Early Years Local Offer response

Learning and development

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

Our key person system allows staff, parents/carers and children to form strong relationships which promote the learning and development of children. Initial and Regular assessments of children's learning and development allow staff to identify possible areas of learning where additional support may be required. We work alongside parents/carers to devise strategies which support their child's learning and development, seeking outside support from specialised agencies with parents consent.

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

Staff carry out regular observations of children, linking these observations to the individual area's of learning in the Early Years Foundation Stage (EYFS). Future activities, which may enhance a child's learning and development are detailed as the 'next steps' on the observations and added to future planning. Observations are used to carry out assessments of children, which demonstrate if a child is moving forward with their learning and development. We plan target group activities which concentrate on a specific area of learning that we feel individual children will benefit from. These activities are carried out in small groups or a one to one basis to provide additional support in enabling children to achieve the next steps in their development.

Links we have to other agencies

Our setting works closely with Local Authority Professionals and seeks help and support, with parents consent, from agencies such as the Speech and Language Therapist, Physiotherapy and Occupational Therapy Team, Child Development Centre, visual Impairment team and the area Special Educational Needs Coordinator (SENCO). Staff attend multi agency training to enable a greater understanding of professional roles outside the setting. Staff also attend meetings such as Team Around the Child (TAC) for individual children to ensure they can provide the best support, alongside other professionals, for the child. 

How we support children transferring to school

We liase with parents to ensure that their child is supported fully in their transition to school. We communicate with all schools, providing information (with your consent) regarding your child to enable teachers to form a good understanding of your child's learning and development needs. We have close links with Otterham CP School and arrange for teachers and assistants to visit us and also for the setting to visit the school. In addition to these visits, settling in days are organised by each school.

Welfare

Specialist skills or training our staff have

We endeavour to identify training needs of staff and equip them with a variety of skills. All staff have Child Protection training, with managers and Room Leaders trained to Level 3 Multi agency Child Protection level. Our Senco has completed Senco induction training. Room leaders have completed Behaviour management training to ensure an effective, consistent approach is used to address any unwanted behaviours and to encourage positive behaviour. Staff have attended a variety of training courses, relaying information about these courses at staff meetings. All staff have Paediatric First Aid training. Regular staff supervision identifies training needs/interests, with training plans being compiled for continual professional development.

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

The setting provides a healthy snack menu and has signed the Cornwall Responsibility Pledge for Trans Fat Reduction. We support parents with issues such as sleep patterns, by providing information and incorporating healthy practices in to our circle time for older children. We work closely with Health Visitors and share information such as 2 year checks with parents consent.

Ways we inform parents about how their child is being supported

Communication is of paramount importance in our setting. If we are unable to speak to parents directly when children arrive or depart from the setting, we ensure we telephone or provide written correspondence if we need to provide information or feedback. The setting provides regular news letters. Information regarding the Early Years Foundation Stage (EYFS) is provided in our registration pack, detailing the foundation years website for resources and contacts. Displays in our corridor relay information to parents on what their child has been doing at nursery. We offer parent/key worker meetings to celebrate your child's progress and achievements. Your child's key person is available at any time you may wish to speak to them about any issues or concerns you may have regarding your child. We use Tapestry, an online learning Journal that enables parents to view, comment and add their own observations of their child. This is an interactive tool which enables parents and key worker to communicate and share observations, photographs and video.

Our complaints policy

We endeavour to address and resolve any complaints with efficiency and care. The setting has a complaints policy and procedure which we adhere to in the event of a complaint. This can be found in our operational plan.

Access

Alterations we have made to make our building accessible

We have detailed in our access plan alterations we have made to ensure our building is accessible, for example, low level signage. Our building is on one level and is mostly open plan, making it very accessible. Our main entrance to the building is accessible for wheelchair users. We have low level partitioning in the room which can be moved around to accommodate walking/standing frames, wheel chairs and specialist furniture. We adjust the layout of the room to ensure that it is accessible for all children. We have erected a nest swing in the main garden and trapeze bars to provide sensory experience and promote core body strength. 

Facilities we have for personal care

We have a nappy changing area and children have individual toilets. There is also an adult and accessible toilet in the building. We have a sleep/rest room for children which has cots, a cot bed, pods and sleep mats.

Specialist resources we have

We have a range of sensory and visual equipment, this includes a music wall, trampette, soft play, vibrating resources and light board with accessories. We follow recommendations from parents and outside agencies when identifying and purchasing pieces of specialist equipment.

How we include all children in activities, such as trips

We aim to include all children in every activity we offer. Individual needs are discussed with parents and planned into activities to ensure inclusion.