Early Years Local Offer response

Learning and development

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

We have a number of systems and strategies in place to identify children that may require additional support. This includes on-entry assessment and more ongoing observations and assessments, including the 2 Year Check. Every child is allocated a key worker when they join our setting. We aim to build good relationships with the parents and carers so that we can share information. As part of this process, we invite parents to meet with us and complete an information pack prior to the child starting, so that we can get the full background of a child’s needs. We have a SENCO, who is in pre-school everyday. They are available to meet with parents regularly and provide support for the child on a daily basis.

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

We observe and assess the progress the children make and add regular updates to the learning journeys. We also use a cohort tracking system to help us identify any child who appears to be having difficulties in any area of learning and development. When we identify a child who needs extra support we will discuss the difficulties with the parents/carers, and then together, agree an individual education plan. The Individual Education Plans contain SMART targets, which are small, measurable, achievable and realistic. These plans are reviewed on a regular basis. At times we will seek the help and advice of outside agencies if we feel additional support is needed in order to meet the child’s needs.

Links we have to other agencies

Our pre-school is able to access advice and support from many different agencies and we know who to contact if this is needed. An example, is our link to Speech and Language Therapy Services and we currently work closely with them to support the children in our care. We also work closely with Health Visitors.

How we support children transferring to school

Our transition to the reception class is excellent. We are very fortunate to share the same building and outdoor area as the reception class. This makes it possible to have free-flow between the rooms, and we can have outdoor learning together on a regular basis. We have a formal transition process in place for the year before they join reception. Support is given in arranging visits to their new class and meetings take place between staff members to ensure that relevant information is shared. This helps to ensure that support can be put in place for children before they start in the reception class.

We share the same area of school with the reception class, and this really helps the children with their transition to 'big school'.

Welfare

Specialist skills or training our staff have

The specialist skills and training of the staff in the setting includes Basic Makaton Training, and CAMHS Mental Health Matters training. The SENCO has experience in working with children who are profoundly deaf, and also children with social, emotional and behavioural difficulties.

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

We support children’s health and well-being by ensuring we have information of a child’s needs prior to them starting with us. We provide lots of outdoor play and adapt resources and activities so that all children can join in. Once a week the children take part in our Jumping Mice session in the school hall. This allows them the space and equipment to explore and develop their gross motor skills in a more structured session.

Ways we inform parents about how their child is being supported

We inform parents about how their child is being supported in a number of ways. Examples include us posting on our Seesaw app, newsletters and letters, telephone calls, formal contact (parents consultation meetings, progress review meetings and 2 Year Check meetings) and informal contact (we have an open door policy). Also, policies are freely available. We mostly use Seesaw as a form of communication with parents.

Our complaints policy

We have a complaints policy which parents are able to see, or request a copy of. This follows statutory guidelines and the procedures which should be followed. We also display an Ofsted poster which contains contact details, which parents can use.

Access

Alterations we have made to make our building accessible

Our building is a purpose-built fully accessible early years unit. We are also accessible via the main school, which has a ramp and lift to all floor levels. We have an accessible toilet.

Facilities we have for personal care

We have a nappy/changing area located within the pre-school cloakroom. We have individual low-level toilets and low-level sinks for the children.

Specialist resources we have

We do not currently have any specialist resources, however, we would arrange to borrow or buy any items required from a specialist department.

How we include all children in activities, such as trips

We include all children in trips and arrange additional support from staff or volunteer parents as needed. We always carry out full risk assessments.