Early Years Local Offer response

Learning and development

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

A Key Person is allocated to a child when they start Pre-School; the key person is responsible for completing initial assessments, observations are completed and shared with parents through ‘Tapestry’ an online learning journey, enabling us to share a child’s learning and development in partnership with their parents/carers.

Key Persons are responsible for completing 2-year progress checks and they also complete the Every Child a Talker monitoring tool.

Key Persons make regular assessments of children learning and share this with parents through the summative assessment on a half termly basis. Parents receive a report from the key person at the end term detailing their progress. We ensure that all children’s individual needs are met and acknowledged. Therefore, we are able to identify any child who may require additional support.

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

In order to recognise children’s progress and understand their needs and to plan activities it is important for practitioners to assess children. Tapestry is used for observations and the development matters for assessment.

When a child first starts an all about me booklet is completed by the parent, after the settling in period a baseline assessment is then carried out by the key person.

Each child is a focus child for one week per half term, key persons work closely with parents to support children’s learning and development, at this time important information is shared about what they like to do at home, what they enjoy doing in the setting, activities they enjoy at home and the skills they are developing.

Through observation practitioners can respond on an ongoing basis, develop and shape children’s learning experiences. Key persons make regular assessments of children learning and share this with parents through the summative assessment on a half termly basis. Parents receive a report from the key person at the end term detailing their progress.

Progress check at age two, key person completes an assessment and this is shared with parents.

Links we have to other agencies

We liaise with other professionals where necessary, for example:- Early Years Service, Health Visitors,  Speech and Language Therapists.

How we support children transferring to school

We have very good links with Nanstallon CP school.  We have a role play school that we create during the summer term; this has photos of the schools in the area and some of the teachers. The local reception teachers are invited to the Pre-School to meet the children; they can share their learning journeys with them. We complete summative assessment/cohort sheets and moving on forms for Reception Teachers.

Welfare

Specialist skills or training our staff have

All staff attend regular training in safeguarding, first aid and food safety, through Educare. The SENCO and Deputy SENCO attend SENCO Network Meetings. Staff have basic Makaton training. All members of staff have Visuals training.

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

We follow Healthy Under 5's guidance. We regularly inform parents about health and well-being. We offer a healthy snack twice a day and the menu is provided for parents to view. Children have access to the outdoor environment and regularly take part in Forest School activities throughout the week. KiXX visit the setting once a week to teach multi sports skills. 

Ways we inform parents about how their child is being supported

Each child has an online journal which is accessible via their individual Famly account. By logging on with a secure username and password parents can view their child’s observations & photographs whilst at Pre-School. Famly allows Key Persons to work together with parents, providing opportunities to share information. Parents are also encouraged to contribute to their children’s learning journey by adding comments about current interests or achievements. Parents are given a report at the end of every term. We have an open door policy where parents have the opportunity to chat informally to us before and after the session, or they can call and make an appointment. 

Our complaints policy

Our setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our setting and will give prompt and serious attention to any concerns about the running of the setting. We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns. We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all of the parties involved.

Access

Alterations we have made to make our building accessible

Nanstallon Pre-School is a purpose built, eco building.

Facilities we have for personal care

Accessible toilet

Specialist resources we have

We have a sensory room, equipped with a bubble wall and additional sensory equipment.

How we include all children in activities, such as trips

All children are supported and activities are adapted to ensure all children are able to take part. We complete risk assessments and pre-visits before any trip or outing. We ensure a high adult : child ratio is in place.