Early Years Local Offer response

Learning and development

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

Our extensive documentation enables us to continuously monitor children's learning and development. Our milestone charts will show a detailed indicator if there are any concerns in any areas of development. Alongside this monthly observations, termly reports and our own identification can contribute towards identifying children that may require additional support. Both myself and my assistant keep up to date with relevant training to aid our abilities in being able to identify any issues or concerns.

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

If our detailed documents and careful observations identify any areas of concern or highlight areas whereby a child needs support for their learning and development, we will act upon this as soon as possible. We have several strategies in place for providing support to both the child and their families. Our excellent knowledge of the local services available to help families and children with additional needs means we can help seek the right support for parents/guardians. Extra planning may be required to provide a more detailed support system for the children in my care, specific to each child's individual needs. I also have extra documentation, which provides a more detailed observation of the child and his or her needs and abilities. If required I can provide more resources, toys and apparatus to suit the needs of the child and aid them in their learning and development.

Links we have to other agencies

One of our main support agencies is our local SENCO who we have worked closely with to help identify and support children with additional needs. We also have several local agencies of which we can contact to further support children's learning and development needs. These include; support for behavioral issues, dyslexia support, equality and diversity support, hearing and vision support and dietary services.

How we support children transferring to school

We aim to support each individual child and to ultimately prepare them for starting school. We have several strategies used to aid this, firstly starting with enabling to children to understand the changes in going to school and what going to school means. Through stories, videos and trips to a school children gain a sense of understanding about the differences between my setting and going to school, helping them to feel at ease. We also fill in a 'Transition Document' which has been created by us to give the school information about the child, their current level of achievement etc. It also provides sections where by the child and parents can contribute their thoughts and opinions. The document features an additional page for any children with SEND to give information to the school about the child's main area(s) of need, Individual Education Plans and the name and contact details of any Other Professionals working with that child.

Welfare

Specialist skills or training our staff have

I have had several years experience of working with children, and during the years have cared for many children with additional needs. On top of this, both myself and my assistant always keep our child protection and safeguarding training up to date as well as researching new and upcoming relevant training.

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

Both myself and my assistant have recently undergone Paediatric First Aid Training and have an adequate measures in place to support this training, such as First Aid box, Individual medical cards etc. We are both also trained in food hygiene, and always aim to ensure children are as active and healthy as possible. Drinking water is available at all times and fresh fruit is given as a snack each day. The children are very active through their time in my setting, making use of the local parks, soft play areas, toddlers groups and the outdoor area. My setting is also a ‘Healthy Early Years Setting’. Our ‘Healthy Early Years training’ also supports us with many aspects of the Healthy Early Years with focus on individual needs, culture, intolerances etc. We ensure to keep this up to date and incorporate it into our practice when possible.

Ways we inform parents about how their child is being supported

We provide plenty of opportunity to share information with parents on a regular basis. This may be done through face to face conversations, text messages or emails. We also send out regular newsletters and ask parents to regularly keep up to date with their child's learning journals and individual files. Questionnaires are also used to gain feedback from parents about the level of support and information they receive from myself.
Each child has an online page where we can share photos and information. 

Our complaints policy

It is a condition of my registration to investigate all written complaints relating to the requirements of the Early Years Foundation Stage and I will notify the complainant of the outcome within 28 days of the receipt of the complaint. If I do receive a formal written complaint, I will inform Ofsted within 14 days that a complaint has been made. I will ensure I investigate all complaints and notify the complainant of the outcomes of the investigation within 28 days. I will make sure I keep a written record of all complaints and their outcome for at least three years. These will be kept confidential but, as required, I will provide Ofsted, on request, with a written record of all complaints within a specified period and the action taken as a result of each complaint. I will retain all records for a minimum of 3 years.

Access

Alterations we have made to make our building accessible

Access to the building at current is done via the front door, which has a step up to enter. If children require I can put in place a ramp to ensure access for wheelchair users.

Facilities we have for personal care

I have a downstairs toilet room with toilet and hand basin which is used by the children as required. The room also has a potty, and additional toilet seats with a step to aid independent use of the facilities. The children use the towels from the paper towel dispenser to dry their hands, and dispose of appropriately.

Specialist resources we have

The lounge is used for the children to play in. I have a variety of different toys which the children have access to, which include a choice of multicultural toys, sensory toys etc. We have recently spent a grant of £500 to buy new sensory and SEND toys and equipment

How we include all children in activities, such as trips

I always ensure that my practice and my environment are always inclusive, in which all children have a sense of belonging and security, and feel that their contribution is valued. We take into account families and individuals varied life experiences and needs. I ensure to promote the individuality of all members of the setting, wherever this is possible and reasonable, irrespective of ethnicity, religion/belief, attainment, age, disability, gender or background. This includes; dietary and dress requirements of religious groups, additional physical requirements, dietary and allergy requirements and language and cultural requirements. Children with additional needs are supported to participate in all activities with the other children, but I also aim to include some more specific games and activities for the child to enjoy which the other children can join in with too. When visiting places and going on trips, the places are risk assessed to include all children. We also complete a document of planning for these places, which includes a section on how we include any child with additional needs.