play all year round.

Ways we inform parents about how their child is being supported

Tapestry learning diaries regularly shared with parents; Informal feedback at the beginning and end of sessions; Regular parent consultation meetings; Parent notice board; Regular newsletters.

Our complaints policy

We follow statutory guidelines and procedures that can be found in our Complaints Policy (available in the foyer).

Access

Alterations we have made to make our building accessible

No alterations required as the setting is already fully accessible.

Facilities we have for personal care

Three toilets are accessible within the main classroom for the children to use independently. A large accessible toilet is also available. Nappy changing takes place in an area where children are safe and secure. Where small group or 1:1 activities are required, the door to the quiet room can be closed.

Specialist resources we have

All staff have undertaken training on using visual support. This enables staff to support children with communication and information processing disorders.

How we include all children in activities, such as trips

Local outings are always planned with the children in mind and specific resources will be factored in at the risk assessment stage, such as buggies, wheelchair, extra adults etc. We take an emergency bag with us every time we leave the building which contains general first aid equipment as well as any medication that children might need. Risk assessments, access plans and pre-visits are always carried out before visiting somewhere new.