Early Years Local Offer response

Learning and development

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

On admission to the pre-school, we ask parents/carers to provide detailed information about their child, through the enrolment and admissions process which includes meeting the staff and completing our 'Getting to Know Me' form . We also offer an initial home visit prior to a child's admission. This offers a valuable opportunity for parents/carers to share important information regarding their child. In turn, pre-school staff will talk about strategies and support systems that are used in pre-school, or those that can be put in place to meet every child's individual needs -with the aim of reviewing them regularly. An initial assessment of the child is then carried out over the first six weeks. We also complete the statutory two year old check, and this may also highlight areas where additional support can be targeted. If necessary, staff would also contact other agencies -such as the Health Visitor to enquire about other previous two year old checks completed by the Health Visitor. This informs the baseline assessment which is shared with parents. Strengths or highlighted areas of potential concerns or development can then be discussed and strategies put in place to support and enhance learning. These are then reviewed regularly. We will then continually assess a child's learning and development through daily learning opportunities, interactions and observations, which will enable us to complete termly assessments via the online "Tapestry" programme. Progress and new targets are always shared with parents/carers during termly achievement time. For transferring children, we would always hope to contact any previous care provider to gain any information and work together to ensure a smooth transition into our setting. For children who attend two or more settings, we ensure regular contact with the other setting to ensure continuity of care and progress. On a daily basis, all staff recognise the importance of structure. The children enjoy knowing, and find security in, what is to happen next. The staff also use language that is appropriate to an individual child's language understanding -using key words and phrases for children with limited language understanding. At all times, staff recognise the power of motivation as a means of developing communication, language and learning, therefore children's interests are always considered and broad themes of interest make up our key long-term planning themes. From week-to-week and day-to-day children's individual interests are catered for. We have daily short structured group sessions targeted to the age and developmental profile of the children -these sessions include phonics, "Philosophy for Nursery" "Zumba" and "Write dance". All staff aim to provide recognised, consistent approaches to behaviour management for all children

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

On admission, each child is assigned a key person – the child’s “special person”- who becomes responsible for the overall collation of observations, carrying out assessments and collecting samples of work. All this is collated in a child’s "Learning Journey" record booklet The Key person develops a special bond with the child, parents and other professionals so that all can work together for the overall well-being and benefit of the child. In this way, any specific learning and developmental needs can be identified and discussed. Through ongoing interactions, observation, and assessment, information is shared with parents through informal conversations and through formal termly achievement time. We ensure all children's individual learning and development needs are met through agreed next steps and like to introduce an element of challenge! For children with specific needs, we will aim to provide the excellent, early intervention that they deserve and require in a secure, safe, challenging and motivating environment. Sometimes specific strategies will be required, to help a child make progress and achieve. Staff will aim to motivate a child to learn through working with a child’s interests and preferences. Plan do and review forms are used for children with identified learning and development needs. A structured day supports all children and visual supports such as Makaton symbols, signs and schedules are used on a daily basis. On a day to day and week to week basis, Observations are kept and progress assessed using “Development Matters” (EYFS 2014) An overall assessment is made at the end of every term and the "next steps" in learning identified. For all children, termly assessment, rates of learning and progress are constantly monitored. Parents are kept fully informed and encouraged to work closely with staff in supporting "next steps" in learning at home If any areas of concern are identified, the key person will always discuss these issues with other staff and the parents/career. Once these priority learning needs have been agreed, the key person will devise strategies especially targeted to support these areas of concern. If it is deemed necessary advice can be sought from other agencies. The Code of Practice is followed and "Plan, Do and Review" formats are used to monitor progress and support with identified learning and developmental needs. A priority for the pre-school is communication and language development: members of staff have had the training “Learning Language and Loving it” (Hanen) Also training in behaviour management (behaviour management procedures .is embedded into our daily practice), and training and use of Makaton signs and symbols

Links we have to other agencies

Frequent contact with the local Health Visitors Frequent links with the local primary school staff Links with the LA SEN network meetings

How we support children transferring to school

The Key Person will arrange a meeting with new staff. Information and assessments as detailed in the online "Tapestry" Learning Journey" are shared. The Reception class teacher often comes into the pre-school to meet the children and from there a transition plan is arranged whereby the children attend a series of once -a-week short "play" sessions in the new school classroom. In the final term before transfer each child attends a once weekly morning school session. NB: individual transition plans are organised for children attending other primary schools in the area.

Welfare

Specialist skills or training our staff have

All Staff undertake regular Child Protection and Safeguarding training as a priority. Many members of staff also have First Aid (paediatric) training and a Food Hygiene Certificate. All staff have taken part in training on the different aspects of the EYFS and courses relating to Behaviour Management and Language and Communication, (such as Makaton, Living Language Learning Language and Loving it! -Hanen) Autism-are seen as a priority. Staff are also encouraged to follow their own professional pathway.Members of staff also bring with them their own individual qualifications and experience:

The Pre-school leader is the SENCO with Early Years Foundation Degree and a certificate in Early Years Practice. She has over 14 years’ experience with the pre-school. Wide ranging training includes: • Leadership • Preparing for OFSTED • Parents as Partners • SENCO Network updates • Letters and Sounds • Language Rich Practice in Early Years • Observing Assessment and Planning Emotion Coaching

The second Deputy acts as support SENCO and is a fully qualified Specialist SEN teacher BEd, Dipl Autism.(over 30 years experience)  (specialising in autism and communication),  This teacher supports all staff members in order to provide support and suggestions for wide ranging disabilities, conditions and syndromes, such as Cerebral Palsy, Autistic Spectrum Disorder, Sensory Impairments, Physical delays and wider Communication difficulties including Speech and specific Language disorders and delays. Training includes • Leadership and Management (22 years’ experience of managing an "Enhanced Resource Nursery" and Assistant Head of a nursery and infant school in the maintained sector) • Language and communication • Autism spectrum disorders • Moderate/Profound and multiple learning difficulties • Sensory difficulties • TEACCH and PECS • Derbyshire Language scheme (DLS).

The First Deputy has Early Years Professional Status Level 4 certificate in Early years practice and a BSC (Hons) Psychology degree: She is skilled in many areas and has undertaken wide ranging training including • Integrated Training (CAF/lead professional, information sharing) • Safer Recruitment • Language development • Language rich practice in early years • Sounding out words • Parents as partners, Speech and Language, Sensory difficulties. 

 

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

The Key person works together with parents/carers and will liaise with other agencies as and when necessary.

Ways we inform parents about how their child is being supported

Parents are provided with information  to access their child's Learning Journey (Tapestry) on-line and are encouraged to make comments. Parents can ask to see the key person ask at a time convenient to both in order to asky questions and share information that may arise. Parental contact is encouraged -daily/weekly or by phone or email. Termly reports and assessments are shared through Termly "Achievement time" meetings.

Our complaints policy

Any Parent with a concern about a specific aspect of the setting provision is advised to act as follows:- 1. Talk over the concern with setting Leader. 2. If the complaint is unresolved, the parent is asked to put the complaint in writing to the setting leader and the chair of the committee. ;3.Written acknowledgement of the complaint is then sent to the parent. 4. A full detailed investigation takes place. 5. The parent is asked to meet with the leader to discuss the complaint 6. The parent is informed of the outcome of investigation within 28 days. 7. If concern remains unresolved, an external mediator is invited to help to settle the complaint. (This person should be acceptable to both parties, listen to both sides and offer advice). 8. When the mediator has concluded her/his investigations, a final meeting is held between the parent, the setting leader, chair of the committee and the mediator. 6. Once the complaint is resolved, the decision is recorded and signed, and copies are held by both parties.

 NB: Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the welfare requirements of the early years foundation stage are adhered to- 0300 123 1231

Access

Alterations we have made to make our building accessible

Currently the pre-school is housed in temporary accommodation. Certain essential alterations have been made such as the toilet doors have been reversed to aid accessibility.A changing table is in place. Cars can drive to the door of the building and there are no steps at the entrance.

Facilities we have for personal care

We have a toileting area with a change table. personal equipment and supports. Protective clothing and waste disposal collection.

Specialist resources we have

Makaton symbols and a visual symbol programme and a fully qualified specialist teacher. Resources for different stages of development Multi-cultural characters and books Feeding and drinking equipment A structured day with targeted structured teaching sessions

How we include all children in activities, such as trips

When an outing or a trip is being planned, staff endevour to make the event available to all children. Parents are always invited along.