Early Years Local Offer response

Learning and development

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

We know that early identification of SEND and proactive intervention is key in supporting children to reach their full potential. We have long standing, highly experienced staff who have a good knowledge of 'typical' child development. We discuss individual children with their parent/carers before they start pre-school, finding out if they are accessing support from external agencies and/or if parent/carers have any concerns about their child's development. We carry out a progress check of the children in our care between the ages of 2 and 3, thus ensuring that emerging concerns or a special educational need or disability is identified, and acted upon, at an early stage. In addition to the 2 year check, we carry out regular observations on all children which are assessed against the developmental phases of the Early Years Foundation Stage. If we have significant concerns about a child's development we will talk to parents and, with their consent, we will inform the school's SENDCo who will make a referral to the relevant professional within the Cornwall Council Early Years Team, if appropriate.

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

We have direct access to a Special Educational Needs and Disability Coordinator (SENDCO) who is responsible for ensuring that children with a special educational need and/or disability (SEND) have access to all areas of our provision. Our medium term planning is supported by Early Years Foundation Stage Guidance material. It also includes elements from nationally and locally endorsed educational programmes, such as Read, Write, Inc. Phonics Programme, Letters and Sounds, Healthy Early Years (HEY), and activities to support children with sensory processing and physical development. Regular observations of children playing and learning inform our short term plans. Each child is individually observed, assessed and planned for, ensuring that they each have access to a curriculum tailored specifically to them (taking into account their interests, strengths, areas requiring support) that extends learning and supports development. We develop targeted plans for children with SEND to support children's future learning and development, involving parents/carers and other professionals as appropriate. Practitioners carry out regular, relevant / specific training to help us to support children within our setting who have SEND. We will provide (where practicably possible) and use any specialist equipment required to support children's learning and development after undertaking any training necessary; We have recent experience of using visuals to aid communication.

Links we have to other agencies

We work closely with the LA Early Years Inclusion Service and attend regular training that is carried out by them. In particular we have gained a wealth of experience working with Area SENDCOS' Child Development Centre Teachers, Autism/Communication Support Workers, Speech and Language Therapists, Behavioural Support Workers, Educational Psychologists and a Teacher of the Deaf.

How we support children transferring to school

We have a fully supportive transitional programme within the whole shool EYFS wing in place for all children, which has a proven track record. From the minute children join us, we are supporting them to become familiar with people and places within the wider school environment. Within the 2nd half of the summer term we provide opportunities for children to experience school routines such as playtime, lunch time and assembly. Children also spend regular time in the reception class supported by a familiar pre-school practitioner. Reception staff (from all prospective schools) are invited and welcomed into the pre-school also. We discuss individual children's development, and share relevant information/resources with reception staff, such as successful strategies to support individual children.

Welfare

Specialist skills or training our staff have

We have a highly qualified workforce of 4 Practitioners in total. One Practitioner has qualified Teacher Status, one at level 3, one working towards level 3 and one at level 2. Throughout the team we have training in the use of visual aids and have carried out Makaton courses. We have attended Child Protection training and continue to develop our own training needs dependent on our co-hort each academic year.  All practitioners have a valid Paediatric First Aid qualification.

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

We follow the schools Healthy Eating and Healthy Early Years programmes and have Sun Safety accreditation. We plan and provide opportunities for energetic play and keep sedentary times to a minimum. Children have free access to fresh drinking water at all times throughout the session and we have a free flow system whereby children can access both the inside and the outdoor environment at their own choosing.

We adhere to Government guidelines on promoting British Values and encourage our children to make choices, share and take turns, think independently and be kind and caring to everyone around them.  All children are offered the same opportunities regardless of their gender, culture or race.

Ways we inform parents about how their child is being supported

We inform parents and carers through the 2 year Progress check and twice yearly parent consultations. We will arrange additional meetings with parent/carers of individual children if necessary and also have informal chats with parent/carers on a daily basis.  We make written notes of any behavioural issues which we share with parents and carers daily, as and when they may arise.  Information given to parent/carers within their induction pack and our settings prospectus informs parents how we support all children.

Our complaints policy

We anticipate that most concerns/complaints will be resolved quickly by an informal approach to the appropriate member of staff. However, if this does not achieve the desired result,  we follow the school Complaints Policy. Parent/carers can have access to all policies and procedures upon request.

Access

Alterations we have made to make our building accessible

We have wide doors and ramp access for wheelchair users.

Facilities we have for personal care

We have low level toilet and hand washing/drying facilities with nappy changing area.

Specialist resources we have

Sensory dark tent with light toys and equipment. We are equipped with various visual aids to support communication and times of transition.

How we include all children in activities, such as trips

We differentiate activities and provide additional levels of support as required. During outings and visits the high level of staff-child ratios ensures the safety of children at all times. When outside of the school perimeter we all (children and adults) wear high visibility jackets.