Early Years Local Offer response

Learning and development

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

We use observations and assessments to track a child's progress using an online learning journal - Famly. This will enable us to detect when a child may need some extra support. Development of all children will be regularly discussed with the parent/carers and key person and if it is identified that a child may need some extra support then the nursery Senco will also discuss this with parents/carers and a decision will be made as to whether the necessary support can be provided from within the setting or whether to refer to an outside agency to gain additional support for the child. 

 

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

Members of staff have attended a wide range of training to support children's individual needs. Staff plan learning opportunities to support children's next steps which link to the Early Years Foundation Stage. Staff monitor children's development and when expected progress is not made, then an 'Individual Learning Plan' will be set by the key person, Senco, parents/carers and outside agencies if any are involved, these targets are implemented and monitored and regularly reviewed by the child's key person, Senco and The Management Team. When necessary, the nursery may feel it is in the child's best interests to request an Education, Health and Care needs assessment, this can support the child to access additional interventions and support throughout their education.

Links we have to other agencies

We work very closely with many agencies such as Speech and Language Therapists, the Senior Senco, The Early Years Service, Educational Psychologists, Family Support Workers, Health Visitors, Social Workers, Occupational Therapists and the Early Years Autism Team. 

We also work very closely with the local schools when children are transitioning into Primary School.

How we support children transferring to school

We have regular contact with all the schools that our children will be transitioning too. We ensure we are aware of each school's expectations prior to the children transitioning so that we can ensure our children are 'School Ready'. 

We encourage independence within children to support a positive move onto Primary School.

Welfare

Specialist skills or training our staff have

Staff regularly update training to support children's individual needs. Staff have a good knowledge of Autism, Makaton, Behaviour Management, Emotion Coaching, Sensory processing, visual supports and supporting children with communication needs.

All staff have the relevant training in Safeguarding, Paediatric First Aid and are all DBS checked.

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

We promote PSED in all areas of the nursery day. Children are encouraged to join in during circle time and small group work. Risk assessments are carried out on a daily basis for the inside and outside environment and annually or as and when required for all areas of the setting. Individual care plans and risk assessments are also carried out for allergies, dietary or medical requirements. We have a cosy corner that the children can access when they choose. We promote a very approachable 'open door' policy where parents feel free to talk to staff whenever they choose. Parents are regularly invited to discuss their child's development with the child's key worker. We have termly TAC meetings when families require them. Each child is assigned a key person when they are enrolled in the setting. We have always encouraged support from any outside agencies to support children's needs. We strive to build strong relationships with parents/carers as well as outside agencies to ensure the children receive the very best support they can.

Ways we inform parents about how their child is being supported

We hold parents evenings and opportunities for the parents to look through the child's learning journey and work. Policies and procedures are available on request from the management. Discussions with the child's key person are termly or as and when required. Parents are invited to discuss summative assessments and targets which have been set as well as 2 year review checks. Staff attend TAC meetings when necessary.

Our complaints policy

Parents can access our complaints policy on request.

Access

Alterations we have made to make our building accessible

The nursery has wide door frames and a ramp to enable everyone to visit our setting, regardless of any individual access requirements, we also have an accessible toilet. There are various visual supports to label the environment, eg, fire exit signs, no smoking signs. 

Facilities we have for personal care

We have a discreet but accessible changing area, ensuring that staff do not 'lone work' in the toilet area. All staff have been DBS checked. We have a strong key person system in place to support the day to day routine.

Specialist resources we have

We have communication books, sensory resources, visual aids and choosing boards and quiet areas available.

How we include all children in activities, such as trips

Any trips out of the nursery are thoroughly risk assessed first. We may take photographs in advance and use social stories to prepare the children. Trips will only be made on foot and parents/carers will be informed in advance.