Early Years Local Offer response

Learning and development

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

Each child has their own keyworker that keeps a Learning Journey containing observations that track their progress and development through the Early Years Foundation Stage (EYFS). Sharing children's Learning Journeys with their parents and listening to parental concerns enables us to identify if we feel a child needs additional support. We work closely with parents of children with Special Educational Needs and Disabilities (SEND) to create and maintain a positive partnership and ensure their child is provided with the additional support they require to learn and develop.  

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

Our Learning Journeys track children's learning and development and enable keyworkers to identify children's next steps. Activities and resources are planned for according to children's individual needs, next steps to learning and interests that are identified through ongoing observations. If we feel a child requires additional support for their learning and development we work closely with parents to support their child and may seek advice and support from other agencies such as Speech and Language Therapy or the local Senior Special Educational Needs Co-ordinator with parental permission.  

Links we have to other agencies

We have worked with other agencies including: Speech and Language Therapy, Physiotherapy Service, Senior Locality SENCO, Hearing Support.  

How we support children transferring to school

We are situated very closely to the local Primary School which enables us to take all children on transition visits to School as they prepare for the next step of moving from Pre-School to Primary School. We share with parents how their children get on during their transition visits. We welcome visits from school class Teachers to meet the children and support their transition. In addition transition books are made for children with SEND providing photographs of the new classroom environment and the teachers they will have when they start School.  

Welfare

Specialist skills or training our staff have

All staff hold a Level 3 or above qualification in childcare and education. All full-time staff have attended Makaton training. Our SENCO has attended relevant SENCO Training and has experience in providing additional support for children with SEND in the setting. 

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

We aim to provide all children with a safe, secure and stimulating environment that promotes happiness and increased self-esteem. Children bring in fruit and we provide healthy snacks and promote healthy lunchboxes. We are situated within a park area and have lots of space for playing outside. 

Ways we inform parents about how their child is being supported

Newsletters, sharing Learning Journeys, Open Mornings and regular feedback with parents during arrival and collection times. 

Our complaints policy

A Complaints Policy is in place at Stepping Stones. All policies and procedures are available for parents to read. 

Access

Alterations we have made to make our building accessible

Alterations were made to our Pre-School room in 2013 to make it bigger and offer extra places for children. Height adjustable table and various height chairs are available. We use Makaton at our setting with all children. In 2015 improvements were made to our outdoor area, with a new play area and canopy to make outdoor play accessible in all weather.  

Facilities we have for personal care

Children's toilets and sinks are at a low height and are accessible for children. Nappy changing facilities. 

Specialist resources we have

Labels and Makaton signs are displayed around the room. We have Makaton books of signs and symbols and use Makaton at our setting. We have a visual timetable to help children become familiar with the daily routine and to understand what activity is happening now and next. 

How we include all children in activities, such as trips

Activities are planned for according to children's individual needs. Trips to the local primary school during transition visits are accessible for all children.