Early Years Local Offer response

Learning and development

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

Our staff have experience of working with children who may require additional needs. Regular observations and assessments are carried out on each individual child to track their progress and development through the Early Years Foundation Stage (EYFS). We work closely with the Senior Local Area SENCO to identify additional needs and support the children further through carefully planned Individual Learning Plans (ILP's). Children's progress through these IEP's is closely monitored and further developed when appropriate. Every Child a Talker (ECAT) tracking forms are carried out and updated regularly as a means of identifying and supporting additional needs in relation to speech and language development. 

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

Before children join our setting, we carry out short initial meetings with their parents/carers. This meeting allows for parents/carers to discuss their child's developmental starting points, raise any concerns they may have regarding their child's development and learning and make our staff aware of any specific goals they would like their child to achieve during their time with us. When observing and assessing the children, we work on conjunction with the EYFS to plan developmentally appropriate activities and next steps for each child, ensuring they are challenged and achieving their full potential. Our small setting allow children form strong bonds with their Key Person and the staff work hard to ensure that children's individual needs are met and supported. 

Links we have to other agencies

We have links with the Early Years Inclusion Service team and are supported by our Local Area SENCO.

How we support children transferring to school

During their time with us children enjoy an optimal balance of child-initiated play and focussed adult led activities. Children are encouraged to learn in a variety of different ways and our team work hard to ensure that opportunities for children to develop the characteristics of effective learning are provided. This helps to prepare children who are making the transition to school by supporting their ability to adapt to different social situations and learning opportunities. 

Our daily routine promotes independence and empowers children to try new things and 'have a go'. Children are encouraged to become involved in many aspects of the routine, once again supporting self-confidence and independence. Before children make the transition to school, we carry out a range of activities such a PE sessions and focussed circle time activities. We forge links with feeder primary schools as a means of creating a special transitions box for the children to explore and investigate. This box includes school uniforms which can be used to support discussions and role play, along with photographs of the children's new teachers and school environments. Teachers are welcomed into our setting so that they children can meet them for the first time in the comfort of a familiar environment. 

Our staff are happy to attend transition meetings with feeder primary schools for children with additional needs where required to ensure a continuity of care is provided and important information is shared. 

Welfare

Specialist skills or training our staff have

Our registered Childminders have the following Safeguarding and Welfare qualifications and training:

Level 2 Safeguarding (Booked on Level 3 later in the year)

Channel General Awareness module

Female Genital Mutilation: Recognising and Preventing FGM

 

Other relevant qualifications and training include:

Relevant Level 3 qualifications in Childcare and Education/Children's Care, Learning and Education

Level 3 Award in Paediatric First Aid

Health and Safety Training for Auto Injector Use

Level 2 Award in Food Safety for Catering

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

Our setting is part of the Cornwall Healthy Under 5's scheme. 

This brilliant project aims to support early years settings across the County as they strive to create health promoting environments for young children and their families.

As an early years childcare setting, we are in a unique position to emphasise the importance of health and wellbeing to children from an early age.  

In order to achieve this, we plan regular opportunities for outdoor physical play and exercise, offer a wide range of healthy snacks, promote dental hygiene through tooth brushing and encourage the children to become independent with health and hygiene routines.

Ways we inform parents about how their child is being supported

Parents/carers receive observations, assessments and daily care diaries through our Tapestry online learning journal system. As children's primary educators, the parents/carers role in supporting their child's learning and development is promoted and valued by us all at Rising Stars Truro. They are provided with opportunities to share special achievements and milestones with us and are also able to add their own observations to their child's online Tapestry learning journals. 

Regular communication between the home and the setting and importantly the child's key person ensure that parents are kept up to date with the support systems we have in place for their child and that they receive up to date information regarding their next steps for development and learning. 

Parents meetings are offered once every year and on request.

Our complaints policy

Parents/carers are initially encouraged to speak to us in person if our service falls short of their expectations. We will then work hard to resolve any issues

Complaints are taken very seriously, and parents/carers have access to Complaints Forms if they wish to make a written complaint. 

All complaints will be dealt with in a confidential manner and Ofsted will be informed within 14 days. The complainant will be informed of the outcome within 28 days of making the complaint. 

Ofsted's Compliments and Complaints poster is clearly displayed on our parents notice board for more information. 

Access

Alterations we have made to make our building accessible

The setting has its own entrance down the side of the property and is easily accessible for wheelchairs and pushchairs. The garden area has been renovated to ensure safety and hidden areas have been blocked off. 

Facilities we have for personal care

The setting is has its own kitchen for the preparation of food, a large bathroom with a changing table, potty/toilet training and hand washing facilities for young children and a separate sleep room. 

Specialist resources we have

All staff are skilled in using visual timetables to support children's understanding of the daily routine. All members of staff have traffic light systems and a range of sensory resources and equipment are also available at our setting. 

How we include all children in activities, such as trips

Our setting places a strong emphasis on getting out and about and engaging with the local community as a means of supporting first hand learning experiences. Regular trips and outings are carried out following thorough risk assessments. We ensure that all children have the opportunity to take part in these experiences by planning trips and outings on different days of the week. Parents are also provided with the opportunity to join us if they wish.