Early Years Local Offer response

Learning and development

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

When children first enter the setting we have discussions with the parents about their children and offer the opportunity to talk about any concerns they might have about their child's development. The child will an assessment on entry to get a baseline assessment, this gives a good starting point for the child's key person to work with. The child will have regular observations, which helps to asses where the child is on the development scale. This information can help to identify early if the child needs additional support. If the child needs additional support then strategies will be planned in order to support the child with their development. We have review meetings with parents, which is every term. This gives the chance for parents and key person to discuss the child's development and talk about concerns either might have. Next steps for the child will also be spoken about so the parents are always informed of how the key person is supporting the child with their learning.

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

We follow the key person system, where each allocated a key person who will make the observations regularly. The observations are put onto Tapestry and online learning journal and linked to development matters. The key person will make next steps to make sure their key child is reaching their full potential. Observations and next steps will include the child's interests in order to make sure the children will be engaged in the activity. If a child needs additional support then discussions will be held with the parent and they keyworker and if needed the SENCO will be involved as well. This is to ensure that the child's individual needs are met.

Links we have to other agencies

If a child needs additional support we have links with outside agencies, such as speech and language therapist, Health Visitors, early years inclusion team. All referrals made have the consent from the parents first. We also have access to the Early Help Hub. This helps us to decide which route would be best to meet the needs of the child.

How we support children transferring to school

We have a great transition to school we help by taking them up to regular visits also the teachers from schools come to visit us. In the lead up to the children transitioning to school we ensure that they have they skills ready to cope  with the change, this include communication and language, and that they have good relationships with their peers and adults alike. This we feel is the most important aspect for the child to feel safe and secure and can talk confidently with people around them. 

 

Welfare

Specialist skills or training our staff have

We have a designated Child protection officer and all staff have been trained in basic child protection. Three members of staff have their level 3 Multi-agency training. All staff have their paediatric first aid training certificates, which are updated regularly. The Senco and some of the staff have been on behavioural management training and emotion coaching training as well. 3 members have staff are currently undertaking an autism course in order to help children who might be on the spectrum. Staff have also recently been on the Learning Language and Loving it course. We also have level 4 in Nipper Nutrition and some staff have been on the eating well for under fives.

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

We follow a healthy food system where we look and explore food which are healthy and balanced, following the Healthy Under Fives guidelines. children also have the opportunity to do physical exercise which helps to keep them healthy. This is done inside and outside. We also do regular risk assessments to make sure the children's safety is paramount at all times.  We also have regular fire drills so the children know how to respond in case the fire alarms go off, we also have a system on place to ensure this runs effectively.We have a behavior policy which we adhere to, promoting positive behavior at all times towards their peers and adults alike.

Ways we inform parents about how their child is being supported

We have recently moved on to Tapestry Online learning journeys which the parents have access to at all times, this way they can see the regular updates and see how their child is developing, they can also share with us anything they think their child has done something well at outside of the setting. We call this WOW moments.  Once a term we have parent review meetings where the parents and key person can discuss the child's progress and maybe any concerns that either might have about the child. We also encourage parents to talk to us at any time about their children. The door is always open and listening ears ready. The children have termly summative reports which are given to parents at the review meetings. We have a planning board which parents can view daily to see what is happening in the setting on that day. Planning is done to meet the EYFS and also next steps to make sure each child are meeting their full potential. 

Our complaints policy

We have a complaints policy in place which parents have access to at all times. We take any complaints seriously and will take the appropriate action to ensure that it is dealt with in the correct manner and following our policy at all times.

Access

Alterations we have made to make our building accessible

We have access for wheelchairs to get into the setting and into our outside area, we also have a disabled toilet within the setting. 

Facilities we have for personal care

We have a changing table within our Disabled toilet, with nappies on hand at all times for when they are needed.

Specialist resources we have

We have a sensory area, with different types of resources for children to explore, we also have a tent which the children can go into with cushions and lights in .

How we include all children in activities, such as trips

All children will take part in our trips, if they need additional support then we would make sure that where we are going would be suitable for all the children. We make sure all our children are included I what ever we do regardless of their needs, If we cant met their needs then we would rethink our plans to ensure that all children are involved.