Early Years Local Offer response

Learning and development

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

Sharing sheets and registration forms are completed by the parent(s) or carers as part of the registration process, which provides us with a tool to be able to identify any special needs or issues. All new starters are offered a home visit which provides a forum in a safe space for staff and parent(s) or carers to discuss any concerns and to help identify any special needs or requirements, We use EYFS tracking sheets for all children and plan for the individual child from our observations. We use cohort tracking to help us identify children's individual needs. Any accidents are audited half termly to spot any potential correlating areas of concern for each child. As a setting, we are committed to our staff's ongoing professional development. We have dedicated SENCO and Safeguarding staff in the setting who are trained to identify when a child may require additional support. All Key Workers regularly attend training courses to refresh, update and build on existing skills, providing them with a robust knowledge and up-to-date skills in all areas of child learning and development.

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

Our daily schedule involves working in small groups for identified SEN children and for those due to start Primary school that year. Our staff have attended specific training to help identify and support learning needs through observation and assessment. Staff have attended such courses as: Making Sense, Behaviour and Visual, and Makaton Training.

Links we have to other agencies

We have firm links with all agencies that support children and the care and development of their educational, emotional, mental and social needs. We work closely with our senior locality SENCO, The Department of Education and Health & Social Care through their Family Support, Health & Social Workers.

How we support children transferring to school

Millbrook C of E and Fourlanesend Schools are the two main local feeder schools for Kingfisher Pre-school children. Parents are encouraged to build relationships with the school of their choice, and for their children to attend the weekly introductory sessions to help with their transition to Primary School. We also organise regular visits to the local school's drama productions or special events, and invite reception class staff to make regular visits to meet the children at Kingfishers. We provide children with resources and activities such as items of uniform, PE sessions and role play in order to help ease the transition process. We have a transition book which we introduce to the children during their last term with us, which shows pictures of their new school environment and new faces. This is a tool designed to help with a smooth transition from pre-school to primary school.

Welfare

Specialist skills or training our staff have

The majority of our staff are trained to NVQ level 3 in Child Care & Development, or are working towards this qualification. We have three qualified and experienced EYFS Teachers a Forest School Leader as well as two trained SENCO representatives. Our Manager and Deputy Leader are fully trained in Safeguarding, and have staff have trained in the following: Food Hygiene, Paediatric First Aid, Manual Handling and Fire Safety. Staff will regularly use spot timers and some Makaton, choosing boards and objects of reference in order to support children in the setting. Ongoing training is part of Kingfishers commitment to our staff's continued professional development.

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

We actively promote wellbeing, confidence, independence and resilience through our ethos and approach. We have a natural outdoor space with forests and beaches on our doorstep, and we encourage all the children to find their own space and to connect with nature and themselves through regular forest and beach school activities. We operate a key worker system which ensures that good bonds are made and each child is understood in depth. On a more practical level, we are part of the Healthy Under 5's Programme and provide healthy snacks, often prepared by the children themselves. We support parents by encouraging the children in their self care including toilet training, and eating and drinking independently . All areas and activities, including trips outside the setting, are assessed for potential risk, and reviewed on a regular basis. Fire drills are carried out with the children to familiarise them with the routine in the event of a fire. We are also insured and have a specialist pre-school setting policy through the PLA.

Ways we inform parents about how their child is being supported

Staff are always available at the beginning and end of each session to discuss any concerns with the parents and/or carers, or mention any observations made during the session. Regular observations are made and added to the child’s learning journey and parents are encouraged to view their children’s learning journeys regularly. Regularly each child features as ‘Star of the Day’ and their parents and/or carers and grandparents are invited to the setting to share the day with their child. This gives them the opportunity to observe for themselves their child’s pre-school experience and how they interact. Learning Journey’s are available to parents and or carers to look at and contribute too whenever they like. We organise family days each term which take place either in the setting or as a trip out. Family Days give the staff and parents or carers quality time together in a relaxed environment. Families are able to share in the experience of how their child is being supported and nurtured. Our Policies & procedures are revised and updated on a regular basis, and key policies including our safeguarding policy are available in reception and on our website for parents to refer to. We regularly share information with parents and carers through paper, email and online processes, including a termly Newsletter and information shared via social media and our website.

Our complaints policy

Any parent who has a concern about an aspect of the setting's provision talks over, first of all, his/her concerns with the setting leader. Most complaints should be resolved amicably and informally at this stage. If this does not have a satisfactory outcome, or if the problem reoccurs, follow the next step of the procedure by putting the concerns or complaint in writing to the setting leader and the chair of the committee. The setting stores written complaints from parents in a designated complaint file. When the investigation into the complaint is completed, the setting leader and/or chair of committee meets with the parent to discuss the outcome. Parents must be informed of the outcome of the investigation within 28 days of making the complaint. If the complainant remains dissatisfied at this point, a complaint should be raised with Ofsted.

We are interested in parent and children's experience and views of our setting, and therefore solicit regular questionnaires to provide an opportunity to gather parents views and opinions, which are important to us. Taking their views into account enables us to constantly improve our practice, as well as the children and parent's experience.

Access

Alterations we have made to make our building accessible

There is a small step at the bottom gate and a natural path leading up to the setting which can become muddy and slippery in very wet weather.

Although there are steps leading into the building's foyer at the front of the building, a natural path in keeping with the setting has been laid down so that the building can be accessed on one level towards the rear of the building through the double fire exit. All internal doors enable wheel chair access, and there is also a separate wheel chair accessible WC.

Facilities we have for personal care

We have 5 separate toilets with access for hand washing. Our wheel chair accessible WC also accommodates our nappy changing area.

Specialist resources we have

We have a range of resources to meet individual needs. We use sensory play with malleable materials that help the children explore texture and sensation, and different natural objects are used to develop curiosity and sensory development. The children have access to a range of musical instruments and we have an outdoor water table, a sand pit, mud kitchen, growing beds and willow domes. 

How we include all children in activities, such as trips

We like to organise regular trips and outings for the children to extend their experiences of the wider world. We organise an annual trip to the theatre, regular family days out to local Parks and Houses, and visits to local schools. We are very lucky to have a wonderful outdoor space for the children to explore, but we also have a local play park nearby where we also like to take the children. All trips and outings are risk assessed before we go, and in the interest of the children’s safety, the ratios of children to staff are always considered. All children are included in our outings and are invited regardless of whether or not they usually attend on the day of the trip. Parents, carers, siblings and grandparents are all encouraged to come along to help enrich their child’s experience.