Early Years Local Offer response

Learning and development

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

Initially, we encourage parents to visit our school with their child and share information with us regarding the strengths and needs of the child to create a positive partnership. Any concerns you might have about your child or specific needs which must be met will be discussed at this point. Children’s interests, dislikes and learning styles will also be shared. Home visits are made for all children before they join our nursery. A welcome pack is sent out to all parents before their child joins the school. Within this is an opportunity for parents to share information about their child’s interests and needs.

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

EYFS tracking sheets are used for all children which allows us to identify any developmental concerns. We assess through observations and play based learning and then plan the environment accordingly. The children then plan their learning and review it through photographs and talk at the end of each session. Children in the nursery and reception cohorts are observed as often as possible to get an insight into how they learn and what they enjoy learning about. Frequent short observations are carried out and two long observations per child every half-term. Through these on going observation and assessments, linked to the Early Years Foundation Stage, a learning journal will be produced. Any possible individual need identified will then be discussed with you and strategies put in place for your child to achieve their full potential. We are currently applying for Place Plus funding in order to support one child. Reports from Health Care Professionals may identify a child’s individual needs and we will include these in your child’s learning and development. Targets set by these professionals will be addressed. Staff attend regular training to ensure they are confident and knowledgeable in addressing specific needs (for example, Team Teach. Makaton. ASD, behaviour support). Visual supports are used to support children’s individual needs, for example visual timetables, traffic lights etc. Small group intervention is carried out for specific children.

Links we have to other agencies

Ladock School engage with a number of outside agencies on a regular basis. The following list is not exhaustive but gives some examples: o Speech and Language therapist o Child Development Centre o Senior Locality SENDCo o ASD Worker o Paediatrician o Occupational Therapist o Physiotherapist o Early Support

How we support children transferring to school

We want children to feel safe and happy in the absence of their parents and to recognise staff as a source of help and friendship as well as authority. We aim to make the setting a welcoming place where children settle quickly and easily with the help of our Welcome Pack. Consideration is given to the individual needs and circumstances of each child and their family. Children come to Ladock from a variety of pre-school settings including Happy Days nursery, The Child Development Centre, Child Minders. Children and their parents are encouraged to visit the school before they start and phased starts are often put in place. The class teacher and/or SENDCo visit the children’s current setting before they start at Ladock. This enables the member of staff to see the child in that setting and also to liaise with the staff. A number of ‘settling in’ sessions are offered to new children. When the child is ready to move to the next class, transition meetings are held with their class teacher and Learning Journeys and assessments are shared.

Welfare

Specialist skills or training our staff have

The SENDCo and other members of staff have attended Team Around the Child Meetings and on occasions have acted as Lead Professionals. Our SENDCo has the National award for SEND cordination, Diploma in SpLd and is a County SEN consultant. Two members of staff have done basic Makaton training. All staff are Tier 2 Safeguarding trained with an additional two members of staff undertaking Tier 3 Safeguarding training. Staff are currently working with the Autistic Specialist Team. Staff training in SEND is always included in our plans for whole school and individual staff training according to need. At least 2 members of our staff are trained in Child Protection.

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

PSED is regularly taught within the curriculum through circle time discussions, emotion stories, puppets, choosing class rules etc. Mrs Lisa Michell (Headteacher) is also our designated Child Protection person with our Senior Teacher, Mrs Mary Stevenson, as deputy. Both have completed their Tier 3 Safeguarding training. Quiet areas are incorporated into the school environment. When necessary the school engage with services that support children emotionally such as CAMHS. Our open door policy ensures parents can inform us of any change in circumstances. One morning a week parents are invited to come in to the classroom to look at their child’s learning.

Ways we inform parents about how their child is being supported

Ladock has an ‘open door’ policy and you are welcome to speak to us at any time about your child’s development. At the start of each new topic, a letter is sent out telling the parents about it and informing them of key events which take place in the class. Parent interviews are offered to provide an opportunity to review your child’s progress and learning journal in line with the Early Years Foundation Stage. Ladock School has a ‘Home School Agreement’ which is shared with new parents and redistributed annually. From reception, children are asked to bring a book bag and are given a reading record book. This is used as a form of communication with parents. Collective Worship is held in the Church on a Friday and parents are invited to join us and help us celebrate the children’s achievement form that week. Children from reception age join this. Photograph evidence of children’s achievements are used to enhance our Learning Journals. We produce a weekly Newsletter to inform parents of our what is going on and which children are being presented with awards. The Newsletter is posted on our Web Site together with any changes in our policies and procedures. We value all parents views and opinions. We carry out an Annual Questionnaire asking for feedback on our provision so that we can improve our working practice by evaluating these results. We encourage parents to share their interests and skills within the setting for the benefit of all children.

Our complaints policy

We are part of a Multi Academy Trust and there is a complaints policy for this Trust. This complaints policy can be found on the Trust’s website: www.stpirans.co.uk

Access

Alterations we have made to make our building accessible

All areas of Ladock School (inside and outside)are accessible by a wheelchair. There is an accessible toilet in the main building which can also be used as a discreet changing area. Door frames are wide enough to accommodate a wheelchair. There are many visual supports around the school to label certain areas and exits. We will make changes or adapt our facilities, if needed and in line with, an appropriate risk assessment.

Facilities we have for personal care

An Intimate Care policy is in place. The accessible toilet area can be used as a changing area if needed.

Specialist resources we have

Specialist resources are acquired as they are needed to support individual needs.

How we include all children in activities, such as trips

Risk assessments are carried out for any trips to identify any risks or barriers. Any outside trips undertaken are in line with the statutory requirements of the Early Years Framework. Parents are invited to help with trips if it is appropriate to meet their child’s needs.