Early Years Local Offer response

Learning and development

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

When children start at the setting we do baseline assessments through home visits, play and stay sessions and the child's first weeks at pre school.  We use these observations and discussions with parents to identify whether there are any early needs that may require support.   All children are allocated a key person who observes and analyses the child in relation to the Early Years Foundation Stage Curriculum.  The key person constantly monitors whether their children  are 'on track' for their age.   At the end of every term we complete summative assessments for each child.  These assessments are analysed and any child showing a delay in development will be given extra support from their key person and SENCO.   

We also complete the 'Two Year Old Check' for all children in that age range.  This is another opportunity to reflect upon a child's development with parents and health visitors and pinpoint any needs that may require additional support.  

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

 Through the 'Two Year Progress Check' and termly summative assessments we analyse and reflect upon where additional support is required and what that should be.  Key person will have discussions with the SENCO and parents if they have any concerns regarding a child's development. SENCO will work with the parents and key person to develop an Individual Plan for the child. This has a small number of targets on it linked directly to the needs of the child.  They are measurable, attainable  targets which we review with the parents at an agreed date.   

All children in the setting have next steps which form the basis of our planning for the activities, resources and learning opportunities in our daily provision.  These are steps which will support the child into moving on in their development. 

Links we have to other agencies

Working with Senior SENCO, Speech and Language Therapy service, Portage, Health Visitors, paediatricians, early inclusion team and local schools. 

How we support children transferring to school

We always hold a transition meeting with parents/carers to talk about the things that we do to support the children with regards to moving on to 'big school'. During this meeting we discuss parents concerns/worries about the transition and  provide ideas for how they can support their child at home with developing some of the skills and attitudes which will help them settle at big school and enjoy their experiences there. We invite Reception teachers to the preschool to meet the children who will be joining their classes in September. We do our absolute best to ensure that we go with each child to visit the school that they will move to, taking photos of their new classroom and the teachers and other staff who they will be with. We then use these photos to make a transition book for either the individual child or cohort (putting the photos on to our closed facebook page for parents to share with their children during the summer hols).  Should a child require further support with transition we will do anything that we feel may help them, e.g. organise visits to the school when there are no other children in there to allow for a 'step by step' approach to getting use to the new environment, providing communication passports for the Reception teacher and staff. 

We visit Portreath school throughout the year to use their outdoor learning environment in the school grounds, visit the reception classroom for transition play sessions and occasionally go to watch shows or productions that the school are holding. In the run up to transitioning to school some of the older children come to visit the pre-school to begin the process of setting up the Buddy system. 

Welfare

Specialist skills or training our staff have

All staff attend EYFS courses to keep updated. All staff are trained in paediatric first aid. Members of staff are SENCO trained, Makaton training, sensory processing training, behaviour management training, emotion coaching, Thrive to five. Experienced staff work closely with newly qualified staff to give them support.

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

Home visits to all children starting at the setting and a stay and play session with the parent before their first session. Two year checks with parents. Healthy focus to give the children a healthy balanced snack each day. Use of emotion coaching to support children in beginning to understand their feelings.  Daily group time sessions to discuss feelings and emotions.  The Feelings Board is freely accessible to help children identify their emotions. We analyse the children's behaviour and play through their levels of Involvement and Well-being. 

Ways we inform parents about how their child is being supported

• We always hold Home visits before new children join us so that we can begin finding out about the child and build the important relationship between family and the pre-school. 


• Having parents come to the Stay & Play sessions also enables them to see first hand how we will support their child.


• We have regular parent meetings (currently via the phone) to update and discuss the child's progress and development with their parents. We also use these meetings to share next steps with the parents and how they can support their child with these at home as well. 


• We are in the process of moving over from paper learning journals to a online version (January 2023) and this is currently in the trial stage. 


• We have a closed facebook page which shows photos of the children and what they have been up to during the week. 


• Every week a Play & Learning Newsletter is emailed out to parents which details exactly what the children have been learning and developing in during the week, and again how parents can support and encourage this at home. 


•  Daily communication between the parent and key person when the children attend the session.


• We hold informal parents evenings about topics of interest, e.g. Getting Ready for School, how to support your child in their language development, supporting children's personal, social and emotional development etc. 

Our complaints policy

Available on the website and on request when in the setting. Chairperson, manager and deputy are available to discuss matters. OFSTED can be contacted, details are given at home visits. 

Access

Alterations we have made to make our building accessible

We have a ramp into the setting for access for wheelchairs and push chairs.

Facilities we have for personal care

Nappy changing area.  Two separate toilets. Two separate hand basins. 

Specialist resources we have

At present we have sensory resources and toys, however we obtain any resources which are recommended or suggested for individual needs by other professionals or from our Individual Plans.  Within the room we have a specific area for 2 year olds and young 3 year olds, which they can access freely.  

How we include all children in activities, such as trips

Staff ratio increased and support from parent helpers.